Human Anatomy & Physiology III
Course Number: BI 233
Transcript Title: Human Anatomy & Physiology III
Created: September 1, 2012
Updated: April 30, 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 and its prerequisite requirements
Introduces the respiratory, digestive, urinary and reproductive systems, metabolism and fluid and electrolyte balances; embryology and genetics. It is the third course of a three-course sequence. This class includes lecture discussions complemented by laboratories involving microscopy, animal dissection, physiological exercises and computer based exercises. Prerequisite: BI 232 with a "C" or better and its prerequisite requirements. Audit available.
Upon successful completion 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, urinary and reproductive systems, metabolism and fluid and electrolyte balances; embryology and genetics 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.
- Effectively evaluate case studies in anatomy and physiology through verbal, written and/or multimedia means.
- Use experience gained in the collection of clinical and physiological parameters through hands on or real life activities that develop scientific reasoning and interpret patient data.
- 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.
- METABOLIC PROCESS
- Instructional Goal: The goals are to gain knowledge of anabolism and catabolism, and the role nutrients play in these processes.
- INTRODUCTION TO THE URINARY SYSTEM
- Instructional Goal: The goal is to survey the anatomical and physiological components of the human urinary system.
- BODY FLUIDS, ELECTROLYTES AND ACID-BASE BALANCE
- Instructional Goal: The goal is to understand fluid balance between the various body fluid compartments. A second goal is to understand the role that the major electrolytes play in maintaining homeostasis. A third goal is to understand the role that various organ systems play in maintaining acid-base homeostasis.
- INTRODUCTION TO THE REPRODUCTIVE SYSTEM
- Instructional Goal: The goal is to survey the anatomical and physiological components of the reproductive systems of both sexes.
- DEVELOPMENT AND INHERITANCE
- Instructional Goal: One goal is to develop an understanding of human development. A second goal is to examine the way in which inherited information is distributed from one generation to the next. A third goal is to develop an understanding of some genetic disorders.
Columbia Gorge Community College Science Department stands by the following statement about 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.
Lab B Notes: The lab for this course has been approved as "Lab B". This means that Faculty effort in preparation and evaluation generally occurs outside of scheduled class hours. Class format is a combination of Faculty lectures and demonstrations, guided student interactions and supervised student application of lectures. Students produce written work such as lab notebooks, reports, and responses in writing to assigned questions, and the Instructor is expected to comment on and grade this written work outside of schedule class hours. This evaluation will take place on a regular basis throughout the term.