Download BIOL 242 - Big Bend Community College

MASTER COURSE OUTLINE
Big Bend Community College
Date: January 27, 2009
DEPT: BIOL&
NO: 242
COURSE TITLE: Human Anatomy and Physiology II
CIP Code:
Intent Code:
SIS Code:
29.9998
21
326
CREDITS:
5
Total Contact Hours Per Qtr: 77
Lecture Hours Per Qtr:
33
Lab Hours Per Qtr:
44
Other Hours Per Qtr:
Distribution Designation: Math/Science Lab
PREPARED BY: Barbara Jacobs
COURSE DESCRIPTION: The second quarter of a two-quarter sequence. Includes the
structure, function and pathology of the cardiovascular, lymphatic, respiratory, digestive, urinary
and reproductive systems. Emphasis will be given to the homeostatic relationships between
systems. Four hours of lab per week will be devoted to human autopsy slides, required handson experience with cat and organ dissection, and experimental procedures in cardiovascular
function, and computer analysis of renal function. Lab is required for credit.
PREREQUISITE(S): A minimum grade of 2.0 in BIOL& 241 or equivalent
REQUIRED TEXTS:
 Seeley, Stevens & Tate, Anatomy and Physiology, (8th edition) WCB/McGraw Hill, 2008
RECOMMENDED CD:
 Anatomy & Physiology Revealed: An Interactive Cadaver Dissection Experience, by the
Medical University of Ohio, version 2.0, McGraw Hill
COURSE GOALS: Potential allied health professionals as well as biology majors will gain an
essential understanding of the form, function and pathology of the human body. Emphasis will
be on the cardiovascular, Iymphatic, respiratory, digestive, urinary and reproductive systems.
Students will further refine dissection skills learned last quarter. Cat dissection is required.
COURSE OBJECTIVES:
Upon completion of the course the student should be able to:
 Locate and identify all major anatomical components of the cardiovascular, Iymphatic,
respiratory, digestive, urinary and reproductive systems in human models and dissected
cats.
 Demonstrate an understanding of the physiology of the above systems including both the
chemical and neurological control mechanisms for each, drawing heavily from principles
learned last quarter.
 Explain the pathology of the major diseases and disorders of each system.
COURSE CONTENT OUTLINE: LECTURE
1. The Heart: Anatomy
The student will be able to:
a. describe each anatomical feature of the heart and the pericardial sac, both externally
and internally. This must include the valves, layers of the heart wall, and vestigial
structures from fetal development.
148083400
1
Page of 5
2. Cardiac Physiology
The student will be able to:
a. name and give the function of each structure involved in the generation and conduction of
the electrical impulse that results in heart contraction.
b. describe the histological appearance of cardiac muscle, relating each cellular structure to
impulse generation and conduction.
c. explain the functioning of each of the four heart valves, relating each function to the
heart sounds heard with a stethoscope.
d. trace the pathway of blood flow through the heart.
e. explain the molecular mechanism of self-exciting impulse generation in the sinoatrial
node and in myocardial tissue. Analyze reasons for any significant differences in each
of these.
f. differentiate between stroke volume, cardiac output, and cardiac reserve capacity.
g. list and explain neural and hormonal control mechanisms for both heart rate and stroke
volume.
h. name, describe and give the causes for myocardial infarction, angina pectoris, congestive
heart failure, cor pulmonale, degenerative heart disease, rate disturbances and
arrhythmias. Analyze symptoms to determine cause.
3. Circulation: Blood Vessels, Circulatory Patterns, Disorders
The student will be able to:
a. differentiate between vessel types.
b. differentiate between normal vessel patterns and such variations as anastomoses and
portal systems. Explain the functions of such variations.
c. describe the parameters by which we measure blood pressure and the causes of
variation.
d. name and explain all neural and hormonal mechanisms of homeostatic control of blood
pressure.
e. explain the pathophysiology of hypertension, arteriosclerosis, shock, and TIAs.
4. Blood: Composition, Functions, Dyscrasias
The student will be able to:
a. describe and give the functions of blood components, including all cells and major
proteins.
b. explain the role of the kidney in the homeostatic regulation of red blood cell levels.
5. The Lymphatic System
The student will be able to:
a. name and give functions of all components of lymphoid tissue.
b. trace the flow of lymph from its formation to its return to the venous system.
6. The Respiratory System; Control and Pathology
The student will be able to:
a. describe and give the functions of all anatomical structures in the respiratory system.
b. describe and relate the active and passive stages of breathing mechanics.
c. analyze on graphs the relationship between hemoglobin saturation and arterial oxygen
levels as shown by the oxygen-hemoglobin dissociation curve. Explain the significance
of shifts to the left and the right.
d. discuss the regulation of respiration and its relation to blood chemistry and blood
pressure.
e. explain the roles of the respiratory system and the kidney in the regulation of blood pH.
f. explain the causes, compensations, and laboratory results associated with respiratory
acidosis and alkalosis.
g. name, describe and give the causes of major obstructive and restrictive pulmonary
diseases.
148083400
2
Page of 5
7. Digestive Anatomy, Physiology and Disorders
The student will be able to:
a. describe and give the function of all structures and accessory structures of the digestive
tract.
b. discuss the homeostatic control of motility and secretion in the gastrointestinal tract.
c. explain the chemical basis of digestion, giving major secretions and their actions.
d. elaborate on the structure and function of the liver, including its role in the
hepatic portal system.
e. describe the major pathologies of the system.
10. The Urinary System
The student will be able to:
a. name, describe and give the functions of the physical components of the system.
b. explain the function of each segment of the nephron in terms of filtration, reabsorption
and secretion.
c. discuss the roles of ADH and aldosterone in the control of reabsorption.
d. discuss the role of the kidney in the regulation of blood pH.
e. discuss the angiotensin pathway and the regulation of blood pressure.
f. describe the pathology of major kidney diseases.
11. The Reproductive System: Anatomy
The student will be able to:
a. name and describe all structures in both male and female reproductive systems.
b. give the functions of the above structures in reproduction, including major hormones
involved.
c. describe the interrelationship of these hormones as they interact in the endometrial
cycle. Relate this to menstruation and fertilization.
COURSE CONTENT OUTLINE: LAB
1. The Heart
The student will be able to:
a. perform a quality dissection on sheep and/or beef hearts.
b. identify all external and internal features of the heart on beef and sheep hearts as well
as on models of the human heart.
c. identify normal and healthy heart structures on autopsy slides, explain the pathogenesis
presented.
d. explain the causes of myocardial infarctions and the methods used in angiography,
angioplasty, and CABG surgery.
e. explain the causes of and differentiate between degenerative heart disease, congestive
heart failure, pulmonary edema and cor pulmonale.
2. The Circulatory System
The student will be able to:
a. dissect the injected arterial and venous systems in the embalmed cat.
b. identify all major arteries and veins on human models
c. explain fetal blood flow using models provided, giving all major changes that occur at
or shortly after birth.
3. Cardiovascular Response and Compensation
The student will be able to:
148083400
3
Page of 5
a. analyze the results of 2 experiments performed in class by groups of students: one on
cardiovascular effects of exercise and one on the effects of standing (hypovolemic
shock).
b. define and use the concepts of pulse, systolic and diastolic blood pressure, and pulse
pressure in terms of normal and compensatory responses in the above context.
4. The Respiratory System
The student will be able to:
a. identify pulmonary volumes and analyze results in terms of pulmonary function
b. identify all major components of the respiratory system on human models
c. dissect the cat respiratory system
d. analyze respiratory pathology on autopsy slides
5. The Digestive System
The student will be able to:
a. dissect the cat digestive system
b. identify all digestive structures on human models
c. analyze digestive pathology on autopsy slides
7. The Urinary System
The student will be able to:
a. dissect the cat urinary system as well as injected sheep kidneys
b. identify all portions of the nephron and urinary system structures on human models,
tracing blood flow through the kidney.
c. analyze urinary system pathology on autopsy slides
d. perform and analyze the results of computer simulations of kidney function under
conditions of varying blood and osmotic pressures, solute concentrations, afferent and
efferent radii, and hormone concentrations.
8. Male and Female Reproductive Systems 35mm slides: Endometrial Cycle
The student will be able to:
a. dissect the cat reproductive system
b. identify all reproductive structures on human models
c. identify ovarian structures of the endometrial cycle on models
d. explain the relationship between hormone fluctuations and the endometrial cycle.
8. Special Senses: The Eye and the Ear
The student will be able to:
a. Dissect the cow eye. Identify all structures in it as well in photos and models, and give
the functions of each. Use this information to explain various disorders.
b. Identify all structures of the middle and inner ear in models and in diagrams, and give
the function of each as they relate to either hearing or equilibrium.
EVALUATION METHODS:
LECTURE EXAMS:
Consist of the following types of questions:
*Recall questions which test knowledge of facts.
Example: Giving names and function of organs within a system.
*Analysis questions which require students to extrapolate concepts to new
situations.
Example: Determining which pathological processes involving organelles studied
last quarter will give rise to diseases in systems studied this quarter.
148083400
4
Page of 5
*Synthesis questions that require students to reorganize material into unique
categories.
Example: Given five items that are somewhat closely related, be able to combine
four of them in a group that excludes the fifth.
*Evaluation questions that require students to make judgments using given facts.
Example: Given a set of symptoms or laboratory results, determine the disease
or condition.
EVALUATION METHODS/GRADING PROCEDURES:
There are 6 major exams totaling 600 points:
2 lecture exams (100 points each)
1 lecture comprehensive final exam (100 points)
3 lab practical exams (100 points each)
200 point total
100 points
300 points
600 point course total
The grade scale may be curved as the instructor deems necessary but usually
approximates:
100 - 97%
4.0
79- 72%
2.9 - 2.0
56 - 0%
0.0
96 - 90%
3.9 - 3.5
71 - 65%
1.9 - 1.5
89 - 80%
3.4 - 3.0
64 - 57%
1.4 - 0.7
Lab is an essential part of this class and is required for credit. All lab exams are practical
exams in which students rotate through 26 stations, spending 90 seconds at each. Each station
presents a hands-on exhibit and two questions. Additionally, 35 mm slides may be shown for
identification and/or analysis. Question types range from identification to analysis and prediction
of results.
PLANNED TEACHING METHODS/LEARNING STRATEGIES:
x Lecture
x Laboratory
Supervised Clinical
x Small Group Discussion
x Audiovisual
Individual Instruction
Special Project
x Other (List)
dissection
Dept Chair Signature
148083400
5
Page of 5