OFFICIAL
COMMUNITY COLLEGE DISTRICT 11
COURSE OUTLINE
Division Science and Technology
Intent Code 11
C.I.P. 26.0403
Program/Department Biological Sciences
Abbreviation & Number BIOL 250
Course Title Anatomy and Physiology II Lecture
Transcript Abbreviation ANATOMY PHYS LECT II
Credit Hours 4
(Maximum of 24 Characters including Spaces)
Quarterly
10:1
Instructional Lecture 40
Hours:
20:1
Lab
30:1
Clinical, Cooperative
Education or
Work Site
50:1
Other, e.g., Internships,
Externships, Work Experience,
Field Experience
Prerequisites, if any BIOL 240 and BIOL 241 or instructor’s permission and concurrent enrollment in BIOL 251 (lab component)
Submitted by: Robert Johnson
Date May 2002
(Name of Instructor)
Approved by:
(1)
Date
(Division Chair)
(2)
Date
(Professional/Technical)
(3)
Date
(Student Services)
(4)
Date
(Instruction Office)
Approved by Academic Council on: 6.13.01
Effective: Fall 2001
(Date)
I.
Quarter
(Updated Outlines Only)
EVALUATION USAGE:
A. Pierce College General Education Requirement (GER) for the
Arts and Sciences Degree?
Yes X
No
B. Pierce College Professional/Technical Program? Yes
No X
C. Name of Professional/Technical Program
In areas of: Communications
Humanities
Humanities/Performance Skills Only
Quantitative/Symbolic
Reasoning Skills
E.P.C. Code
Natural
Science X
Social Sciences
General Transferable Elective (GTE) Yes X
No
D. Add course to our inventory for:
Quarter/Year
E. Delete course from inventory beginning:
Quarter/Year
F. Course intended for:
Individual institutions reserve the right to accept or reject specific courses.
Students are advised to check with the institution to which they wish
to transfer.
Academic Disadvantage Indicator (ADI)
Limited English Proficiency (LEP)
Work based
Yes
No
X
X
X
II. CATALOG DESCRIPTION (BOX BELOW IS A TEXT BOX / SEE INSTRUCTION TAB AT BOTTOM OF SCREEN)
Second course (lecture portion) of a two quarter study of body structure and related physiology on cellular through system levels. Includes an in-depth study of
body organization and physiological processes of cardiovascular, lymphatic (includes immunology), respiratory, digestive (includes metabolism), excretory,
reproductive and endocrine systems. Laboratory component to be taken concurrently.
COURSE OUTCOMES
COURSE NUMBER:
COURSE CONTENT:
BIOL 250
COURSE TITLE:
Anatomy & Physiology II – Lecture
Emphasis on the interrelationships between form and function at both the gross and microscopic levels of organization, and
homeostasis for the following systems:

Cardiovascular System

Lymphatic/Immune System

Respiratory System.

Digestive System and Metabolism

Urinary System as well as Fluid/Electrolyte and Acid/Base Balance

Reproductive System.

Endocrine

Pre-natal Development Topics.
Core Abilities
STUDENT OUTCOMES
Indicate the desirable results that can be expected to occur
from the course experience. These are usually
expressed in measurable and observable terms.
1. Identify and describe the major gross and microscopic anatomical components of the
cardiovascular system and explain their functional roles in transport, hemodynamics and blood
pressure. (exams, instructor observation, oral presentation, group activity)
2. Identify and describe the major gross and microscopic anatomical components of the lymphatic
system and explain their functional roles in fluid dynamics and immunity. (exams, instructor
observation, oral presentation, group activity)
3. Differentiate between non-specific resistance mechanisms and specific antibody-mediated
(humoral) immune response and cell-mediated immune response. (exams, instructor observation,
oral presentation, group activity)
4. Identify and describe the major gross and microscopic anatomical components of the
respiratory system and explain their functional roles in pulmonary ventilation (breathing) and in the
processes of external and internal respiration. (exams, instructor observation, oral presentation,
group activity)
5. Recognize and describe the major gross and microscopic anatomical components of the
digestive system and explain their functional roles in ingestion, mastication, propulsion, mixing,
secretion, digestion, absorption, transportation, elimination, regulation and nutrition. (exams,
instructor observation, oral presentation, group activity)
6. Summarize reactants and products (especially energy yield) of each of the steps of cellular
respiration including glycolysis, acetylCoA formation, citric acid cycle and the electron transport
system; compare monosaccharides, amino acids and fatty acids as “fuel sources”. (exams,
instructor observation, oral presentation, group activity)
7. Characterize and identify the major gross and microscopic anatomical components of the
urinary system and explain their functional roles; emphasis on the nephron, the functional unit of
the kidney. (exams, instructor observation, oral presentation, group activity)
8. Evaluate and describe the physiology of the homeostatic mechanisms that control
fluid/electrolyte and acid/base balance. (exams, instructor observation, oral presentation, group
activity)
9. Identify and describe the major gross and microscopic anatomical components of the male
reproductive system and of the female reproductive system and explain their functional roles in
reproduction and inheritance. (exams, instructor observation, oral presentation, group activity)
10. Characterize the major gross and microscopic anatomical components of the endocrine
system contrasting the functional roles of their hormones in communication, regulation and
integration. (exams, instructor observation, oral presentation, group activity)
11. Illustrate, recognize and describe the sequence of pre-natal development including oogenesis,
spermatogenesis, spermiogenesis, fertilization, zygote, morula, blastocyst, implantation, chorionic
villi, blastocoele, gastrulation, embryonic differentiation, fetal growth and development. (exams,
instructor observation, oral presentation, group activity)
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METHODS AND TOOLS FOR ASSESSMENT:
A. Exams: Combination of multiple choice, matching, completion, definition, short answer and essay questions with
illustrations.
B. Instructor Observation: Instructor visually assesses either informally or formally (with a checklist) whether the
student has successfully achieved the desirable outcome.
C. Oral Presentation: Presentation of lecture concepts through verbal explanation from students either as individuals
or as groups.
D. Group Activity: Examination of lecture concepts or questions through a formalized group activity requiring active
participation of all group members.