CCOG for BI 232Z archive revision 202604
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- Effective Term:
- Fall 2026
- Course Number:
- BI 232Z
- Course Title:
- Human Anatomy and Physiology II
- Credit Hours:
- 4
- Lecture Hours:
- 30
- Lecture/Lab Hours:
- 0
- Lab Hours:
- 30
Course Description
Addendum to Course Description
To clarify the teaching of evolution and its place in the classroom, the Portland Community College Biology Departments stands 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 of the course, students should be able to:
- Explain key homeostatic mechanisms and feedback loops in the nervous, endocrine, and cardiovascular systems.
- Describe anatomical structures and their relationships to function in the nervous, endocrine, and cardiovascular systems.
- Explain key processes of the nervous, endocrine, and cardiovascular systems.
- Relate the relevant levels of biological organization to the functions of the nervous, endocrine, and cardiovascular systems.
- Describe how the nervous, endocrine, and cardiovascular systems interact with other body systems.
- Apply physiological and/or anatomical concepts of the nervous, endocrine, and cardiovascular systems to practical scenarios such as clinical, public health, and societal issues.
- Identify major structures in the nervous, endocrine, and cardiovascular systems using lab materials.
Quantitative Reasoning
Students completing an associate degree at Portland Community College will be able to analyze questions or problems that impact the community and/or environment using quantitative information.
General education philosophy statement
BI 232Z is the second course in a year-long series of anatomy and physiology. The series is a prerequisite to many allied health programs including but not limited to nursing, dental hygiene, and physical therapy. In this course we study form and function of the human body. For each system we study we begin at the cellular level and increase our perspective to include tissues, organs, and organ systems. We then include how the system is integrated with other body systems. We discuss the function of these systems in the context of homeostasis and how their environmental and lifestyle can impact function. Students learn to apply the information they learn in clinical settings and apply their knowledge to disease etiology, pathophysiology and the effects of their environment and their own health. Students analyze quantitative and qualitative data in order to distinguish between healthy physiological function and disease states. Ethical, environmental and social considerations of maintaining health, or addressing health disparities, are discussed.
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.