MASTER COURSE OUTLINE DEPT: BIOL
Big Bend Community College NO: 241
Date: January 2009
COURSE TITLE: Human Anatomy and Physiology I
CIP Code: 26.9998 CREDITS: 5
Intent Code: 21 Total Contact Hours Per Qtr: 77
SIS Code: 326 Lecture Hours Per Qtr: 33
Lab Hours Per Qtr: 44
Other Hours Per Qtr:
Distribution Designation: LS
PREPARED BY: Barbara Jacobs
COURSE DESCRIPTION: An analysis of the structure and function of human skeletal, muscular, nervous and endocrine systems as well as the role of receptor-ligand interactions and introductory histology. Emphasis will be given to the homeostatic relationships between systems. Four hours of lab per week will be devoted to hands-on experience with required cat dissection as well as computer analysis of muscle physiology. Tissue slides, models and skeletons will be utilized. Lab is required for credit.
PREREQUISITE(S): Students may qualify for BIOL& 241 in any one of the following ways:
· a grade of 2.0 or better in BIOL& 211 or BIOL& 222 and in CHEM& 121 or above, or a transcript from another college for those classes
· ayear ofhigh schoolAnatomy & Physiology and Chemistry within the last 2 years with a grade of B or better
· a score of 3 or better in Advanced Placement Biology and a year of high school Chemistry within the last 2 years with a B or better
REQUIRED TEXTS:
· Seeley, Stevens & Tate, Anatomy and Physiology, (8th edition) WCB/McGraw Hill, 2008
RECOMMENDED CD:
· Anatomy & Physiology Revealed: An Interactive Cadaver Dissection Experience, by the Medical University of Ohio, version 2.0, McGraw Hill
COURSE GOALS: To familiarize potential health professionals as well as biology majors with the form, function and pathology of the human body. To utilize their background in chemistry and cell biology to explore metabolism and the muscular and nervous systems on a molecular level. To present much of the material within a medical framework in order to maximize its usage for the majority of students.
COURSE OBJECTIVES:
Upon completion of the course the student should be able to:
· Locate and identify all major bones, bony landmarks, joints and muscles in human skeletons and models, and in dissected cats.
· Perform a quality dissection of an embalmed cat, exposing all major muscles.
· Identify all major tissue groups both on microscope slides and 35 mm slides.
· Have a detailed understanding of cell chemistry and metabolism, and their relationship to disease.
· Have a working knowledge of the form and function of the muscular, skeletal, nervous and endocrine systems and the major diseases and disorders of each.
COURSE CONTENT OUTLINE: LECTURE
1. Homeostatic Regulation
The student will be able to:
a. explain the concepts of negative feedback and homeostasis
b. analyze examples of homeostasis in terms of input signal, receptor, control center, and effector.
c. use these concepts all quarter long as we cover the body systems
2. Membrane Proteins
The student will be able to:
a. identify and explain the structure and function of cell proteins with emphasis on receptors, ion channels, transport proteins and antigens.
b. differentiate between non-gated, voltage-gated and ligand-gated channels
c. relate receptors and antigens to a number of cellular disorders and pharmacological applications, identifying any channels and pumps involved.
d. use these concepts all quarter long as we explore the molecular physiology of nerve impuses, muscle contraction, and endocrine regulation.
3. Histology
The student will be able to:
a. identify all basic tissue types, explain the identification criteria, and give examples within the human body
b. describe the relationship between cells, tissues, organs and systems
4. Cellular Respiration and Metabolism
The student will be able to:
a. explain the composition and function of various buffer systems, showing buffer reactions in conditions of excess acid and base.
b. understand what the terms acidosis and alkalosis mean in the body, explain how these can develop.
c. explain oxidation and reduction and analyze electron carrier reactions in cellular respiration.
d. give all major reactions in cellular respiration, and relate a number of pathological processes to failures of, or interference with, cellular respiration.
e. explain the processes of carbohydrate, fat and protein metabolism, showing how and where each interacts with the reactions of cellular respiration
f. explain carbohydrate, fat and protein metabolism in starvation or hypoglycemia, including protein wasting, glucose sparing, ketoacidosis and azotemia as well as gluconeogenesis, glycogenesis, glycogenolysis and lipogenesis.
5. Muscle
The student will be able to:
a. relate muscle fiber types to types of exercise, amount of myoglobin present, and physiological benefits of using each.
b. explain in detail the steps in the molecular basis of muscle contraction and excitation- contraction coupling and relate this to the macro and microanatomy of skeletal muscle.
c. explain the roles of myoglobin and creatine phosphate
6. The molecular basis of nerve transmission
The student will be able to:
a. explain the establishment of a resting potential across a membrane
b. give the molecular basis for the generation and propagation of action potentials, relating this to the role of electrolyte balance and the symptoms of imbalances
c. explain the events at the synapse including the recycling of the components of the neurotransmitters
d. relate this to the SSRI drugs
e. differentiate between impulse propagation in unmyelinated neurons and saltatory conduction in myelinated neurons
7. Basic nervous system organization and function
The student will be able to:
a. name and explain the divisions of the nervous system, using examples to illustrate the interrelations possible between all branches.
b. explain the 4 processes in a reflex arc indicating the structures involved in each.
c. analyze an action scenario, such as the visceral and motor reactions to seeing a child run in front of your car, in terms of the all the structures involved in each step and the divisions and branches of the nervous system to which each belongs
8. The central nervous system
The student will be able to:
a. recognize the anatomy of the spinal cord and its meninges
b. trace the flow of cerebrospinal fluid
c. categorize brain areas, structures and lobes in terms of function and pathology
d. trace the pathway of impulses through the brain in any complex scenario, such as seeing something, determining what it is, it’s position with relationship to you, the fact that it poses a threat, tracking it with your eyes, determining your response, sending impulses to muscles to carry out your response. Name all the structures involved.
9. The peripheral nervous system; nervous system pathology
The student will be able to: a. give the names, numbers and functions of the cranial nerves, relating each to localized brain damage
b. recognize the various spinal plexi and ganglia, be able to discuss cord damage
c. list the effects of stimulation of autonomic nervous system alpha and beta target organ receptors, and relate those to common pharmacological blockers and stimulators
10. Endocrine regulation The student will be able to: a. Give the location, structure, functions and secretions of the hypothalamus, anterior and posterior pituitary, thyroid, parathyroids, pancreas, adrenals, ovaries and testes
b. Explain the relationship of the hypothalamus to both lobes of the pituitary gland and the role of the portal system in that area
c. Relate receptor malfunctions, hyposecretion and hypersecretion in each of the above to specific endocrine disorders
d. analyze and diagram any homeostatic action of these organs starting with an input signal to a receptor, and ending with the response of a target organ in both negative and positive feedback
COURSE CONTENT OUTLINE: LAB
1. Organization of the Human Body
The student will be able to:
a. identify appropriate body cavities, regions, planes and directional terms on models, x-rays, scans and anatomical compasses.
b. define and use correct terminology referring to various portions of anatomy
c. define and give examples of all categories of muscle movement
2. Histology The student will be able to: a. demonstrate the use of the compound light microscope with ease b. identify all basic tissue types, giving their functions and locations under the light microscope and on 35 mm and powerpoint slides which include electron micrographs. Be able to give the basis on which he/she identifies each tissue.
3. Micro and Macroanatomy of Bone
The student will be able to: a. explain endochondral ossification b. identify components of bone including Haversian systems, bony membranes, epiphysial plates and lines and all cell types.
4. The Skeleton The student will be able to: a. identify and articulate all human bones and major bony landmarks on articulated and unarticulated human skeletons as well as models and x-rays b. assign specific joints to general (i.e. synarthoses) and specific (i.e. saddle) categories.
5. Human Musculature The student will be able to: a. state the origin, insertion, and action of selected major human muscles
b. identify all major muscles on models
c. identify all components of a muscle cell on a model.
6. Cat Dissection:
The student will be able to: a. perform a quality dissection of all major muscles on an embalmed cat b. identify all major muscles on a series of dissected cats
EVALUATION METHODS/GRADING PROCEDURES:
LECTURE EXAMS:
Consist of the following types of questions:
*Recall questions which test knowledge of facts.
Example: Giving names and functions of organs within a system.
*Analysis questions which require students to extrapolate concepts to new situations.
Example: Using the fundamental concepts of cellular respiration and homeostasis studied in earlier classes to understand the functioning of organ systems. Determining which pathological processes involving organelles studied in earlier classes will give rise to diseases in systems studied this quarter.
*Synthesis questions that require students to reorganize material into unique
categories.
Example: Given five items that are somewhat closely related, be able to combine four of them in a group that excludes the fifth.
*Evaluation questions that require students to make judgments using given facts.
Example: Given a set of symptoms or laboratory results, determine the disease or condition.
There are 6 major exams totaling 600 points:
2 lecture exams (100 points each) 200 point total
1 lecture comprehensive final exam (100 points) 100 points
3 lab practical exams (100 points each) 300 points
600 point course total
The grade scale may be curved as the instructor deems necessary but usually approximates:
100 - 97% 4.0 / 79- 70% 2.9 - 2.0 / 56 - 0% 0.096 - 90% 3.9 - 3.5 / 69 - 65% 1.9 - 1.5
89 - 80% 3.4 - 3.0 / 64 - 57% 1.4 - 0.7
Lab is an essential part of this class and is required for credit. All lab exams are practical exams in which students rotate through 26 stations, spending 90 seconds at each. Each station presents a handson exhibit and two questions. Additionally, 35 mm or powerpoint slides will be shown for identification and/or analysis. Question types range from identification to analysis and prediction of results.
PLANNED TEACHING METHODS/LEARNING STRATEGIES:
x Lecture x Small Group Discussion Special Project
x Laboratory x Audiovisual x Other (List)
Supervised Clinical Individual Instruction Dissection
Division Chair Signature
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