HARFORD COMMUNITY COLLEGE
BIO 203 – Anatomy and Physiology I
Course Information
EFFECTIVE DATE
Summer 2012
DATE SUBMITTED
March 2011
COURSE NUMBER
203
COURSE TITLE
Anatomy and Physiology I
PREREQUISITE(S)/CO-REQUISITES
Prerequisite: BIO 099, BIO 119 or qualifying score on
Biology for Allied Health Assessment Test, BIO 120 with
permission
STEM
DIVISION
BUDGET ORG
NUMBER
1142
SUBJECT
Biology (BIO)
INITIATOR
Wendy M. Rappazzo
DIVISION LEADER
Deborah Wrobel
NUMBER OF CREDITS
4.0: 3 lecture, 3 lab hours
TOTAL INSTRUCTIONAL HOURS
90
RECOMMENDED CLASS SIZE
24
START-UP COST
0
COURSE FEE
$40
Course Description
BIO 203 - Anatomy and Physiology I (4 credits)
This course provides a comprehensive study of the structure and function of the human body.
The course focuses on the histology, gross anatomy and physiology of the integumentary,
skeletal, muscular, nervous and endocrine systems. Additional topics include special senses
and human tissues. Emphasis is placed on the anatomy of the organ systems and the
maintenance of homeostasis for optimal functioning of the human organism. The course
includes a total of 45 hours of lecture and 45 hours of laboratory. Prerequisite: BIO 099, BIO
119, qualifying score on Biology for Allied Health Assessment Test or BIO 120 with permission.
Course fee.
Student Learning Objectives Linked to Relevant Academic Outcomes
Upon satisfactory completion of this course, the student will be able to:
1. Recall and correctly use anatomical terminology and explain physiological processes clearly
and accurately. (Academic Outcomes supported by this learning objective: Communication,
Critical Thinking)
2. Compare and contrast the gross and microscopic anatomy of the organs of the
integumentary, skeletal, muscular, nervous, and endocrine systems. (Academic Outcomes
supported by this learning objective: Critical Thinking)
3. Visually identify and recall proper spelling for histology, musculoskeletal, nervous and
endocrine structures. (Academic Outcomes supported by this learning objective: Communication,
Critical Thinking)
4. Describe and summarize neurophysiology as well as the anatomy and functions of the brain,
its subdivisions, the spinal cord, and special senses. (Academic Outcomes supported by this
learning objective: Communication, Critical Thinking)
5. List, explain the function, and recognize disorders of major hormones, neurotransmitters, and
enzymes of the skeletal, muscular, nervous, and endocrine systems. (Academic Outcomes
supported by this learning objective: Communication, Critical Thinking)
6. Describe and evaluate the physiology and maintenance of homeostasis for each of the major
systems studied and apply that information in clinical examples via case studies. (Academic
Outcomes supported by this learning objective: Critical Thinking, Communication)
7. Use technology to investigate and experiment with anatomy and physiology of the human
body via the use of computers and other laboratory equipment. (Academic Outcomes supported
by this learning objective: Science and Technology)
8. Procure, evaluate and summarize current information from credible sources and apply that
information to the anatomy and/or physiology of the human body. (Academic Outcomes
supported by this learning objective: Information Literacy).
Course Outline
I.
REVIEW OF ANATOMICAL TERMINOLOGY/HOMEOSTASIS
A. Anatomical Terminology
B. Homeostatic Concepts
II.
OVERVIEW OF CELL STRUCTURE AND FUNCTION
A. Organelles
B. Membrane Biology
III.
HUMAN TISSUES
A. Microscopic Anatomy, Location and Function of Epithelial Tissue
B. Microscopic Anatomy, Location and Function of Connective Tissue
C. Microscopic Anatomy, Location and Function of Muscular Tissue
D. Microscopic anatomy, location and function of Nervous Tissue
E. Mucus, Serous, Cutaneous and Synovial Membranes
F. Exocrine and Endocrine Glands
G. Tissue Repair and Homeostasis
IV.
INTEGUMENTARY SYSTEM
A. Functions and Characteristics of the Integumentary System
B. Gross and Microscopic Anatomy of the Skin
C. Epidermis, Dermis and Subcutaneous Layers
D. Anatomy and Function of Accessory Structures (glands, receptors, hair, nails)
E. Integumentary System and Homeostasis
F. Diseases and Disorders of the Integumentary System
V.
SKELETAL SYSTEM
A. Functions of the Skeletal System
B. Gross and Microscopic Anatomy of the Skeletal System
C. Composition and Formation of Bone
D. Physiology of Bone Growth, Repair and Remodeling
E. Organization of the Skeletal System
F. Individual Bones and Markings
G. Skeletal System and Homeostasis
H. Diseases and Disorders of the Skeletal System
VI.
ARTICULATIONS
A. Classification of Joints
B. Structure and Function of Joints
C. Anatomy of the Knee and Intervertebral Joints
D. Diseases and Disorders of Articulations
VI.
MUSCULAR SYSTEM
A. Functions of Muscle Tissue
B. Gross and Microscopic Anatomy of Muscle Tissue
C. Identification and Comparative Characteristics of Skeletal, Cardiac and Smooth
Muscle
D. Physiology of Skeletal Muscle Contraction
E. Skeletal Muscle Metabolism
F. Principles and Types of Whole Muscle Contraction
G. Nomenclature of Skeletal Muscles
H. Group Actions of Skeletal Muscles
I. Location and Function of Major Muscles of the Human Body
J. Muscular System and Homeostasis
K. Diseases and Disorders of the Muscular System
VII. NERVOUS SYSTEM
A. Nervous Tissue Organization and Function
B. Gross and Microscopic Anatomy of Nervous Tissue
C. Neurophysiology
D. Neurotransmitters
E. Central Nervous System
F. Peripheral Nervous System
G. Structure and Function of the Autonomic Nervous System
H. Enteric Nervous System
I. Diseases and Disorders of the Nervous System
VIII. SPECIAL SENSES
A. Gustation
B.
C.
D.
E.
F.
IX.
Olfaction
Vision
Hearing and Equilibrium
Special Senses and Homeostasis
Diseases and Disorders of the Special Senses
ENDOCRINE SYSTEM
A. General Functions of the Endocrine System
B. Chemical Classification of Hormones and Mechanism of Hormone Action at Receptors
C. Regulation of Hormone Activity
D. Name, Source, Secretory Control, and Functional Roles of Major Hormones
E. Local Hormones and Growth Factors
F. Hormonal Response to Stress
G. Endocrine System and Homeostasis
H. Diseases and Disorders of the Endocrine System
Instructional Method(s)
To achieve student learning objectives, instruction includes lecture/discussion, computer
simulations and dissections, and laboratory experiments and assignments.
Assessment Method(s) Course and laboratory assignments, examinations, quizzes, laboratory
practicals, anatomy and physiology journal assignments and standardized tests.
Textual Material(s)
Title: Human Anatomy and Physiology, 9th Edition
Author or Editor: Martini, Frederick
Publisher: Pearson Benjamin Cummings
Date: 2012
Title: Human Anatomy and Physiology Laboratory Manual, Main Version, 9th edition
Author or Editor: Marieb, Elaine
Publisher: Pearson Benjamin Cummings
Date: 2011
CREDIT COURSE DATA ENTRY FORM
The division leader completes and/or checks all items that apply.
TYPE OF COURSE ACTION:
New course
Inactivate a course
Restore a course
X Modification of course. Specify the exact change: The prerequisites for BIO 203 are
changing from BIO 099 or a qualifying score on the Biology for Allied Health Assessment exam to
BIO 099, BIO 119, a qualifying score on the Biology for Allied Health Assessment exam, or BIO 120
upon permission.
SUBJECT:
BIO
COURSE NUMBER: 203
TERM: Summer 2012
COURSE TITLE: Anatomy and Physiology I
L – Lecture
C – Lecture/Lab
B – Lab
O – Other
COURSE TYPE CODE:
X
GENERAL EDUCATION CODE:
X
COURSE ATTRIBUTE CODE:
COURSE FEE: $40
(B) Behavioral/Social Science
(H) Arts/Humanities
(I) Interdisciplinary/Emerging Issues
(L) Biological/Physical Lab Science
(M) Mathematics
(S) Biological/Physical Science
D - Diversity
P - Physical Education Fitness Requirement
BUDGET ORG. #: 1142
DIVISION: STEM
ACADEMIC CREDIT HOURS: 4
GRADING SYSTEM CODE
X (S) ABCDF WIN
(R) A*B*C*F* MWIN
OTHER
INSTRUCTIONAL HOURS PER WEEK:
(in a fifteen-week semester)
3
Lecture hours
3
FACULTY LOAD HOURS:
3
Lecture hours
Lab hours
2.25
Other, e.g., field placement
6
TOTAL hrs per week
Lab hours
Other
5.25
TOTAL hrs per week
PREREQUISITES:
ASSESSMENT SCORE(S) ON TEST(S): Qualifying score on Biology for Allied Health
Assessment Test or
COURSE(S): BIO 099, BIO 119 or BIO 120 with permission from instructor.
GENERAL EDUCATION JUSTIFICATION FORM
The initiator completes this section only if requesting general education status for this
course. If a modification is for an existing general education course, the initiator must also
complete the General Education Justification form. (See the Curriculum Manual for the
guidelines and worksheet used by the Curriculum Work Group for evaluating general
education proposals.)
1. General Education Guidelines
A. To be considered for the general education distribution, each course must emphasize
breadth rather than depth and, in most cases, be an introductory course to a discipline.
Explain in a few sentences how the proposed course meets these guidelines. BIO 203,
Anatomy and Physiology, is the first of two introductory courses in human biology for the
nursing major and for some biology majors. It presents a survey of the structure and function
of several human body systems. It transfers to all major colleges and universities as an allied
health human biology course and satisfies general education science/science laboratory
requirements at these transfer institutions.
B. General Education courses shall reflect current scholarship in the discipline and provide
reference to theoretical frameworks and methods of inquiry appropriate to academic
disciplines. (Courses that are theoretical may include applications, but all applications
courses shall include theoretical components.) Explain in a few sentences how the
proposed course meets these guidelines. Current information regarding human anatomy
and physiology and the methods used in the study of these areas are included in this course.
This laboratory course uses the scientific method as the basis for inquiry; experimentation to
include data collection, analysis and interpretation, and observation are methods that will be
used which are appropriate to the discipline. The laboratory also uses computer simulations
and experiments, anatomical models and animal specimens. Lecture classes will present
material that is current, appropriate, and consistent with the latest scientific knowledge.
C. Public institutions of higher education should incorporate knowledge and skills involving
the use of quantitative data, effective writing, information retrieval, and information literacy
where possible in the General Education core. If appropriate, explain in a few sentences
how the proposed course meets these guidelines. This course incorporates knowledge and
skills involving the use of quantitative data through specific laboratory exercises which
include the collection and interpretation of data with respect to human anatomy and
physiology. Effective writing and information retrieval skills will be developed through
written laboratory homework assignments and exams. Information literacy skills are
developed through accessing, assessing and utilizing information through experimentation
and completing homework assignments. Quantitative data is gathered and analyzed in several
laboratory exercises. Students will be required to incorporate knowledge and effectively
express their knowledge via case study questions on all exams.
2. General Education Category
This course fits into the checked general education category:
(GB) Behavioral/Social Science
X
(GE)
(GH)
(GI)
(GL)
(GM)
(GS)
English Composition
Arts/Humanities
Interdisciplinary and Emerging Issues
Biological and Physical Laboratory Science
Mathematics
Biological and Physical Science
3. Relation Of Course To General Education Goals
As justified by the accompanying explanation on how the course fulfills the goal and the
specific related activity, this course satisfies the following General Education goals [check
relevant goal(s) and provide explanation(s) and activity(ies)]:
A. X To introduce students to the fundamental principles, concepts, and methods essential for
the acquisition of knowledge basic to mathematics, the physical and natural sciences, the
social and behavioral sciences, the arts and humanities, and English composition.
Explain: Students are exposed to the fundamental principles of anatomy and physiology of
selected systems of the human body. Students will collect and examine data and apply the
scientific method. This course also teaches basic skills in laboratory methods that are
designed to enhance knowledge in the natural sciences.
Specific Activity: Lectures/discussion; science laboratory exercises
B. X To develop in students an ability to connect knowledge across disciplines.
Explain: This course provides students with a comprehensive knowledge of the structure
and function of the human body. The students will connect previous information from
chemistry, physics, health, medicine, nursing, and psychology during this course. An
application of this knowledge is eminently transferable to areas such as allied health,
psychology and the animal sciences.
Specific Activity: Science laboratory exercises, classroom discussion
C. X To foster in students qualities of open-mindedness, inquiry, and rational assessment of
data.
Explain: Science courses by their nature are inquiry based, with the student drawing
conclusions from assessment of information and data that has been gathered in the
laboratory. The scientific method begins with forming a hypothesis based on observations,
testing the hypothesis by further observations or experimentation, and then forming a theory
that can possibly predict and explain events. The scientific method fosters open-mindedness.
Specific Activity: Science laboratory exercises, classroom discussion
D. X To develop in students the ability to think and express themselves analytically, critically,
and creatively.
Explain: This course requires the student to analyze data, compare results and draw
conclusions; the student utilizes scientific reasoning to be successful in the laboratory setting.
Written laboratory reports and collaborative laboratory exercises allow the students to
communicate their critical thinking. Students will be challenged to express themselves
critically on case study questions on exams.
Specific Activity: Written laboratory reports/assignments; science laboratory
exercises, case studies
E. X To provide the opportunity for students to apply their knowledge and skills in solving
complex problems.
Explain: Students will apply knowledge of anatomy and physiological principles to solve
case studies. Students will also use computer simulations during laboratory to solve complex
situational problems beyond the laboratory capacity.
Specific Activity: Written assignments, science laboratory exercises that require
computational skills and scientific reasoning and critical thinking methods.
F.
To provide the knowledge needed to apply ethical principles to inquiry.
Explain:
Specific Activity:
G. X To prepare students to adapt to the increasing integration of information technology in all
fields of knowledge.
Explain: Students use state-of-the-art laboratory equipment and laptop computers. Several
laboratory experiments are done via computer simulations. Students also use computer
dissection. Students will develop an understanding of how to access current information and
assess its validity.
Specific Activity: Science exercises and written laboratory reports.
H. X To develop in students the ability to read with comprehension, to communicate
effectively in oral and written English and to perform numerical analyses at a college
level.
Explain: This course requires students to read and interpret the textbook and supplementary
materials and directions in the laboratory material, conduct scientific investigation in
collaboration with laboratory partners, and analyze, interpret and report on the results of their
investigations. Students are also required to complete laboratory practical exams that require
proper spelling of anatomical structures.
Specific Activity: Written presentation of lab exercises and homework assignments
I.
To provide students with an understanding of their physical and psychological well-being
in the context of their social, aesthetic, political, and physical environment.
Explain:
Specific Activity:
J. X To develop in students an understanding of cultural and social diversity and unity.
Explain: This course shows students that all humans share the same anatomy and
physiology regardless of cultural diversity. The laboratory setting forces a team-like
environment and promotes social interaction.
Specific Activity: Class lectures/discussions, laboratory experiments.