Course Content and Outcome Guide for BI 231 Effective Fall 2015
- Course Number:
- BI 231
- Course Title:
- Human Anatomy & Physiology I
- Credit Hours:
- Lecture Hours:
- Lecture/Lab Hours:
- Lab Hours:
- Special Fee:
Course DescriptionIntroduces basic anatomical and physiological terms, tissues, the integumentary, skeletal, muscular and nervous systems including nervous histology, physiology, spinal cord and nerves. Includes lecture discussions complemented by laboratories involving microscopy, animal dissection, physiological exercises and computer based exercises. This is the first course in a three-course sequence. Prerequisites: WR 115, RD 115 and MTH 65 or equivalent placement test scores, and BI 112 or (BI 211 and BI 212). Audit available.
Addendum to Course Description
To clarify the teaching of evolution and its place in the classroom, the Portland Community College Biology Departments stand by the following statements about what is science and how the theory of evolution is the major organizing theory in the discipline of the biological sciences.
* Science is a fundamentally non-dogmatic and self-correcting investigatory process. In science, a theory is neither guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are, modified and revised through observation and experimentation.
* The theory of evolution meets the criteria of a scientific theory. In contrast, creation "science" is neither self-examining nor investigatory. Creation "science" is not considered a 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). Biology instructors of Portland Community College will teach the theory of evolution not as absolute truth but as the most widely accepted scientific theory on the diversity of life. We, the Biology Subject Area Curriculum Committee at Portland Community College, therefore stand with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula.
Intended Outcomes for the course
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 anatomical terminology, gross anatomy, physiology, histology and terminology related to the integument, muscular, skeletal and nervous systems (histology, physiology, spinal cord and nerves) toward clinical problem solving.
3. Critically evaluate health articles and medical journals related to anatomy and physiology and contextualize the knowledge into the realm of public health and broader social issues.
4. Effectively evaluate case studies in anatomy and physiology through verbal, written and/or multimedia means.
5. Continually develop scientific reasoning and the ability to interpret patient data through the collection of clinical and physiological parameters.
6. Use correct terminology to communicate anatomical features and physiological processes.
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.
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 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:
1.0 INTRODUCTION TO ANATOMY AND PHYSIOLOGY
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.
2.0 INTRODUCTION TO TISSUES, MEMBRANES, AND GLANDS
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.
3.0 INTRODUCTION TO INTEGUMENTARY SYSTEM
Instructional Goals: The goals are to survey the anatomy and physiology of the integumentary system.
4.0 INTRODUCTION TO THE SKELETAL SYSTEM
Instructional Goal: The goal is to survey the anatomy and physiology of the skeletal system.
5.0 INTRODUCTION TO THE MUSCULAR 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.
6.0 INTRODUCTION TO THE NERVOUS TISSUE
Instructional Goals: The goals are to develop an understanding of the organization of the nervous system, nervous histology, the physiology of nerve impulse conduction and spinal cords and nerves.