Course Discipline and



GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|form C |

|Modify or Inactivate an Existing Course |

|Date: 4/22/15 |Prepared & Submitted by: RMorales |

|Department: Bio |Course ID: Bio 9 |Course Title: Human Physiology |

Obtain signatures from your Department Chair and Area Dean prior to submitting to the curriculum committee.

____________ ___________________________ _______________________________

Date Print Name Department Chair

____________ ___________________________ _______________________________

Date Print Name Area Dean

CURRICULUM & INSTRUCTIONAL ADMINISTRATION:

The course(s) has/have been approved by the curriculum committee and instructional administration, and satisfy all applicable requirements of the California Code of Regulations, Title 5.

____________ ___________________________ _______________________________

Date Print Name Signature, Curriculum Chair

____________ ___________________________ _______________________________

Date Print Name Signature, VP of Instruction

DISTRICT:

On ____________ (date), the governing board of the Gavilan College District approved the course proposal(s) attached to this request.

____________ ___________________________ _______________________________

Date Print Name President

|1. |What is the effective term? |

| |Fall Spring Summer Year: 2015 |

|2. | Inactivate Course(s): Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course |

| |and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to |

| |reactivate the course. |

| | |

| |Reason for inactivation:       |

|3. | Modification of the following: |

| | |

| |Reason for modification: Align course with C-ID |

| Number | Hours | Prerequisite/Advisory | Discipline |

| Title | Units | Description | Content |

| Grading | GE Applicability | Repeatability | Transferability |

| General Update | Reinstate Course | Cross list course with       | Un-cross list |

| Update Textbook | Cultural Diversity | Other (please describe.)       |

|COURSE OUTLINE | |

Course ID: BIO 9 Units: 5 Lecture hours per week: 4 Lab hours per week: 3

(Discipline and Number)

|COURSE TITLE: |Human Physiology |

(Maximum of 60 spaces)

|Abbreviated Title: |Human Physiology |

(Maximum of 30 spaces)

Change:

|From: |      |      |      |      |      |      |

| |Discipline & Number|Course Title |Units |Lecture |Lab |Number of |

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| | | | |week |week | |

|To: |      |      |      |      |      |      |

| |Discipline & Number |Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

COURSE DESCRIPTION:

No Change Change

Study of the physiological principles, function, integration and homeostasis of the human body at the cellular, tissue, organ, organ system and organism level: integumentary system, bone, skeletal, smooth and cardiac muscles, nervous system, sensory organs, cardiovascular system, lymphatic and immune systems, respiratory system, urinary system, digestive system, endocrine system, and reproductive system.

Has the course content been compared to the equivalent C-ID descriptor? Yes No n/a

If yes, enter C-ID code: BIOL 120B

See Articulation Officer for assistance with C-ID descriptors.

Is this course cross-listed? Yes No

If yes, which department is responsible for scheduling, updating, and assessing the course?

Biology

Reason for cross-listing:

Requirement for Allied Health

Is cross-listing being removed? Yes No n/a

If yes, how is the cross-listed course going to be handled?

Inactivate cross-listed course.

Inactivate cross-listed course and add a new course with a distinctly different course number, course title and course description.

COURSE REQUISITES:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change Change

Replaces existing Advisory/Prerequisite

In addition to existing Advisory/Prerequisite

Prerequisite: Chemistry 30A, Biological Science 7 or 15 with a grade of credit or C or better.

Co-requisite:      

Advisory: Chemistry 30B; eligible for English 250, English 260 and Mathematics 205.

GRADING:

No Change Change

Standard Letter Grade Option of a standard letter grade or pass/no pass

Pass/no pass only Non Credit

REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No Change Change

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3

Unlimited (DRC or Noncredit only)

Reason for Repeating:

Intercollegiate Athletics

Active Participatory course in Physical Education, Visual Arts or Performing Arts related in content to one or more other courses.

Occupational Work Experience/General Work Experience

Special class for students with disabilities

Non Credit

DISTANCE EDUCATION:

No Change

Hybrid (If checked, fill out Form D.)

Online (If checked, fill out Form D.)

No

STAND ALONE COURSE:

No Change Change

Yes - Course is NOT included in a degree or certificate program

No - Course IS included in a degree or certificate program

METHODS OF INSTRUCTION:

No Change Change

     

RECOMMENDED / REQUIRED TEXTBOOKS: (Must Complete)

Textbook must be no more than 5 years old.

The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification.

Required: Recommended: n/a

Author: Stuart Ira Fox. Title: Human Physiology. Place of Publication: US: Publisher: MMcGraw-Hill, Year of Publication: 2014. Or other appropriate college level text.

ISBN: 0073403628 (if available)

Reading level of text, Grade: 17 Verified by: Microsoft

Other textbooks or materials to be purchased by the student: McKenna/Keys, Lab Manual for Bio 9

CULTURAL DIVERSITY:

Does this course meet the cultural diversity requirement? Yes No No Change n/a

If 'Yes', please indicate which criteria apply. At least two criteria must be selected and evidenced in the course content section and at least one Student Learning Outcome must apply to cultural diversity.

This course promotes understanding of:

Cultures and subcultures

Cultural awareness

Cultural inclusiveness

Mutual respect among diverse peoples

Familiarity with cultural developments and their complexities

Student Learning Outcome Number(s)      

PROGRAM LEARNING OUTCOMES:

Is this course part of a program (degree or certificate)? If yes, copy and paste the appropriate Program Learning Outcomes and number them. Enter the PLOs by number in the Student Learning Outcomes below.

1.Use raw experimental data to conduct statistical analysis, and present conclusions in a graphical and narrative form.

2. Find, select and evaluate various types of scientific information including primary research articles, mass media sources and world-wide web information.

3. Effectively communicate scientific concepts in both written and oral formats.

4. Identify the evolutionary processes that lead to adaptation and biological diversity.

5. Describe the relationship between life forms and their environment and ecosystems.

6. Explain the basic structures and fundamental processes of life at molecular, cellular and organismal levels.

7. Demonstrate the correct operating procedures in the use of common lab equipment such as compound microscopes, spectrophotometer,

pH meter, electrophoresis gel apparatus, micropipetters, and centrifuges.

STUDENT LEARNING OUTCOMES: (Must Complete)

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

3. Identify which Program Learning Outcomes (PLO) are aligned with this course. List them by number in order of emphasis.

4. Identify which Institutional Learning Outcomes (ILO) are aligned with this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

6. Indicate when the course was last assessed.

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

Have you consulted the Rubric in developing the SLOs? Yes No

|1. |Describe key functional features of different types of human cells and how they communicate. |

|Measure: Written exam, lab |PLO: 6,4, 3 |ILO: 2,3,7,1 |GE-LO: B1, B5 |Year assessed or anticipated year of assessment: 2015|

|reports, homework questions | | | | |

|2. |Identify key functions and structures of major organ systems and demonstrate an understanding of the physiological mechanisms underlying their |

| |operation. |

|Measure: Written exam, |PLO: 6,1,7,4,3 |ILO: 2,3,7 |GE-LO: B2 |Year assessed or anticipated year of assessment: 2015|

|homework questions | | | | |

|3. |Integrate knowledge of basic chemistry and physical laws to develop a better understanding of human physiology. |

|Measure: Written exam, lab |PLO: 6,1,2,5,7 |ILO: 2,3,7 |GE-LO: B1,B5 |Year assessed or anticipated year of assessment: 2016|

|report and homework | | | | |

|questions | | | | |

|4. |Demonstrate an understanding of how homeostasis is maintained in the body. |

|Measure: Written exams, lab |PLO: 1, 3, 6,7, 5 |ILO: 2,7,3,1 |GE-LO: B2, B4, B5 |Year assessed or anticipated year of assessment: 2015|

|report and homework | | | | |

|questions | | | | |

|5. |Demonstrate an understanding of physiological principles by following the scientific method in the analysis of experimental design, and data. |

|Measure: Lab Reports |PLO: 1, 3, 6,7,5 |ILO: 2,7,3,1 |GE-LO: B3, B4, B6, B7, B8 |Year assessed or anticipated year of assessment: 2016|

|6. | |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|7. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|8. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|9. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|10. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

GENERAL EDUCATION LEARNING OUTCOMES:

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|CONTENT, STUDENT PERFORMANCE OBJECTIVES AND OUT-OF-CLASS ASSIGNMENTS: |

|No Change Change |

|Copy and paste the existing content from the official course outline of record. Edit the content as needed. |

|4 lec Hours |

|Topic: Introduction, Homeostasis; Objectives: 1. Define the term homeostasis and explain its importance to human physiology. 2. Discuss levels of |

|organization in biology and apply this concept to physiology. 3. Discuss negative and positive feedback and their relationship to homeostasis. 4. |

|Discuss the scientific method and its application to human physiology. Assignments: Read text. Answer homework questions. |

| |

|5 lab Hours |

|Topic: Lab Safety, Microscope Use; Objectives: 1. Identify the parts of a compound light microscope, discuss their functions, and become familiar with |

|its basic operation. 2. Use a microscope at scanning through high power objectives. 3. Discuss rules for proper use of a microscope. 4. Estimate the |

|size of objects viewed through the microscope. 5. Define the following metric prefixes and be able to interconvert metric prefixes: mega, kilo, deka, |

|deci, centi, milli, micro. 6. Examine prepared slides under the microscope: the letter e, millimeter slide rule, silk threads. Assignments: Answer lab |

|report questions regarding proper microscope usage and metric system unit conversions. |

| |

|3 lab Hours |

|Topic: Homeostasis; Objective: 1. Define the term Homeostasis. 2. Explain how the negative feedback control of effectors helps to maintain homeostasis. |

|3. Explain why the internal environment is in a state of dynamic, rather than static, constancy. 4. Define the terms set point and sensitivity. 5. |

|Explain how a normal range of values for temperature or heart rate is obtained, and discuss the significance of these values. 6. As an example of |

|maintaining homeostasis, measure pulse before and after physical activity. Plot data points to make a graph showing negative feedback, and compare data|

|to those of other classmates. 7. Describe how average values and normal range values are determined and explain the difference between average and |

|normal values. Assignments: Answer lab report questions regarding homeostasis, negative feeback mechanisms, and normal ranges versus average. |

| |

|4 lec Hours |

|Topic: Basic Chemistry; Objectives: 1. Explain why an understanding of chemistry is essential to the understanding of human physiology. 2. Define and |

|discuss; atom, molecule, compound, isotope, isomer 3. Describe atomic structure and its relationship to chemical bonding. 4. Discuss the different types|

|of chemical bonds. 5. Define and discuss the following and their relationship to human physiology: acid, base, salt, buffer, pH scale. 6. List the |

|major inorganic and organic constituents of the body. 7. Discuss dehydration synthesis, hydrolysis and relate these processes to subunits and |

|macromolecules. 8. Describe and discuss the importance of the four groups of macromolecules: carbohydrates, proteins, lipids, nucleotides and nucleic |

|acids. Assignments: Read text. Answer homework questions. |

| |

|3 lab Hours |

|Topic: pH and Buffers; Objective: 1. Define pH and discuss its importance to physiological processes. 2. Define acid and base. 3. Discuss the pH scale |

|and its meaning. 4. Describe the different methods for determining pH and their relative merits. 5. Define acidosis and alkalosis. 6. Define the term |

|buffer and describe the role of buffers in physiological processes. 7. Define: association, dissociation. 8. Describe the bicarbonate buffer system, and|

|be able to write the chemical equations illustrating the role of the bicarbonate buffer system with the addition of a strong acid or a strong base. 9. |

|Measure pH values of various solutions (household items plus buffered phosphate solutions) using pH paper and a pH electrode. Compare with values |

|obtained by other classmates. 10. Measure buffering capacity of various solutions (albumin, water, phosphate buffer) by acid titration. Assignments: |

|Answer lab report questions regarding the pH scale and maintaining pH in the body. |

| |

|4 lec Hours |

|Topic: Cell Structure and Function; Objectives: 1. Describe the structure and functions of cell membranes. 2. Describe the chemical composition, |

|structure and functions of animal cell organelles, cellular inclusions and extracellular materials. 3. Discuss the cell cycle and its regulation. 4. |

|Compare and contrast mitosis and meiosis. 5. Define the roles of DNA and RNA in protein synthesis. 6. Discuss control of transcription and translation. |

|7. Discuss the relationship between aging ,cancer and the cell cycle. Assignments: Read text. Answer homework questions. |

|3 lab Hours |

|Topic: Spectrophotometer; Objective: 1. Discuss the uses of the spectrophotometer. 2. Describe the basic principles of operation of the |

|spectrophotometer (including Beer's Law). 3. Perform a serial dilution. 4. Graph absorbance vs. concentration, and determine the concentration of an |

|unknown solution. 5. Define homeostasis. 6. Discuss why fluctuation of values suggests homeostasis (dynamic rather than static constancy). 7. Measure |

|solute concentration of prepared serial dilution samples and generate a standard curve to be used in estimating solute concentration of samples of |

|unknown concentration. Assignments: Answer lab report questions regarding proper operation of a spectrophotometer, concepts illustrating how |

|spectrophotometers work, and generating a standard curve. |

| |

|4 lec Hours |

|Topic: Cellular metabolism; Objectives: 1. Discuss the Laws of Thermodynamics and their relationship to cellular metabolism. 2. Describe the role of |

|enzymes in cell metabolism. 3. Discuss the chemical makeup of ATP, ADP, cAMP, NAD, and FAD and their roles in cellular metabolism. 4. Define: |

|catabolism, anabolism. 5. Discuss glycolysis, Krebs cycle and the electron system and relative ATP production. 6. Describe lactic acid production and |

|the Cori cycle. 7. Discuss glycogenesis, gluconeogenesis and glycgenolysis. 8. Describe the chemiosmotic theory of ATP generation. 9. Discuss the |

|catabolism of proteins and lipids. 10. Discuss the relationship between catabolism and anabolism of carbohydrates, proteins and lipids. 11. Define the |

|terms anaerobic, aerobic and maximal oxygen uptake. 12. Define the term oxygen debt and explain the factors that contribute to it. 13. Discuss the |

|relationship between diabetes and cellular metabolism. Assignments: Read text. Answer homework questions. |

| |

| |

| |

|3 lab Hours |

|Topic: Cellular metabolism; Objectives: 1. Discuss the relationship between temperature, activity level and oxygen consumption in animals. 2. Discuss |

|the relationship between respiration rate and oxygen consumption in animals. 3. Discuss the principles of the closed manometer and its potential |

|experimental applications. 4. Discuss the relationship between activity level and carbon dioxide production in animals. 5. Describe the role of carbon |

|dioxide in maintenance of blood acid base levels. 6. Give the equations describing glucose oxidation and the formation of carbonic acid from carbon |

|dioxide and water. 7. Define the term indicator and discuss the importance and possible applications of indicators in experiments. 8. Set up manometer |

|with mouse to measure oxygen consumption at two different temperatures. Perform a set of calculations to determine the amount of oxygen used per unit |

|mass of mouse, per unit time. Assignments: Answer lab report questions regarding oxygen use at different temperatures, and the relationship between |

|metabolism (i.e. energy production) and oxygen use. |

| |

|4 lec Hours |

|Topic: Membrane transport; Objectives: 1. Discuss processes of membrane transport and explain how they are affected by factors such as concentration, |

|chemical composition, etc. 2. Differentiate between carrier- mediated and non carrier mediated transport. 3. Discuss the Na+/K+ pump and its functions. |

|4. Discuss coupled or co-transport. 5. Describe the membrane potential, explain how it is established and the factors that can affect it. Assignments: |

|Read text. Answer homework questions. |

| |

|3 lab Hours |

|Topic: Membrane transport; Objectives: 1. Define: diffusion, osmosis, osmolality, molarity, molality, hypertonic, hypotonic, isotonic. 2. Compare |

|solubility of polar vs. non polar compounds in polar vs. non polar solvents and explain the importance of this concept to cell transport. 3. Describe |

|the role of detergents in transport. 4. Differentiate between molality and osmolality and discuss how ionization of a compound effects the tonicity of a|

|solution. 5. Differentiate between percent solutions and molar or molal solutions. 6. Discuss the clinical/physiological importance of osmosis and |

|diffusion. 7. Prepare a mixture of polar and non-polar substances to learn about miscibility. 8. Observe the effects of osmosis across an animal |

|membrane over time by measuring the mass of an egg submerged in water. 9. Observe effects of cells in hypo-, hyper-, and isotonic environments. |

|Assignments: Answer lab report questions regarding tonicity, miscibility, and osmosis. |

| |

|4 lec Hours |

|Nervous System: general functions and CNS Objectives: 1. Discuss and explain the action potential. 2. Discuss the "all or none" law of neurophysiology. |

|3. Define and discuss: threshold, subthreshold, spatial and temporal summation. 4. Compare and contrast graded and action potentials. 5. Discuss coding |

|of stimulus intensity. 6. Discuss impulse conduction in neurons. 6. Compare and contrast electrical and chemical synapses. 7. Define and discuss EPSP's |

|and IPSP's. 8. List and describe the action of known and potential neurotransmitters. 9. Discuss the integration of EPSP's, IPSP's, summation and the |

|action of neuromodulators. 10. Describe the major parts of the brain and the functions controlled by each part. 11. Discuss the process of memory |

|consolidation. 12. Discuss the roles of the spinal cord in reflex and integration. 13. Discuss spinal cord tracts. Assignments: Read text. Answer |

|homework questions. |

|4 lec Hours |

|Topic: Autonomic nervous system; Objectives: 1. List, describe and discuss the effectors of the ANS. 2. Compare and contrast the parasympathetic and |

|sympathetic divisions. 3. Explain the relationship of the adrenal glands and the ANS. 4. List and discuss the neurotransmitters of the ANS. 5. Discuss |

|adrenergic (alpha and beta) and cholinergic (muscarinic and nicotinic) receptors and the responses at different receptors. 6. Discuss dual innervation. |

|7. Discuss the role of the CNS in control of the ANS. Read text. Answer homework questions. |

| |

|3 lab Hours |

|Topic: Reflex Arc and Neural Function; Objective: 1. Define the term reflex arc, and list the general components of a reflex arc. 2. Describe the |

|structure and function of muscle spindles. 3. Describe a simple stretch reflex test and discuss the diagnostic significance of testing stretch reflexes.|

|4. Describe the Babinski reflex test and discuss the diagnostic significance of the Babinski test. 5. Use the Lab Tutor computer system to quantify |

|latent period and time to maximal response for the knee jerk reflex. 6. Use the Lab Tutor computer system to quantify stimulus response (latent period |

|and degree of rotation) for the knee jerk reflex. 7.Use Lab Tutor computer system to demonstrate neurological facilitation and antagonistic dampening. |

|8.Use the Lab Tutor computer system to demonstrate the difference between a cognitive response and a reflex response. Assignments: Answer lab report |

|questions regarding reflex arcs and the Lab Tutor software. |

| |

|4 lec Hours |

|Topic: Sensory Physiology; Objectives: 1. Compare and contrast the different categories of sendory receptors. 2. Describe the Law of Specific Nerve |

|Energies and its relationship to sensations. 3. Discuss factors affecting perception including, but not limited: sensory adaptation, tonic and phasic |

|receptors, receptor potentials, receptive field, lateral inhibition. 4. Discuss the structures and processes responsible for equilibrium. 5. Discuss the|

|structures and process responsible for hearing. 6. Describe the structures of the eye and their relationship to vision. 7. Discuss the processes |

|responsible for vision. 8. Discuss the roles of the rods and cones and the visual pigments. 9. Discuss the tectal system and control of visual |

|movements. 10. Discuss visual processing. 11. Describe the neural pathways for all senses, including but not limited to: equilibrium, hearing, vision. |

|Assignments: Read text. Answer homework questions. |

|3 lab Hours |

|Topic: Sensory Physiology; Objectives: Cutaneous Receptors and Referred Pain. 1. Define punctate distribution, projection, phantom pain. 2. Discuss the |

|phenomenon of sensory adaptation. 3. Define and discuss the two point threshold and describe where on the two point threshold is different and why. 4. |

|Discuss the phenomenon of referred pain and how it can be important in diagnosis. 5. Define the ‘Law of Specific Nerve Energies’ and explain its |

|significance. Assignments: Answer lab report questions regarding sensory adaptation, two-point thresholds, and punctate distribution. |

| |

|3 lab Hours |

|Topic: Sensory Physiology; Objectives: Hearing. 1. Describe the structures of the ear as they relate to the function of hearing and equilibrium. 2. |

|Perform the Rinne and Weber’s tests and discuss their diagnostic significance. 3. Compare and contrast sensory and conduction deafness. 4. Discuss how |

|sounds of low and high pitches are localized. 5. Define vertigo and discuss its etiology. 6. Describe vestibular nystagmus and discuss its etiology. |

|Assignments: Answer lab report questions regarding conduction and sensory deafness, binaural sound localization, and equilibrium. |

|3 lab Hours |

|Topic: Sensory Physiology; Objectives: Vision. 1. Describe the gross structure of the eye and its major function. 2. Describe the pupillary reflex and |

|explain why it occurs. 3. Describe tests that test for astigmatism and visual acuity. 4. Discuss the process of accomodation; define the term presbyopia|

|and discuss why it occurs. 5. Demonstrate the blind spot and explain why there is a blind spot. 6. Describe positive and negatice afterimage formatin |

|and discuss why they occur, both for black and white and for color vision. 7. Define the terms retinal disparity and convergence and discuss their |

|significance. 8. Explain what is meant by the term “visual processing” and give examples. 9. Define the terms nystagmus and strabismus. Assignments: |

|Answer lab report questions regarding the pupillary reflex, accommodation, blind spots, afterimages, and visual processing. |

| |

|4 lec Hours |

|Topic: Muscular Control; Objectives: 1. Describe the gross and microscopic structure of skeletal muscle and discuss the relationship between structure |

|and function. 2. Explain the sliding filament theory of muscle control. 3. Explain excitation-contraction coupling. 4. Discuss energy supply and energy |

|use by skeletal muscle. 5. Compare and contrast slow, intermediate and fast twitch muscle fibers. 6. Discuss control of strength of contraction. 7. |

|Define and describe twitch, summation and tetanus. 8. Discuss the terms motor unit, series elastic component. 9. Discuss lower and upper motor control. |

|10. Compare and contrast pyramidal and extrapyramidal tracts. 11. Explain the roles of the brain in motor neuron control. 12. Compare and contrast |

|structure and contraction in skeletal, smooth and cardiac muscle. Assignments: Read text. Answer homework questions. |

|3 lab Hours |

|Topic: Muscle Contraction; Objective: Muscle contraction physiology. 1. Describe how an EMG can be used to demonstrate the electrical activity of a |

|muscle. 2. Discuss the antagonistic action of the biceps brachii and the triceps brachii as demonstrated by the EMG. 3. Discuss how the EMG could be |

|used in biofeedback exercises. 4. Describe the process of muscular contraction at a cellular level. 5. Discuss the roles of the following in muscular |

|contraction: ATP, Ca++, Na+ . 6. Explain the roles of Mg++ and K+ in the muscular contraction experiment. 7. Discuss the following aspects of muscle |

|physiology: threshold stimulus, spatial summation, latent period. Answer lab report questions regarding EMG traces and the effect of ATP and salt on |

|muscle contraction. |

| |

|4 lec Hours |

|Topic: Cardiovascular System; Objectives: 1. Describe the composition and functions of blood. 2. Describe the blood clotting pathway. 3. Describe the |

|functional anatomy of the heart. Follow the pathway of blood through the heart. 4. Describe the events of the cardiac cycle. 5.Discuss how the unique |

|properties of cardiac muscle tissue are essential to normal cardiac function. 6. Discuss electrical conduction in the heart. 7. Describe the waves of |

|the ECG and explain their correlation to the events of the cardiac cycle, pressure changes in the heart, valve closures and heart sounds. 8. Discuss the|

|diagnostic value of the ECG and heart sounds. 8. Define and describe arrythmias detected by the ECG. 9. Define and describe heart blocks. 10. Compare |

|the structure and function of the different types of blood vessels. 11. Discuss the roles of HDL and LDL in cholesterol metabolism and transport. 12. |

|Define cardiac output and discuss the factors controlling it. 13. Discuss regulation of cardiac rate, stroke volume. Define and discuss EDV, MAP, |

|Frank-Starling Law of the heart, intrinsic and extrinsic control of blood vessel diameter, total peripheral resistance, baroreceptor reflex 14. Discuss|

|and explain regulation of blood volume. 15. Discuss regulation of blood flow to different organ systems. 16. Discuss selected disorders of the |

|cardiovascular system. Assignments: Read text. Answer homework questions. |

|3 lab Hours |

|Topic: Cardiovascular System; Objectives: 1. Describe the gross structure and conducting system of the heart. 2. Describe the flow of blood through the |

|heart. 3. Use the Lab Tutor program to obtain and analyze an ECG. 4. Demonstrate how to listen for heart sounds. 5. Discuss the relationship between the|

|ECG, cardiac cycle and heart sounds. 6. Discuss the effects of exercise on the ECG and the cardiac cycle. 7. Discuss the diagnostic value of heart |

|sounds and the ECG. 8. Demonstrate how to obtain a blood pressure reading using a sphygmomanometer and a stethoscope. 9. Define the term hypertension |

|and discuss its significance. 10. Define the terms systolic, diastolic, pulse pressure and mean arterial pressure. 11. Discuss the relationship between |

|position of the body and blood pressure. 14. List factors that control heart rate before, during and after exercise. 15. List factors that control blood|

|flow to tissues before, during and after exercise. Assignment: Answer lab report questions regarding the components of an ECG, heart sounds, and blood |

|pressure measurements. |

| |

|4 lec Hours |

|Topic: Respiratory System; Objectives: 1. Describe the major structures of the respiratory system and discuss their relationship to function. 2. Define |

|intrapulmonary, intrapleural, transpulmonary and intrathoracic pressures and explain how Boyle's Gas Law affects these. 3. Define compliance, |

|elasticity, surface tension and explain how these are important to lung function. 4. Explain the role of surfactant. 5. Describe lung volumes and their |

|diagnostic value. 6. Explain Dalton's Law and its relationship to gas exchanges. 7. Differentiate between total blood oxygen and dissolved oxygen. 8. |

|Define discuss ventilation-perfusion ratio. 9. Discuss the control of ventilation. 10. Describe and discuss hemoglobin and its various forms. Discuss |

|loading and unloading reactions. 14. Describe the oxygen dissociation curve and diagram it in graph. 15. Describe the different factors that affect |

|oxygen and carbon dioxide transport in the blood. 16. Discuss the role of carbon dioxide in maintenance of blood pH. 17. Explain chloride shift and |

|reverse chloride shift. 18. Define and discuss respiratory and metabolic acidosis and alkalosis. 19. Describe adjustments to ventilation during exercise|

|and the effects of endurance on the anaerobic threshold. 20. Discuss the effects of high altitude and compensatory changes of the body. 21. Discuss |

|selected disorders of the respiratory system. Assignments: Read text. Answer homework questions. |

| |

|3 lab Hours |

|Topic: Respiratory System; Objectives: 1. Describe the gross structure of the respiratory system. 2. Describe the mechanics of breathing. 3. Define the |

|following terms and explain their value in assessing lung health: tidal volume, vital capacity, expiratory reserve, inspiratory reserve, total lung |

|capacity, inspiratory capacity. 4. Define residual lung volume and functional residual capacity and discuss their significance. 5. Define total minute |

|volume and forced expiratory reserve volume and explain their diagnostic value. 6. Compare restrictive and obstructive pulmonary disorders and discuss |

|how pulmonary function tests would differ in each disorder. 7. Discuss factors other than disease that can affect lung volumes. Assignments: Answer lab |

|report questions regarding respiratory volumes. |

| |

|4 lec Hours |

|Topic: Kidney Physiology; Objectives: 1. Describe the relationship between the structure and functions of the urinary system. 2. Describe the histology |

|of the kidney and explain the relationship between the structure and function of the nephron. 3. Discuss the basic processes of urine formation. 4. |

|Discuss the factors that determine net filatration pressure. 5. Compare and contrast the composition of plasma, filtrate and urine. 6. Define and |

|discuss glomerular filatration rate. 7. Describe and explain the counter current multiplier mechanism. 8. Discuss the effects and the control of |

|secretion of ADH, aldosterone and other factors involved in the control of urine production and composition. 9. Define and discuss renal plamsa |

|threshold, transport maximum. 10. Discuss the reabsorption of urea and its role in the counter current multiplier mechanism. 11. Discuss the |

|relationship between Na+, K+ and H+ . 12. Discuss the role of the kidney in maintenance of acid-base balance. 13. Discuss the importance of urinary |

|buffers. 14. Describe the actions of various diuretics. 15. Discuss the reabsorption and secretion of various substances. 16. Discuss various tests of |

|renal function and their diagnostic significance. 17. Describe and discuss selected disorders of the urinary system. 18. Define and discuss the control |

|of micturition. Assignments: Read text. Answer homework questions. |

|3 lab Hours |

|Topic: Kidney Physiology; Objectives: 1. Describe the gross structure of the urinary system. 2. Discuss process by which urine formation occurs. 3. |

|Discuss why urinalysis is an important diagnostic tool. 4. Describe the different diseases that may cause abnormal appearance or chemical composition |

|of urine. 5. Describe normal and abnormal constituents of urine sediment, and how analysis of urine sediment can be valuable in diagnosis. 6. Discuss |

|how ingestion of salt, water, glucose and caffeine will affect urine volume and composition. 7. Discuss the roles of ADH and the renin angiostensin |

|aldosterone system in the control of urine volume and composition. Assignments: Answer lab report questions regarding properties of urine. |

| |

|6 lec Hours |

|Topic: Endocrine System; Objectives: 1. Describe the general mechanism of hormone function; discuss the importance of the concept target tissues in |

|hormone function. 2. Discuss the chemical classification of hormones. 3. Discuss hormone interactions. 4. Discuss the general mechanism of action of |

|steroid hormones and thyroid hormones. 5. Discuss the general mechanism of amine, polypeptide and glycoprotein hormones. 6. Describe the role of second |

|messengers in hormone action. 7. List the major endocrine glands, the hormones that they secrete and the functions of the hormones. 9. Discuss the |

|regulation of hormone secretion and hormone action. 10. Define and discuss disorders of the endocrine system. 11. Describe prostaglandins and discuss |

|their roles. Assignments: Read text. Answer homework questions. |

| |

|3 lab Hours |

|Topic: Embryology; Objectives; 1. Describe the processes of cleavage and gastrulation. 2. Define the following terms; organogenesis, morula, blastula,|

|gastrula, blastopore. 3. Discuss the significance of germ layer formation. 4. Describe endoderm, mesoderm and ectoderm, and the structures that arise |

|from them.5. Identify the following structures on a chick embryo; allantois, heart, limb buds, brain, neural tube, somites, eye, vitelline blood |

|vessels. Assignments: Answer lab report questions regarding the stages of embryological development and structures that arrise from them. |

| |

|4 lec Hours |

|Topic: Digestive System and Regulation of metabolism; Objectives: 1. Be able to follow a protein, carbohydrate, or lipid through the digestive tract and|

|explain how and where it is digested and absorbed. 2. Discuss the secretions of digestive tract glands and organs and the reabsorption of water |

|throughout the digestive tract. 3. Discuss the functions of the liver, pancreas, gall bladder and other accessory structures of the digestive tract. 4. |

|Discuss control of secretions and smooth muscle contractions in the digestive (GI) tract. 5. Describe hepatic blood flow and the formation of bile. |

|Define enterohepatic circulation and the conversion of hemoglobin to bilirubin and urobilinogen. 6. Discuss the excretion of wastes by the GI tract and |

|the formation of feces. 7. Discuss selected disorders of the GI tract. 8. Discuss how insulin, glucagon, epinephrine, glucocorticoids, growth hormone, |

|thyroxine and other hormones balance metabolic activities. 9. Discuss diabetes and its causes, its forms and its effects. 10. Discuss other selected |

|metabolic disorders. 11. Describe how calcium and phosphate levels are regulated. Assignments: Read text. Answer homework questions. |

| |

|3 lab Hours |

|Topic: Digestion and Nutrition: Objectives: 1. Examine the effects of the presence of enzymes, variable pH, and high temperatures on the digestion of |

|starch (a polysaccharide) into maltose (a disaccharide) using salivary amylase. 2. Examine the effects of the presence of enzymes, variable pH, and high|

|temperatures on the digestion of proteins. 3. Describe physical factors that may aide in digestion. 4. Define zymogens. 4. Describe the process of |

|emulsification of fats, the organs involved and enzymes/hormones required for digestion of fats. 5. Identify the major enzymes and hormones involved in |

|digestion, their origin, target molecule, products produced and where digestion occurs. Assignments: Answer lab report questions regarding protein |

|digestion, carbohydrate digestion and fat digestion. |

| |

|4 lec Hours |

|Topic: Immune System; Objectives: 1. Differentiate between specific and non-specific immunity. 2. Discuss and describe the main components of |

|non-specific immunity. 3. Define and discuss: antigen, antibody, hapten. 4. Explain the roles of B cells, T cells and APC in specific immunity. 5. |

|Describe a generalized immunoglobulin molecule and describe the major characteristics of the different immunoglobulin classes. 6. Explain the |

|relationship between the specific and non-specific immune responses. 7. Be able to explain and follow the events of the specific immune response |

|beginning with the introduction of an antigen into the body. 8. Compare and contrast the primary and secondary immune response. 9. Compare and contrast |

|naturally and artificially acquired active and passive immunity. 10. Discuss immune tolerance and recognition of "self" antigens. 11. Define and discuss|

|the importance of histocompatability antigens. 12. Discuss autoimmune diseases and list examples. 13. Describe the ABO and Rh blood typing systems and |

|transfusion reactions. 14. Discuss transplant rejection. 15. Discuss the different types of hypersensitivity reactions. Assignments: Read text. Answer |

|homework questions. |

| |

|3 lab Hours |

|Topic: Blood Typing and Major blood values and clinical conditions; Objectives: 1. Define agglutinogen and agglutinin. 2. Perform an actual blood |

|typing procedure. 3. Observe the antigen/antibody reaction in simulated blood. 4. Determine the ABO and Rh blood type of four unknown samples. 5. |

|Determine the ABO and Rh blood types of simulated blood samples. 6. Review terms such as hematocrit, hemoglobin content, and conditions such as |

|hemophilia, anemia, pernicious anemia, aplastic anemia, iron deficiency anemia. Assignments: Answer lab report questions blood transfusion reactions |

|scenarios (hematocrit, hemoglobin, anemia), best candidate for universal donor or universal recipient, the causes of erythroblastosis fetalis. |

| |

|4 lec Hours |

|Topic: Reproduction and Development; Objectives: 1. Discuss sex determination and development of genitalia in the embryo. 2. Describe the processes of |

|oogenesis and spermatogenesis and their regulation. 3. Compare and contrast spermatogenesis and spermiogenesis. 4. Discuss oogenesis and ovulation and |

|their regulation. 5. Describe the events of the menstrual cycle and their control. 6. Describe the events of intercourse and their control. 7. Discuss |

|fertilization, implantation and the development of the placenta. 8. Discuss the role of hormones in the maintenance of the endometrium. 9. Describe the |

|embryonic membranes. 10. Describe the early embryonic stages of the human embryo and compare them to other vertebrate embryos. Assignments: Read text. |

|Answer homework questions. |

| |

|3 lab Hours |

|Topic: Fertilization; Objectives: 1. Describe the structure and function of the major tissues of the ovaries and testes in humans. 2. Describe the |

|processes of spermatogenesis and oogenesis. 3. Describe the process of and necessary conditions for fertilization. 4. Obtain gametes from sea urchins |

|and observe the initial stages of zygote development. Assignments: Answer lab report questions regarding the spermatogenesis/oogenesis and factors that|

|may effect the process and the viability of sperm/ova and the success of conception. |

| |

|2 HOURS Final exam. |

|The content should include: |

|Hours it will take to cover each topic - Hours are based on an 18 week term, even though the instruction is compressed into a 16 week calendar. For |

|example, a 3 unit course should have 54 hours (3 hours per week times 18 weeks = 54 Total Contact Hours). 2 hours should be set aside for the final. |

|Topic |

|Student Performance Objectives |

|Out of Class Assignments - Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for |

|Lecture units granted. Include specific examples of reading and writing assignments. |

|No Change Change |

|METHODS OF EVALUATION: |

|Category 1 - The types of writing assignments required: |

|Percent range of total grade:       % to       % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|Category 2 - The problem-solving assignments required: |

|Percent range of total grade:       % to       % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other:       |

|Category 3 – The types of skill demonstrations required: |

|Percent range of total grade:       % to       % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|Category 4 - The types of objective examinations used in the course: |

|Percent range of total grade:       % to       % |

| Multiple Choice |

| True/False |

| Matching Item |

| Completion |

| Other:       |

|Category 5 - Any other methods of evaluation: |

|Percent range of total grade:       % to       % |

|      |

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