Introduction to Human Anatomy and Physiology I

Course Number:

BI 121

Transcript Title:

Introduction to Human Anatomy and Physiology I

Created:

Jul 26, 2022

Updated:

Jun 29, 2023

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, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

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)

Major

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)

Minor

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

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 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

1. 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
2. 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
3. Tissues
   • Identify the major categories of tissues in the human body
4. 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
5. 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
6. 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
7. 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

Department Notes

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