Introduction to Human Anatomy and Physiology I
Course Number: BI 121
Transcript Title: Intro Human Anatomy/Phys I
Created: September 1, 2012
Updated: January 22, 2016
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
MTH 60 or equivalent placement test scores
Prerequisite / Concurrent
Surveys anatomical terminology, basic chemistry, cell structure and function, tissues, and the following systems: integumentary, skeletal, muscular, and nervous. Involves lecture discussions complemented by physiological laboratory exercises, dissections, microscopy, and multimedia. Prerequisite: MTH 60 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available.
Upon successful completion students will be able to:
- Apply concepts and knowledge of the general terminology, cell structure and function, histology, gross anatomy, and physiology related to the integumentary, skeletal, muscular and nervous systems to novel technical and/or clinical scenarios.
- Research and critically evaluate various sources of information related to these systems in order to discern reliable scientific information from unsourced information and “pseudo science”.
- Communicate information related to these systems through written, verbal, or multimedia formats in order to assess current knowledge, answer investigative questions, and explore new questions for additional research.
- Evaluate information on human health and medical research as to its social, environmental, and ethical implications as part of responsible citizenship.
- Use scientific laboratory equipment in order to gather and analyze data on human anatomy and physiology.
- Use an understanding of how these human organ systems are interrelated to apply a holistic approach to human health.
Alignment with Institutional Core Learning Outcomes
|In-depth||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. Apply the knowledge, skills and abilities to enter and succeed in a defined profession or advanced academic program. (Professional Competence)|
|4. Appreciate cultural diversity and constructively address issues that arise out of cultural differences in the workplace and community. (Cultural Awareness)|
|5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)|
Outcome Assessment Strategies
Course outcome assessment will be achieved using a combination of the following: case studies, group projects, individual projects, quizzes, tests, in class activities, laboratory activities, presentations, and journals.
Course Activities and Design
The format here is traditional lecture and laboratory periods. Textbook, multimedia, discussion and interactive methods will be used in Lecture and the Labs will reinforce the Lecture material in hands-on and collaborative efforts using materials such as microscopes, anatomical models, and animal specimens.
Course Content (Themes, Concepts, Issues and Skills)
- Cell Structure and Function
- Identify the organelles found in human cells
- Explain the function of the organelles found in human cells
- Describe the processes by which materials are transported across cell membranes
- Describe the mechanism of mitotic cell division
- Understand the relationship between a cell's structure and it's function
- Cellular Chemistry
- Understand the basis of pH and its affect on cells
- Describe the major categories of organic molecules and their function(s) in the human body
- Describe the mechanism of enzyme activity
- Describe the basics of protein synthesis
- Understand the fundamentals of basic chemistry
- Identify the major categories of tissues in the human body
- Integumentary System
- Identify the principle structures and layers of human skin
- Explain the functions of the principle structures and layers of human skin
- Explain how skin is involved in thermoregulation
- Describe the process of skin repair
- Explain the role of the integumentary system in homeostasis of the human body
- Describe diseases/disorders associated with skin
- Skeletal System
- Identify the major bones of the human body
- Describe the processes of bone formation
- Describe the processes of bone replacement and repair
- Explain the homeostasis of body calcium
- Differentiate between the types of joints found in the human body
- Identify the types of joint movement
- Explain the role of the skeletal system in homeostasis of the human body
- Describe diseases/disorders associated with the skeletal system
- Muscular System
- Identify the major muscles of the human body
- Explain the physiology of muscle contraction
- Differentiate between muscle types
- Explain the role of the muscular system in homeostasis of the human body
- Describe diseases/disorders associated with the muscular system
- Nervous System
- Differentiate between the Central and Peripheral Nervous Systems
- Identify and state the function of the various cell types found in the human nervous system
- Discuss pathways associated with the human nervous system
- Identify and state the function(s) of the major regions of the human brain
- Explain the mechanism nerve impulse conduction
- Identify and state the function of the major neurotransmitters found in the human body
- Explain the relationship between nerve impulse conduction and muscle contraction
- Explain the role of the nervous system in homeostasis of the human body
- Describe diseases/disorders associated with the nervous system
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 and 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