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.

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|Articulation Officer | |Date |

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|Librarian | |Date |

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|Department Chairperson | |Date |

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|Curriculum Committee Chairperson | |Date |

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|Academic Senate President | |Date |

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|Vice President, Academic Affairs | |Date |

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|College President | |Date |

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