LOS ANGELES COMMUNITY COLLEGE DISTRICT
LOS ANGELES COMMUNITY COLLEGE DISTRICT
Division of Educational Services
Office of Instructional Services
PROPOSED NEW COURSE REQUEST (PNCR)
|1. | COLLEGE: | |
|2. |COURSE STATUS: |
|A. | |New Course | |Addition of District Course | |Update |
| |Reinstatement |
|B. |Effective Semester/Year |3/05 |
|3. |DESIGNATION: | |Associate Degree Applicable | |Non-Associate Degree Applicable |
|4. |COURSE INFORMATION: |
|A. |Subject Code: |753 |TOP Code: | 0410 . 00 |CAN Number |BIOL 12 (Physiol|
| | | | | | |1 + Anat 1 = CAN|
| | | | | | |BIOL SEQ B) |
|B. |Subject Title and Number |Physiology 1 |
| | |(not to exceed 40 spaces) | |
|C. |Course Title |Introduction to Human Physiology |
| | |(not to exceed 60 spaces) |
|D. |Units 4 |Hours/wk |Lecture 3 |Laboratory |Total |Total hours/wk 6 |
| | |Standard | |(w/ homework) 0 |Laboratory 3 | |
| | |Semester | | | | |
| | | | |Laboratory | | |
| | | | |(w/o homework) 3 | | |
Note: The Carnegie Rule and Title 5, section 55002 set forth the minimum weekly standards
which require: One hour lecture, two hours homework = one unit
Two hours of lab with homework = one unit
Three hours of lab without homework = one unit
Lecture also includes discussion and/or demonstration hours.
Laboratory includes activity and/or studio hours.
|E. |Repetition(s): 0 |
How does the repetition of this course meet Title 5 sections 55761-55765 and 58161 requirements?
| |
|F. |Special Class Status: Course is a “special class” for students with disabilities. (MIS-CB13) |yes | |no | |
|5. |BASIC SKILLS STATUS |
| | |Precollegiate Basic Skills Credit Course Non-degree Applicable (MIS-P)* |
* Note: MIS + Code = Special Management Information System Codes required for reporting purposes by State Chancellor's Office.
|6. |PREREQUISITE(S): |Biology 3 |
| |Has this prerequisite been validated in accordance with Title 5, section 58106? |
| | | | | | | |
| |yes | |no | |If yes, attach validation form and data |Validation Date 12/01/01 |
(Validation: Equivalent prerequisite at 4 CSU campuses: CSUN, SDSU, CSUSB and CSUB - see attached documentation)
| |COREQUISITE(S): |None |
| |Has this corequisite been validated in accordance with Title 5, section 58106? |
| | | | | | | |
| |yes | |no | |If yes, attach validation form and data |Validation Date / / |
| |ADVISORY(IES): |English 28 and Chemistry 51 or 65 or 101 |
| |Has this advisory been validated in accordance with Title 5, section 58106? |
| | | | | | | |
| |yes | |no | |If yes, attach validation form and data |Validation Date 12/01/01 |
|7. |CULTURAL DIVERSITY |
| |How does this course include cultural diversity in its approach and/or content? |
| |(not to exceed 30 words) |
|Course does not meet cultural diversity requirements. |
|8. |DESCRIPTION: |As it will appear in the college catalog and on course outline. |
| | |(Not to exceed 40 words) |
|This course involves the study of the function of the following human systems: integumentary, skeletal, muscular, nervous, |
|circulatory, respiratory, digestive, urinary, endocrine, lymphatic, and reproductive. Labs include hands-on applications. |
|9. |RATIONALE FOR THIS COURSE: Check the appropriate reason(s) below. The explanation will be presented to the Board of Trustees|
| |for approval. |
| |Student Demand/Need | |Program Change Need |
| |Advisory Council Committee Recommendation | |Industry/Business Need |
| |Articulation Need | |Other |
|Please provide a brief explanation: (not to exceed 30 words) |
|Physiology 1 is a required course for all allied health careers including: nursing, physical therapy, occupational therapy, |
|and dental hygiene. |
|10. |MULTIPLE COURSE INDEX STATUS: (Cross reference) Is this course listed as equivalent in content to existing college |
| |District courses in another discipline? |
| | | |yes | |no | |
If yes, list courses: (Documentation of cross-discipline agreement must be provided.)
| |
|11. |COURSE CLASSIFICATION: |Check only one. |
| |Liberal Arts and Sciences (MIS-A)* |
| |Courses for the Substantially Handicapped (MIS-E)* |
| |Developmental Preparatory (MIS-B)* |
| |Occupational Education (MIS-I)* |
| |Basic Skills (MIS-P)* |
Note: MIS + Code = Special Management Information System Codes required for reporting purposes by the State Chancellor's Office.
|12. |COURSE RELATIONSHIP TO PROGRAM: |
|A. |Occupational: | |yes | |no |(If no, go to B.) |
|SAM Code (Student Accountability Model) Check only one. |
| | |
| |Apprenticeship (Approved for offering to apprentices only.) (MIS-A)* |
| |Advanced Occupational (but not limited to apprentices) (MIS-B)* |
| |Clearly Occupational (but not advanced) (MIS-C)* |
| |Possibly Occupational (MIS-D)* |
|* Occupational Program Requirement: | |yes | |no |(If yes, check a. and/or b.) |
|a. | |Required for Associate Degree |
|b. | |Required for Occupational Certificate |
ATTACH A COPY of the program showing the placement of the course in the sequence of learning as it will appear in the catalog.
|* Occupational Program Elective: |
|a. |Is this course designated as an elective within a proposed or existing occupational program? |
| | | | | | |
| | | |yes | |no |
|b. |Will this elective be counted as part of the total units? |
| | | | | | |
| | | |yes | |no |
ATTACH A COPY of the program and identify all the electives within the program showing the placement of this course in the program.
|B. |General Education: |
|* Meets general education requirements for graduation? | |yes | |no |
If yes, indicate which requirement.
| |a. |Natural Science | |d. |Language and Rationality: |
| |b. |Social and Behavioral Sciences: | | |1. |English Composition |
| | |1. |American Institutions | | |2. |Communication and Analytical |
| | | | | | | |Thinking |
| | |2. |Social Sciences | |e. |Health and Physical Education |
| |c. |Humanities | | | |
|C. |Major requirement for Associate Degree: Meets the major requirements for an A.A./A.S.? |
| | |yes | |no |
|D. |Elective Credit for Associate Degree: Is this course an elective for the A.A./A.S.? |
| | |yes | |no |
|E. |Other Baccalaureate Level Courses: Meets transfer requirements? |
| | |yes | |no |
If yes, check all that apply: (Item #11. must also be completed.)
| |General Education | |Major(s) Requirement | |Transfer Elective |
|13. |ARTICULATION |
| |Requesting to be acceptable to University of California for credit |
| |Date requested |06/15/1991 |Date approved |08/15/1991 |
| |Requesting to be acceptable to California State University for credit |
| |Date requested |06/15/1991 |Date approved |08/15/1991 |
| |Requesting CSU General Education Certification |
| |Check designated area below if request is made for General Education.) |
| |Date requested |06/15/1991 |Date approved |08/15/1991 |
| |Area A |Communication in the English Language and Critical Thinking |
| |Area B |Physical Universe and Its Life Forms |
| |Area C |Arts, Literature, Philosophy, and Foreign Language |
| |Area D |Social, Political, and Economic Institutions and Behavior; Historical Background |
| |Area E |Lifelong Understanding and Self-Development |
| |Requesting IGETC (Intersegmental General Education Transfer Curriculum) designation: |
| |Date requested |06/15/1991 |Date approved |08/15/1991 |
| |Area 1 |English Communication: |
| | |Group A--English Composition |
| | |Group B--Critical Thinking and Composition |
| | |Group C--Oral Communication |
| |Area 2 |Mathematical Concepts/Quantitative Reasoning |
| |Area 3 |Arts and Humanities: |
| | |Group A—Arts |
| | |Group B—Humanities |
| |Area 4 |Social and Behavioral Sciences |
| |Area 5 |Physical Science: |
| | |Group A--Physical Science |
| | |Group B--Biological Science |
|14. |EDUCATIONAL PROGRAM STATUS: |
|Is this course part of an approved program? | |yes | |no |
If yes, identify the appropriate program(s).
|Program Title: |Associate of Science Program in Health Science |
|Program Designation: | |Occupational | |Non-occupational | | |
|Degree Objective: | |Associate | |Certificate | |Apprentice |
If this course is intended to be part of a new or existing certificate or Associate Degree Program, ATTACH A COPY of the program including the placement of this course.
|15. |COORDINATION: List persons contacted in the District Discipline Committee and/or other colleges |
|1. |Laurel |Woodley |LA Harbor College |
| |Name |Title |College |
|2. |Don |Misumi |LA Trade Tech College |
| |Name |Title |College |
|16. |If the course is an existing District course, attach the complete course outline(s) that was used as a model for this |
| |course. |
| | |
|17. |METHOD OF INSTRUCTION: | |Traditional | |Non-traditional |
| |If non-traditional, check one below: |
| |Interdisciplinary | |Applied Academics | |Special Topics |
| |Individualized | |Modularized | |Linked/Block |
| |Distance Learning | |Work Site | |Study Abroad |
| |Other (Explain) | | | | |
|18. |INDICATE HOW THE COLLEGE PLANS TO MEET THE EXPENSE OF THIS COURSE: |
| |By additional funds. Describe. |
|This is an existing course that has been part of the Life Science curriculum for twenty years. |
| |By canceling class sections. Describe. |
| |
| |By deleting/rotating sections of existing courses: Number of sections to be deleted: |
| |First year | |Second year | |Third year | |
|Will this directly impact other programs on campus? | |yes | |no |
|If yes, briefly explain how. |
| |
|19. |METHOD OF SUPPORT: (Indicate how the college plans to support the proposed course.) |
|A. |Faculty needed: | |Full-time | |Part-time | |None |
|B. |Staff needed: | |Classified | |Student Worker | |None |
|C. |Classroom type needed: | |Standard | |Other |Laboratory needed for the |
| | | | | |(Please specify) |labs; already exists. |
|D. |Equipment | |Available | |Plan to obtain (Attach list and funding sources.) |
|E. |Supplies needed: | |no | |yes |
|(Indicate kind and dollar value) |approximately $36 per student. Supplies include reagents, tissues, organs, |
| |disposable adapters for physiology equipment |
|F. |Library/Learning Resources: | |Adequate | |Plan to obtain (Describe how.) |
| |
|20. |TEXTBOOK(S): List all publications, non-print media, software, recommended |
| |Readings including those materials to be put in the Library/LRC. |
|Author |Elaine N. Marieb |Title |Human Anatomy and Physiology |
|Publisher |Addison Wesley / Benjamin Cummings |Edition |5th (2001) |
|Author |Elaine N. Marieb |Title |Human Anatomy and Physiology Lab Manual (Cat Version)|
|Publisher |Addison Wesley / Benjamin Cummings |Edition |6th (2000) |
|Author | |Title | |
|Publisher | |Edition | |
|Author | |Title | |
|Publisher | |Edition | |
(Use additional pages if required) * Refer to syllabus for current textbook.
|Non-print media, software and recommended readings: |
|Computer assisted software and equipment for measuring human physiology. |
|21. |SUPPLIES: List materials and supplies that students are required to purchase |
| |for use for this course: |
|Students must purchase a text book, laboratory book, and basic chemistry review book. |
|22. |ENTRY SKILLS: Required for courses with prerequisites. |
| |
|define the properties of living things (Biology 3 Exit Competency #6) |
|understand the basic structure and function of the cell (Biology 3 Exit Competency #9) demonstrate knowledge of structure and |
|function of biological macromolecules (Biology 3 Exit Competency #8) |
|understand basic mechanisms of inheritance (Biology 3 Exit Competency #15) |
|understand fundamental metabolic processes and their significance in the cell (Biology 3 Exit Competency #13) |
|use basic laboratory equipment, especially the microscope (Biology 3 Exit Competency #3) |
|apply the scientific method in the laboratory (Biology 3 Exit Competency #1) |
|understand the structure of the atom (Chem 51 #1, Chem 65 #2, Chem 101 #3) |
|have knowledge of how atoms combine to form bonds (Chem 51 #1, Chem 65 #2, Chem 101 #4) |
|understand that properties of compounds are determined by their elements and the arrangement of the atoms (Chem 51 #2, Chem 65 #1, |
|Chem 101 #3) |
|understand that properties of a macroscopic structure is determined by its molecular constituents (Chem 51 #3, Chem 65 #2, Chem 101 |
|#3) |
|read and comprehend college-level text and essay materials (English 28 Reading Exit Competency #1) |
|distinguish among fact, judgment, opinion, and assumption (English 28 Critical Thinking Exit Competency #3) |
|write in complete sentences and develop a cohesive paragraph to communicate concepts (English 28 Writing Exit Competency #1) |
|think and write in standard rhetorical modes on a level of interest to college freshmen (English 28 Writing Exit Competency #8) |
|use words appropriate for the topic and audience (English 28 Diction Exit Competency #24) |
|spell conventionally and detect misspellings by careful proofreading (English 28 Mechanics Exit Competency #26) |
|23. |COURSE OBJECTIVES: |
|Content Knowledge: Upon completion of this course students will have an understanding of, or be able to apply, the following |
|principles and concepts. |
| |
|Explain homeostasis within humans, including positive and negative feedback mechanisms, and examples of each. |
| |
|Describe the fundamental principles of chemistry related to physiology, including: isotopes, equilibrium reactions, energy |
|transformations, acid, bases, buffers, pH, % solutions, molarity, osmolarity, partial pressure of gasses, and metric units of|
|measurement. |
| |
|Explain the structure and function of cell membranes, role of membrane receptors and channels, generation and maintenance of |
|the membrane potential, and membrane transport. |
| |
|Explain fundamental concepts of muscle physiology -structure and function of a skeletal muscle cell, including sliding |
|filament theory of sarcomere contraction and activation by motor neuron; structure and function of muscle contraction, |
|including: motor unit twitch and tension, graded muscle contractions, treppe, isotonic vs. isometric contractions, role of |
|voltage in recruitment; force, velocity, and strength of muscle contraction; metabolism of skeletal muscle; exercise and |
|recovery. |
| |
|Describe basic principles of neurophysiology – structure and function of a neuron, including: resting membrane potential, |
|role of ions and ion channels, graded potentials, action potentials, the events at the synapse, EPSP’s and IPSP’s, the role |
|of neurotransmitters and receptors. |
| |
|Explain major principles of physiology – organization and function of a typical reflex arc (patellar tendon reflex), role of |
|stretch and deep tendon reflexes, the flexor reflex, the crossed extensor reflex, superficial reflexes, autonomic reflexes, |
|and testing simple human reflexes. |
| |
|Describe human vision – structure of the eye, simple features of light and optics, role of cornea and lens in focusing, |
|structure and function of the retina, role of photoreceptors, color vision, light and dark adaptation, visual processing from|
|retina to primary visual cortex, vision disorders. |
| |
|Examine blood – the components of blood and their measurements, physical qualities, major functions of blood, erythrocytes |
|(structure, function, development, regulation, disorders), hemoglobin (structure, function and disorders), leukocytes |
|(classification, functions, identification, development and disorders), platelets and the process of hemostasis, ABO and Rh |
|typing, and transfusions, blood disorders. |
| |
|Discuss the functioning of the heart – structure and function of vessels, chambers, valves and conduction system; the cardiac|
|cycle; unique characteristics of cardiac muscle cells; intrinsic and extrinsic controls; interpretation of |
|electrocardiograms, interpretation of heart sounds, regulation of cardiac output (volume, pressure, rate) the role of |
|autonomics and common drugs, cardiac dysfunction. |
| |
|Differentiate between humoral and cellular immunity – non-specific defense mechanisms and the role of barriers, phagocytes, |
|NKC’s, inflammation, complement and interferon; specific immunity, including: antigens and haptens, antigenic determinants, |
|role of B- and T- lymphocytes; clonal selection, primary and secondary immune responses, immunological memory, active vs. |
|passive immunity; antibodies (classes, structures, production), cell-mediated immunity and the role of helper T-cells, |
|cytotoxic T-cells, suppressor T-cells, and cytokines; immunodeficiencies and autoimmune diseases. |
| |
|Explain basic features of circulation – anatomical and functional properties of arteries, veins, and capillaries; factors |
|affecting blood flow and blood pressure (volume, distance, viscosity, resistance); role of kidney in blood pressure |
|regulation, neural and hormonal controls of blood pressure; fluid, gas, and material exchange in the capillary; circulatory |
|disorders. |
| |
|Describe the function of the respiratory system – mechanics of breathing, pulmonary and pleural pressures, inspiration and |
|expiration, passageway resistance, compliance and elasticity, surface tension; respiratory volumes and capacities, pulmonary |
|function tests; alveolar ventilation rate, Dalton’s and Henry’s Laws, hemoglobin-oxygen binding affinity, (Right Shift, Left |
|Shift and effects of temperature, pH, and DPG), carbon dioxide transport and the role of carbonic acid / bicarbonate buffer |
|system; hyperbaric and hypobaric effects; neural and chemical control of breathing. |
| |
|Explain the processes of mechanical and chemical digestion; enzymatic hydrolysis of major macromolecules, role of small |
|intestine in absorption across epithelium into circulation, vitamins and minerals, role of large intestine in maintaining |
|water balance, roles of pancreas and liver in digestive process, neural and endocrine control of digestion. |
| |
|Describe how the kidney works – the anatomy of a nephron, glomerular filtration and its regulation, tubular reabsorption and |
|tubular secretion (action along each tubule of the nephron), the counter-current multiplier mechanism and its role in the |
|regulation of water and salt balance, hormonal regulation of kidney function, effect of renal function on blood pressure, |
|characteristics and composition of urine, renal disorders. |
| |
|Explain homeostatic mechanisms involved in fluid, electrolyte, and acid/base balance – the different fluid compartments of |
|the human body; composition of interstitial fluid, electrolytes and non-electrolytes, regulation of water and electrolytes, |
|dehydration and edema, regulation and disorders of sodium, potassium, calcium, magnesium, and chlorine; pH buffer systems and|
|respiratory and renal influences; imbalances of pH. |
| |
|Identify the roles of hormones – action of hormones on target cells, roles of the hypothalamus and pituitary in the |
|regulation of endocrine system, the hormones, their roles, and disorders of the following organs: hypothalamus, pituitary, |
|thyroid, parathyroids, adrenals, pancreas, thymus, pineal. |
| |
|Describe the function of the male reproductive system – spermatogenesis, erection, ejaculation, the brain-testicular axis and|
|hormonal control of male sexuality, contraception, prostate cancer, and STD’s. |
| |
|Describe the function of the female reproductive system – oogenesis, female sexual response, the phases and timing of the |
|ovarian cycle, the phases and timing of the uterine cycle, hormonal in regulation of ovarian and uterine cycles, |
|contraception, breast, uterine, ovarian, and cervical cancer, and STD’s. |
|Exit Skills: Upon completion of this course the student will have the following skills: |
| |
|Describe what is meant by the term homeostasis and provide examples of positive and negative feedback mechanisms in the human|
|body. |
| |
|Explain how a membrane potential is established in a cell, and the importance of membrane potentials in the function of three|
|different organs. |
| |
|Describe how a muscle cell contracts at the level of the sarcomere. |
| |
|Define a motor unit, and explain how gradual activation of motor units cause gross muscular function. |
| |
|Explain the role of Na+, K+, and Cl- ions in the electrical activity of a neuron. |
| |
|Describe how neurotransmitters have an effect on a target cell. |
| |
|Draw a classic patellar tendon reflex arc and label all of the parts. |
| |
|Describe the functional differences between rods and cones in visual perception. |
| |
|List the structures involved in visual perception from the retina to the primary visual cortex, and describe symptoms that |
|would result to lesions in each structure. |
| |
|Explain at least three different causes for a patient to suffer from anemia. |
| |
|Describe the value of a differential WBC count in the diagnosis process. |
| |
|Identify the patterns on an EKG and link them to the events of the cardiac cycle. |
| |
|Describe the flow of blood through the heart. |
| |
|Explain the different aspects of the non-specific immune response. |
| |
|Explain the humoral immune response, including clonal selection and immunologic memory. |
| |
|Describe the role of T-cells in cellular immunity. |
| |
|Identify the major physical factors that play a role in the blood pressure of a patient. |
| |
|Describe the events of passive and active inspiration and expiration. |
| |
|Explain the effects of temperature, pH, and DPG on the binding affinity of hemoglobin for oxygen. |
| |
|Explain the importance of the carbonic acid / bicarbonate buffer system in carbon dioxide transport and pH regulation. |
| |
|Explain the roles of the small intestine and large intestine in the digestive process. |
| |
|Draw a nephron, label all of the parts, and describe the action of each of the tubules in the formation of urine. |
| |
|Describe how the circulatory system and excretory system are intimately linked, using regulation of blood pressure as an |
|example. |
| |
|Compare and contrast spermatogenesis and oogenesis in their timing, location, and meiotic divisions. |
| |
|Explain the role of GnRH, FSH, LH, estrogen, and progesterone in the regulation of the ovarian and uterine cycles. |
|24. |SCANS COMPETENCIES: (Recommended for all courses; required for all vocational education courses) Indicate the SCANS |
| |competencies developed for this course: |
|Resources (identifies, organizes, plans and allocates Resources) |Interpersonal (works with others) |
| |Time | |Money | |Serves as team member |
| |Materials and facilities | |Teaches others |
| |Human Resources | |Serves clients/customers |
| | | |Exercises leadership |
| | | |Negotiates | |Works with diversity |
| |
|Information (acquires and uses information) |Systems (understands complex Interrelationships) |
| |Acquires/Evaluates | |Understands systems |
| |Organizes/Maintains | |Monitors/Corrects |
| |Interprets/ | |Uses computers | |Improves/Designs systems |
| |Communicates | | | | |
|Technology (works with a variety of technologies) |Fundamentals |
| |Selects | |Applies to tasks | |Reading | |Writing | |Math |
| |Maintains and troubleshoots equipment | |Listening | |Speaking | | |
| |
|Thinking Skills |Personal Qualities |
| |Creative | |Decision making | |Responsibility | |Self Esteem |
| |thinking | | | | | | |
| |Problem solving | |Symbolic Thinking | |Sociability | |Self management |
| |Application of learning techniques | |Integrity | | |
| |Reasoning | | | | |
| |
|25. |ASSIGNMENTS THAT DEVELOP CRITICAL THINKING: |
Check the Student Activities involved in each of the Critical Thinking Forms
|Student Activities |Writing a |Writing a |Solving computa|Conducting an |Preparing, |Participating |Participating |Other |
| |short paper|research paper|tional problems|experiment survey |presenting a talk |in physical |in a field |specify |
| |or essay | | | |or dramatic part |fitness or |trip | |
| | | | | | |athletics | | |
|Analyzing | | | | | | | | |
|Deducting valid | | | | | | | | |
|conclusions | | | | | | | | |
|Inducing reliable | | | | | | | | |
|Conclusions | | | | | | | | |
|Identifying, | | | | | | | | |
|anticipating or | | | | | | | | |
|posing problems | | | | | | | | |
|Synthesizing | | | | | | | | |
|Comparing and | | | | | | | | |
|contrasting | | | | | | | | |
|Justifying | | | | | | | | |
|Applying principles | | | | | | | | |
|Solving problems | | | | | | | | |
|Other | | | | | | | | |
|Provide two specific examples of critical thinking assignments and the number of assignments given. |
|1. |Students perform 14 laboratory exercises that require them to understand how the human body functions. These exercises |
| |involve at least 80% of the laboratory time (>45 hours). An example of a laboratory is learning how to perform various |
| |tests to determine the properties of a blood sample, such as: RBC and WBC count, hemoglobin level, sedimentation rate, |
| |coagulation time, etc. |
|2. |Students are required to write a "survey" style research paper on a human disease of their choice. This involves narrowing |
| |the topic, finding appropriate sources, and summarizing the topic in their own words. |
|26. |INSTRUCTIONAL MODES: Indicate the instructional modes that may be used in meeting the objectives of this course: |
| |Lecture | |Lecture/Discussion |
| |Lecture/Laboratory | |Laboratory |
| |Demonstration | |Seminar |
| |One-on-One Conference | |Oral Drills |
| |Work Experience | |Computer Interactive Assignment |
| |Audio Visual | |Guest Speakers |
| |Field Experience | |Independent/Directed Studies |
| |Small Group Discussions | | |
| |Other (specify): | |
|27. |EVALUATION METHODS: Indicate the methods that may be used to determine the student’s final grade which are consistent with |
| |the course objectives, content and scope of the course: (Note: Title 5, section 55002 (a)(2)(A) requires that evaluation |
| |must be “at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, |
| |by problem-solving exercises or skills demonstrations by students.”) |
| |Standardized Tests | |Criterion Reference Tests |
| |Observation Record of Student Performance | |Homework |
| |Essays/Essay Tests Midterm | |Written Compositions |
| |Laboratory Reports | |Oral Presentations |
| |Term Papers, Projects, Reports | |Class Participation |
| |Problem-solving Exercises | |Skills Demonstrations |
| | | |Final Exam |
| |Other (specify): |Design small group human study. |
|Provide two specific examples of evaluation methods used in this course and the number times the students are evaluated. Examples |
|may be essays, problem-solving exercises or skills demonstrations. Please do not provide examples of multiple choice questions. |
|1. |Students write a research paper on a disease of their choice and give an oral presentation to the class. |
|2. |A minimum of 3 midterm examinations and 1 final examination contain both objective and short essay questions. An example of|
| |an essay question is: "Describe the events that occur in the neuromuscular junction and explain the changes that occur in |
| |the membrane potentials of each cell." |
|28. |COURSE CONTENT: |
| |Please outline by topic or activity and include time schedule (hours/weeks). |
Total Time: 15 weeks (2:50 lecture; 3:10 lab)
Week Lecture (Text - Marieb 5th Edition) Laboratory (Manual - Marieb 6th Edition)
1 Introduction to Physiology: Homeostasis Preface to the Lab Manual
Review: Chemistry and Biochemistry Scientific Method, Notation, and Metrics
2 Plasma Membrane and Transport Ex. 5A – Cell Transport and Permeability
Function of Skeletal Muscle Cell
3 Skeletal Muscle Contraction & Metabolism Ex. 5B – The Cell Membrane (CD-ROM)
Function of Neurons
4 The Synapse and Neurotransmitters Ex. 16B – Muscle Physiology (CD-ROM)
Reflex Physiology
5 Autonomic Nervous System Flexicomp* - Human Reflex Experiments
6 Vision Ex. 23 – General Sensation
Hearing and Equilibrium
7. Blood - Composition and Function Ex. 29 - Blood
Blood - Homeostasis and Diagnostics
8 Heart Cardiocomp* - Human EKG Exams
9 Circulation Ex. 34 – Human Cardiovascular Tests
10 Respiration Ex. 35B – Drug Effects on Heart (CD-ROM)
11 Digestion Spirocomp* - Human Lung Exams
12 Urinary Ex. 42 - Urinalysis
13 Endocrinology Small Group Research Projects
14 Reproduction Small Group Research Projects
15 Immunology Research Paper Presentations
16 Final Examination
Revised 9-11-00 (SS)
Physiology 1 - Introduction to Human Physiology
Los Angeles Mission College
CERTIFICATION AND RECOMMENDATION
This course meets Title 5 requirements for Associate Degree applicable college credit towards an Associate of Arts Degree.
This course meets Title 5 requirements but does not satisfy the requirements for an Associate Degree applicable course.
We certify that the information and answers above properly represent this course.
| | | |
| | | |
|Articulation Officer | |Date |
| | | |
| | | |
|Librarian | |Date |
| | | |
| | | |
|Department Chairperson | |Date |
| | | |
| | | |
|Curriculum Committee Chairperson | |Date |
| | | |
| | | |
|Academic Senate President | |Date |
| | | |
| | | |
|Vice President, Academic Affairs | |Date |
| | | |
| | | |
|College President | |Date |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- events in los angeles this weekend
- financial services los angeles ca
- vanguard los angeles ca
- los angeles unified school district website
- los angeles standard time
- los angeles standard newspaper
- the standard los angeles hotel
- los angeles unified school district
- what s happening in los angeles this weekend
- community events los angeles county
- los angeles community events
- must do things in los angeles ca