Human Anatomy & Physiology I

Course Number: BI 231
Transcript Title: Human Anatomy & Physiology I
Created: September 1, 2012
Updated: August 27, 2019
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
Repeats available for credit: 0


BI 112 or BI 211

Course Description

First course of a three-course sequence. Introduces body systems, homeostasis, tissues, integument, skeletal and muscular systems. Includes related laboratories which integrate appropriate lab equipment and procedures: microscopes, dissection, and others as determined by the department and instructor. Prerequisites: BI 112 or BI 211. Audit available.

Intended Outcomes

Upon successful completion students will be able to:

  1. Work collaboratively, competently and ethically within a team of other health care professionals in subsequent clinical and academic programs in allied health sciences.
  2. Apply concepts and knowledge of general terminology, cell structure and function, gross anatomy, physiology, histology and terminology related to the integument, muscular and skeletal systems toward clinical problem solving.
  3. Critically evaluate health articles and medical journals related to anatomy and physiology and examine the contexts of public health and broader social issues.
  4. Use correct terminology to communicate anatomical features and physiological processes.

Alignment with Institutional Core Learning Outcomes

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


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


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)

Not addressed

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

To establish an intentional learning environment, Core Learning Outcomes (CLOs) 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.

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

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 (Themes, Concepts, Issues and Skills)


  • Professionalism – attitude
  • Interdependence of health care professions
  • Limitations of personal skill levels and knowledge
  • Critical thinking


  • Homeostasis
  • 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


  • 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



  • Instructional Goal: The goals are to survey the scope of the course and to develop a basic working vocabulary applicable to the study of anatomy and physiology. Students will also be taught about homeostasis.


  • Instructional Goal: The goal is to survey the fundamental tissue groups that combine to form the human body, to understand how tissues are classified as membranes, and to understand the formation of endocrine and exocrine glands.


  • Instructional Goals: The goals are to survey the anatomy and physiology of the integumentary system.


  • Instructional Goal: The goal is to survey the anatomy and physiology of the skeletal system.


  • Instructional Goals: The goals are to develop an understanding of the physiology of muscle contractions and become familiar with the names, locations, and functions of the major muscles.

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.