Denise Lim, Instructor
Bio5 - Human Physiology
Standards for Learning Objectives
LEVELS OF UNDERSTANDING
This is information that will hopefully give you some insight into both how well you are learning the
material and how I set my standards and design my exams. You need to know what my expectations are
before you can meet them.
Bio5 is an introductory, lower division course designed for pre-Allied Health students. Even though
it is an introductory course, this may be your only exposure to the physiological workings of the human
body before you are asked to apply this material in an Allied Health program, like Nursing, Dental Hygiene,
or Radiological Technologies. This course does not go into great depth (contrary to popular belief), but I do
demand high levels of rigor at the level we cover the material.
The following is a description of the different levels of intellectual development we all undergo as
we acquire expertise in a field of study, developed by an educator named Benjamin Bloom. This course
begins at the levels of Knowledge and Comprehension (Levels 1 and 2) with terminology and basic
biological principles. It progresses to Application and Analysis (Levels 3 and 4) as we integrate the
workings of different body systems. Average students should have a good knowledge base and
comprehension, while I expect the best students to be able to apply and analyze that knowledge.
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
Level
1.
2.
3.
4.
Knowledge
Comprehension
Application
Analysis
5. Synthesis
6. Evaluation
Cognitive Behaviors
To know specific facts, terms, concepts, principles, or theories
To understand, interpret, compare & contrast, explain
To apply knowledge to new situations, to solve problems
To identify the organizational structure of something; to identify parts,
relationships, and organizing principles
To create something, to integrate ideas into a solution, to propose an action plan,
to formulate a new classification scheme
To judge the quality of something based on its adequacy, value, logic, or use
WHAT YOU SHOULD BE ABLE TO DO AT THE END OF THIS COURSE:
Learning Objectives for Human Physiology
1.
2.
3.
4.
Use a repertoire of physiological and anatomical terminology with accuracy.
Apply concepts of chemistry to physiological systems.
Describe and apply basic cellular metabolic processes common to all cells.
Describe with detail the functioning of specific body systems at both the cellular level and at the system
level and predict a body system's response to changes in homeostasis.
5. Apply your understanding of the individual body systems to interactions between multiple body
systems.
6. Collect and analyze physiological data using computer-interfaced physiographs and standard laboratory
equipment. Relate laboratory experience and observations to conceptual information from lecture.
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Denise Lim, Instructor
Bio5 - Human Physiology
Standards for Learning Objectives
STANDARDS FOR LEARNING OBJECTIVES
The following standards try to give a sense of the level of proficiency I expect for each learning
objective. I’ve included examples to clarify each level. Hopefully, you will recognize yourself in some of
these descriptions and will have a better idea of what you are striving for.
1. Use a repertoire of physiological and anatomical terminology with accuracy.
Excellent (A): Always identifies correct definitions; always understands terminology when used in context
and can use terminology fluently and correctly. Example: correctly defines an electron as a subatomic
particle of negative charge and understands its role in forming covalent, ionic, and hydrogen bonds.
Very Good (B): Always identifies correct definitions; usually understands terminology when used in
context. Uses terminology fairly fluently. Example: correctly defines an electron as a subatomic particle of
negative charge and understands its role in forming covalent and ionic bonds, but may be a little unclear
about hydrogen bonds.
Satisfactory (C): Usually identifies correct definitions; usually understands terminology when used in
context, but cannot use terminology fluently. Can describe the meaning of a term while sometimes
forgetting the term itself. Example: correctly defines an electron as a subatomic particle of negative charge,
but sometimes confuses the three types of chemical bonds.
Unsatisfactory (D): Identifies correct definitions only when rote definitions are used; rarely understands
terminology when used in context. Rarely uses terminology correctly. Example: May correctly define an
electron as a subatomic particle of negative charge, but cannot describe its role in a chemical bond of any
type.
2. Apply concepts of chemistry to physiological systems.
Excellent (A): Has a consistent and thorough knowledge of basic principles of chemistry and can apply
them to a wide variety of situations. Example: can define the terms hydrophobic, hydrophilic, and
amphipathic; identifies the solubility properties of a variety of different types of molecules; understands the
significance of solubility in cellular processes such as cell transport, and recognizes the role of solubility in
different physiological situations.
Very Good (B): Has a consistent and thorough knowledge of basic principles of chemistry and can apply
them to a variety of situations. Example: can define the terms hydrophobic, hydrophilic, and amphipathic;
identifies the solubility properties of most types of molecules; understands the significance of solubility in
cellular processes; may recognize the role of solubility in different physiological situations.
Satisfactory (C): Has a good general understanding of basic principles of chemistry and can apply them in
normal situations. Example: can define the terms hydrophobic and hydrophilic, can identify the solubility
properties of a few common molecules; understands the significance of solubility in a few cellular
processes.
Unsatisfactory (D): Has a limited understanding of basic principles of chemistry and can only apply them
in normal situations with support (help from instructor or tutor). Example: Student can define the terms
hydrophobic and hydrophilic, but cannot consistently identify specific molecules as hydrophobic or
hydrophilic and cannot apply the concept to cellular systems.
3. Describe and apply basic cellular metabolic processes common to all cells.
Excellent (A): Thoroughly understands the chemistry of cellular respiration, both aerobic and anaerobic.
Consistently applies principles of metabolism to other body systems. Example: Student can follow the
breakdown of a molecule of glucose from glycolysis to chemiosmosis (electron transport), including
fermentation, while identifying total energy yield, transfer of electrons, and production of waste and
byproducts. Correctly applies concepts of ATP production to muscle physiology, cardiovascular physiology,
and respiratory physiology under aerobic and anaerobic conditions even when presented with complex
examples.
Very Good (B): Thoroughly understands the chemistry of cellular respiration, both aerobic and anaerobic.
Usually is able to apply principles of metabolism to other body systems. Example: Student can follow the
breakdown of a molecule of glucose as for the excellent standard. Correctly applies concepts of ATP
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Denise Lim, Instructor
Bio5 - Human Physiology
Standards for Learning Objectives
production to muscle physiology, cardiovascular physiology, and respiratory physiology under aerobic and
anaerobic conditions when presented with obvious examples.
Satisfactory (C): Understands most of the basic chemistry of aerobic cellular respiration. Gets the general
concept of fermentation, but does not understand the chemistry. Applies principles to other body systems
inconsistently. Example: Student can follow the breakdown of a molecule of glucose from glycolysis to
chemiosmosis; usually identifies energy yield of pathways, transfer of electrons, and production of waste
and byproducts when asked directly, but gets confused when questions are phrased in a novel way, or
answers must be deduced indirectly.
Unsatisfactory (D): Knows names of pathways, but gets name and number of the various end products of
the different pathways confused. Cannot apply knowledge. Example: Does not understand relationship
between electron transfer and energy. Knows how many ATP are produced from one molecule of glucose,
but does not understand how they are generated by chemiosmosis. Confuses aerobic and anaerobic
respiration pathways. Recognizes relationship between oxygen consumption and energy need, but cannot
relate metabolic pathway to physiological scenarios.
4. Describe with detail the functioning of specific body systems at both the cellular level and at
the system level and predict a body system's response to changes in homeostasis.
Excellent (A): Consistently identifies characteristics of a body system while the body is at rest and during
exercise. Consistently predicts effects of other relevant changes in a body system as a result of changes in
homeostasis. Example 1: Student accurately predicts effect of exercise on cardiac output and venous
return. Example 2: Student predicts effect of dehydration and exercise on both ADH and aldosterone
production.
Very Good (B): Usually identifies characteristics of a body system while the body is at rest and during
exercise. Usually predicts effects of other relevant changes in a body system as a result of changes in
homeostasis with. Example 1: Student accurately predicts effect of exercise on cardiac output, but fails to
see relationship with venous return. Example 2: Student predicts effect of dehydration and exercise on
ADH, but incorrectly predicts effect of exercise on aldosterone.
Satisfactory (C): Usually identifies characteristics of a body system while the body is at rest; sometimes
identifies characteristics in an exercise state. Sometimes predicts effects of other relevant changes in a body
system as a result of changes in homeostasis. Example 1: Student can identify definition of cardiac output,
but cannot predict how exercise may change cardiac output. Example 2: Student can define function of
ADH and aldosterone, but incorrectly predicts effect of dehydration or exercise.
Unsatisfactory (D): Cannot distinguish between characteristics at rest and during exercise or cannot
recognize results of other relevant changes in homeostasis. Example 1: Student cannot correctly define
cardiac output. Example 2: Student cannot consistently distinguish ADH from aldosterone.
5. Apply your understanding of the individual body systems to interactions between multiple
body systems.
Excellent (A): Demonstrates a solid understanding of the interactions between body systems; consistently
predicts how changes in one body system will affect changes in other body systems in a wide variety of
situations. Example: Clearly understands the interrelationship between the regulation of blood pressure by
the cardiovascular system, the endocrine system, the nervous system, and the urinary system. Consistently
predicts response of each system to varying changes in blood volume and blood osmolarity.
Very Good (B): Demonstrates a good understanding of the interactions between body systems; usually
predicts how changes in one body system will affect changes in other body systems in a variety of
situations. Example: Has a good understanding of how the cardiovascular system, the endocrine system,
the nervous system, and the urinary system each regulate blood pressure. Can predict the changes in each
body system as a result of dehydration or excess salt intake; less clear of the result of vigorous exercise.
Satisfactory (C): Demonstrates a general understanding of the interactions between body systems; cannot
reliably predict how changes in one body system will affect changes in other body systems under normal
conditions. Example: Has a general understanding of how the cardiovascular system, the endocrine system,
the nervous system, and the urinary system each regulate blood pressure independently. Can predict how a
drop in blood pressure will affect vasoconstriction/dilation of blood vessels, but unclear about changes in
hormone production or urine output.
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Denise Lim, Instructor
Bio5 - Human Physiology
Standards for Learning Objectives
Unsatisfactory (D): Demonstrates a limited understanding of workings of individual body systems and
some interactions between body systems; can predict how changes in one body system will affect changes in
other body systems in normal situations only when prompted with hints. Example: understands that blood
pressure is regulated by multiple systems, but cannot remember details. Cannot consistently remember if
urine volume increases or decreases in response to increases in blood pressure.
6. Collect and analyze physiological data using computer-interfaced physiographs and standard
laboratory equipment. Relate laboratory experience and observations to conceptual
information from lecture.
Excellent (A): Always understands the general purpose of the lab and how it relates to physiological
concepts from lecture. Consistently uses a variety of laboratory equipment with ease and understands the
specific purpose of each procedure and piece of equipment. Can both create, read and interpret graphs or
charts generated from raw data collected in lab. Example: After performing the aerobic step test, the student
can explain in depth and with clarity the purpose of defining the work performed by the height of the step
and rate of stepping, the relationship between heart rate and VO2, the difference between VO2 and VO2
max, the relationship between cellular respiration and VO2 max, and describe the physiological factors that
contribute to aerobic fitness. Student can graph the changes in heart rate over time and use this graph to
explain the concept of homeostasis and negative feedback regulation.
Very Good (B): Always understands the general purpose of the lab and how it relates to physiological
concepts from lecture. Usually uses laboratory equipment with ease and understands the specific purpose of
most procedures and most pieces of lab equipment. Can read and interpret graphs, but may need help to
construct the graph from raw data. Example: After performing the aerobic step test, the student can explain
in general terms the relationship between aerobic fitness level and VO2 max, the concepts of VO2 and VO2
max, the relationship between heart rate and VO2. The student can describe most of the physiological
factors that contribute to aerobic fitness. The student may not be able to clearly articulate and the purpose of
defining the work performed by the height of the step and rate of stepping, even though there is general
understanding. Student can graph the changes in heart rate over time and use this graph to explain the
concept of homeostasis, but may need to be reminded which variable belongs on the X and Y axis.
Satisfactory (C): Usually understands the general purpose of the lab and how it relates to physiological
concepts from lecture. Can follow instructions to perform the lab exercise, and understands the general
purpose of procedures and equipment, but cannot articulate its specific purpose. Can recognize the general
shape of a graph, but does not understand what the X or Y-axis represents. Has difficulty constructing a
graph from raw data. Example: After performing the aerobic step test, student can define VO2 and VO2
max by rote, but may not be able to clearly articulate the relationship between heart rate and VO2, or the
significance of the step height and rate of stepping. May know one or two physiological factors that
contribute to aerobic fitness. Student cannot correctly create a graph of changes in heart rate over time, but
can use an example of a graph prepared by someone else to explain homeostasis in general terms. May get
one or two components of a negative feedback loop incorrect when explaining homeostasis.
Unsatisfactory (D): Usually understands the purpose of the lab in very general terms, but cannot relate the
exercise to specific physiological concepts from lecture. Relies on lab partners for results. Does not
understand the purpose of the majority of lab procedures. Cannot create, read, or interpret graphed data.
Example: Student knows the definitions of VO2 and VO2 max, but cannot explain the relationship between
heart rate and VO2. After performing the aerobic step test, student does not understand the significance of
the step height and rate of stepping. Does not know which physiological factors contribute to aerobic fitness.
Student cannot create a graph of changes in heart rate over time. Student cannot correctly define
homeostasis or explain its relationship to the lab exercise.
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