Human Anatomy & Physiology III

Course Number:
BI 233Z
Transcript Title:
Human Anatomy & Physiology III
Created:
Jul 26, 2022
Updated:
May 01, 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
Prerequisites

BI 232Z with a "C" or better

Course Description

Examines the structure and function of the human body through a body systems approach. Explores anatomy and physiology of the respiratory, digestive, immune, lymphatic, urinary, and reproductive systems at the relevant levels of biological organization (chemical, cellular, tissue, organ, and organ system). Covers acid-base balance and human development. This course includes a laboratory component. Prerequisites: BI 232Z with a “C” or better. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Explain key homeostatic mechanisms and feedback loops in the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems.
  2. Describe anatomical structures and their relationships to function in the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems and human development.
  3. Explain key processes of the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems and human development.
  4. Relate the relevant levels of biological organization to the functions of the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems.
  5. Describe how the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems interact with other body systems.
  6. Apply physiological and/or anatomical concepts of the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems to practical scenarios such as clinical, public health, and societal issues.
  7. Identify major structures in the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems using lab materials.

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 lymphatic/immune, respiratory, digestive, urinary, and reproductive systems.

  • Homeostasis
    • Maintenance of internal balance
    • Negative and positive feedback mechanisms
    • Integration of multiple organ systems in maintaining homeostasis
  • System-Specific Homeostatic Mechanisms
    • Lymphatic/Immune System
      • Immune surveillance and pathogen elimination
      • Regulation of immune responses
      • Inflammatory response feedback mechanisms
    • Respiratory System
      • Regulation of blood oxygen and carbon dioxide levels
      • Neural and chemical control of breathing
      • Acid–base balance regulation
    • Digestive System
      • Hormonal regulation of digestion
      • Feedback control of enzyme secretion
      • Nutrient absorption regulation
    • Urinary System
      • Fluid and electrolyte balance
      • Blood pressure regulation
      • Hormonal control of kidney function (e.g., ADH, aldosterone)
    • Reproductive System
      • Hormonal regulation of reproductive cycles
      • Feedback loops in the hypothalamus–pituitary–gonadal axis
      • Pregnancy-related hormonal regulation

Outcome 2: Describe anatomical structures and their relationships to function in the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems and human development.

  • Lymphatic/Immune System
    • Lymphatic vessels and lymph
    • Lymph nodes
    • Spleen
    • Thymus
    • Tonsils
    • Immune cells (T cells, B cells, macrophages)
  • Respiratory System
    • Nasal cavity and sinuses
    • Pharynx and larynx
    • Trachea
    • Bronchi and bronchioles
    • Lungs and alveoli
    • Respiratory muscles (diaphragm, intercostal muscles)
  • Digestive System
    • Oral cavity, teeth, and tongue
    • Pharynx and esophagus
    • Stomach
    • Small intestine
    • Large intestine
    • Liver, gallbladder, and pancreas
  • Urinary System
    • Kidneys
    • Ureters
    • Urinary bladder
    • Urethra
    • Nephron structure
  • Reproductive System
    • Male
      • Testes
      • Epididymis
      • Vas deferens
      • Seminal vesicles
      • Prostate gland
      • Penis
    • Female
      • Ovaries
      • Fallopian tubes
      • Uterus
      • Cervix
      • Vagina
      • Mammary glands
  • Human Development
    • Fertilization
    • Embryonic development
    • Fetal development
    • Placenta and fetal circulation

Outcome 3: Explain key processes of the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems and human development.

  • Lymphatic/Immune Processes
    • Innate immunity
    • Adaptive immunity
    • Antigen recognition
    • Antibody production
    • Immune memory
  • Respiratory Processes
    • Pulmonary ventilation
    • Gas exchange in alveoli
    • Oxygen and carbon dioxide transport
    • Regulation of breathing
  • Digestive Processes
    • Mechanical digestion
    • Chemical digestion
    • Nutrient absorption
    • Metabolism of carbohydrates, lipids, and proteins
  • Urinary Processes
    • Glomerular filtration
    • Tubular reabsorption
    • Tubular secretion
    • Urine formation and excretion
  • Reproductive Processes
    • Gametogenesis (spermatogenesis and oogenesis)
    • Hormonal regulation of reproduction
    • Menstrual cycle
    • Fertilization
    • Pregnancy and childbirth
  • Human Development Processes
    • Embryogenesis
    • Organ formation
    • Growth and maturation

Outcome 4: Relate the relevant levels of biological organization to the functions of the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems.

  • Chemical Level
    • Hormones
    • Enzymes
    • Antibodies
    • Respiratory gases
    • Electrolytes
  • Cellular Level
    • Immune cells
    • Respiratory epithelial cells
    • Digestive gland cells
    • Kidney cells (nephrons)
    • Reproductive cells (gametes)
  • Tissue Level
    • Epithelial tissues
    • Connective tissues
    • Muscle tissues
    • Nervous tissues
  • Organ Level
    • Lungs
    • Stomach
    • Kidneys
    • Lymph nodes
    • Reproductive organs
  • Organ System Level
    • Coordination between organ systems
    • Integration of physiological functions

Outcome 5: Describe how the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems interact with other body systems.

  • Nervous System
    • Neural regulation of breathing and digestion
    • Stress effects on immune and reproductive systems
  • Cardiovascular System
    • Transport of immune cells and nutrients
    • Gas transport between lungs and tissues
    • Blood filtration by kidneys
  • Musculoskeletal System
    • Respiratory muscle function
    • Nutrient supply to muscles
    • Bone marrow production of immune cells
  • Endocrine System
    • Hormonal control of metabolism and reproduction
    • Kidney hormone production (erythropoietin)
  • Integumentary System
    • Barrier defense against pathogens
    • Vitamin D synthesis affecting calcium balance

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

  • Clinical Applications
    • Respiratory diseases (asthma, pneumonia)
    • Immune disorders (autoimmune diseases, allergies)
    • Digestive disorders (ulcers, inflammatory bowel disease)
    • Kidney diseases (renal failure, kidney stones)
    • Reproductive health conditions
  • Public Health Topics
    • Vaccination and immunity
    • Respiratory infections and prevention
    • Nutrition and digestive health
    • Water balance and kidney health
    • Sexual and reproductive health education
  • Societal Issues
    • Fertility and reproductive technologies
    • Maternal and fetal health
    • Organ transplantation and immune compatibility
    • Environmental effects on respiratory health

Outcome 7: Identify major structures in the lymphatic/immune, respiratory, digestive, urinary, and reproductive systems using lab materials.

  • Lymphatic/Immune Lab
    • Identification of lymph nodes, spleen, and thymus
    • Histology of lymphatic tissues
    • Blood cell identification
  • Respiratory Lab
    • Lung models
    • Trachea and bronchial structures
    • Alveolar histology
  • Digestive Lab
    • Digestive organ models
    • Stomach and intestinal structures
    • Liver and pancreas identification
  • Urinary Lab
    • Kidney dissection
    • Nephron histology
    • Urinary tract structures
  • Reproductive Lab
    • Male and female reproductive organ models
    • Histology of reproductive tissues
    • Stages of embryonic development
  • Lab Skills
    • Microscopy
    • Anatomical model identification
    • Diagram labeling
    • Data interpretation

Suggested Texts and Materials

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.