Download Human Anatomy and Physiology II - Metropolitan Community College

Metropolitan Community College
COURSE OUTLINE FORM
(Page 1 of 4)
Course Title: Human Anatomy and Physiology II
Course Prefix & No.:
LEC: LAB:
BIOS 2320
5
0
Credit Hours:
6
COURSE DESCRIPTION: As a continuation of BIOS 2310, this course studies the structure and function of
the circulatory, respiratory, digestive, excretory, endocrines and reproductive systems. Beginning 14/FA,
students registering for this course must also register for BIOS 2320L, which is the laboratory component of the
course. NOTE: If students program require both BIOS 2310 and BIOS 2320, the chemistry prerequisite must be
met prior to taking BIOS 2320.
COURSE PREREQUISITE BIOS 2310
Co-requisite(s): BIOS 2320L
RATIONALE: This course completes a two-quarter sequence that begins with BIOS 2310. It is appropriate for
those health career programs requiring two quarters of biology credit. It is also designed to be comparable to
the typical two-semester laboratory course in a university, and provides transfer credit for the student whose
academic goals extend beyond Metropolitan Community College programs.
REQUIRED TEXTBOOK (S) and/or MATERIALS:
Title:
Human Anatomy and Physiology
Edition:
Author:
2016/01
Amerman
Publisher:
Pearson
Materials: Study Guide: Inside Out, II (MCC publish)
Attached course outline written by:
Dennis Kingery
Reviewed/Revised by: Del Stallwood
Date: 96/FA
Date: 8-28-2014
Effective quarter of course outline: 16/FA
Academic Dean:
Date:
Course Objectives, Topical Unit Outlines, and Unit Objectives must be attached to this form.
ESO Revised 3-13-01
Metropolitan Community College
COURSE OUTLINE FORM
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TITLE: Human Anatomy & Physiology II
PREFIX/NO: BIOS 2320
COURSE OBJECTIVES:
Three general themes will be emphasized throughout the quarter. The student will be expected to:
1
Explain how the design of a body structure makes its function possible or more efficient.
2.
Explain how the various body systems are interrelated in structure and in function.
3.
Explain how the body's structures help maintain a constant internal environment.
TOPICAL UNIT OUTLINE/UNIT OBJECTIVES:
I. METABOLISM
1. Identify the organs of digestion and explain their functions.
2. Explain how the structure of the digestive organs makes possible the functions of each.
3. Trace the step-by-step chemical processing of major nutrient molecules from ingestion to leaving the
digestive system.
4. Explain the basis for the measurement of metabolic rate.
5. Identify factors influencing one's rate of metabolism.
.
II. TRANSPORT
1. Follow the path of blood through a circuit from the vessels, heart chambers, and valves.
2. Explain the heart's ability to regulate its own beat.
3. Distinguish structurally and functionally the types of blood vessels: arteries, veins, and capillaries.
4. Distinguish structurally and functionally the differences between adult and fetal circulation.
5. Explain factors contributing to blood pressure.
6. Explain the relationship between the structure and the function of the organs of respiration.
7. Explain the mechanisms of inspiration and expiration.
8. Distinguish the various lung volume measurements and explain the relationships among them.
9. .Explain causes and effects of common cardiovascular and respiratory disease states.
10. Explain the effects of smoking on normal respiratory and circulatory structures and functions.
III. HOMEOSTASIS
1.
2.
3.
4.
5.
6.
Explain how respiratory mechanisms help maintain pH homeostasis.
Recognize the various types of blood cells and identify their functions.
Trace the life cycle of a red blood cell.
Explain what is accomplished by the various laboratory analyses of blood.
Explain the processes by which blood loss is normally prevented.
Distinguish the blood groups and explain the basis for their differences.
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COURSE OUTLINE FORM
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7. Explain the role of the lymphatic system in fighting disease.
8. Identify the non-specific body defenses against invasion by foreign materials, and explain how they are
effective.
9. Explain the body's responses to entry of foreign materials and why they are effective.
10. Compare the ways by which immunity is acquired, and provide examples of each.
11. Explain the phenomenon of auto-immune disease, and provide examples.
12. Explain the phenomenon of acquired immune deficiency syndrome.
IV. REGULATION
1.
2.
3.
4.
5.
6.
Differentiate the structures and functions of the types of glands referred to as exocrine and endocrine.
Compare the regulatory action of the nervous system to that of the endocrine system.
Explain the concept of feedback control and provide examples of this mechanism
Explain the regulatory function of organs that are primarily non-endocrine in function..
.Explain the relationships among the factors maintaining fluid balance.
Describe the steps in urine formation.
V. DEVELOPMENT
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify influences of male and female sex hormones on development.
Explain the relationship of structure to function in the organs of reproduction.
Explain relationships between reproductive organs and other organs.
Explain the process and path of semen production from sperm development to ejaculation.
Describe changes in uterus and ovary during a complete menstrual cycle, concluding with conception
and with the absence of conception.
Describe major changes in the embryo and fetus during development.
Explain the relationship between the circulatory system of the placenta and that of the uterus.
Identify typical characteristics of the aging process and their influence on body function.
Evaluate various hypotheses for the effects of aging.
ESO Revised 3-13-01
Metropolitan Community College
COURSE OUTLINE FORM
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COURSE REQUIREMENTS/EVALUATION:
Each instructor develops a testing/grading plan, described in the syllabus for his/her class section. That plan
should include the expectation that students demonstrate thinking skills beyond memorization of facts:
comprehension, application, analysis, synthesis, and evaluation.
The student should be expected to demonstrate these abilities, at least in part, in writing. Testing should also be
based, in part, on laboratory methods and materials.
COURSE OBJECTIVES/ASSESSMENT MEASURES
COURSE OBJECTIVES
ASSESSMENT MEASURES
1. Explain how the design of a body structure makes
its function possible or more efficient.
1.Students will score a minimum of 70% on a
comprehensive final exam
2. Explain how the various body systems are
interrelated in structure and in function.
2. Students will score a minimum of 70% on a
comprehensive final exam
3. Explain how the body's structures help maintain a
constant internal environment.
3. Students will score a minimum of 70% on a
comprehensive final exam.
ESO Revised 3-13-01