Print

Syllabus

Human Anatomy and Physiology I
BI107

YEAR:

2023-2024

CREDIT HOURS:

4.00

PREREQUISITES:

None

COREQUISITES:

None

COURSE NOTES:

None

CATALOG COURSE DESCRIPTION:

Understand the structure and function of the human body. This course is the first in a two-semester sequence and will cover biochemistry, cellular organization, cell function, and histology. Gross anatomy, microscopic anatomy, and physiology of the Integumentary, Skeletal, Muscular, Nervous, and Endocrine systems will be covered.

HutchCC INSTITUTION-WIDE OUTCOMES:

  1. Demonstrate the ability to think critically and make reasonable judgments by acquiring, analyzing, combining, and evaluating information.
  2. Demonstrate the skills necessary to access and manipulate information through various technological and traditional methods.
  3. Demonstrate effective communication through reading, writing, listening, and speaking.
  4. Demonstrate effective interpersonal and collaborative skills.
  5. Demonstrate effective quantitative-reasoning and computational skills.

COURSE OUTCOMES AND COMPETENCIES:

  1. Explain concepts related to inorganic and organic chemistry of the human body, describe the structure and function of cells along with the function of the integumentary system at the various levels.
    1. Identify biologically important elements and groups by name and symbol. (C, O, H, N, Ca, Na, K, P, Cl, Fe, S).
    2. Name and describe the number of bonding sites most commonly available for the following elements: C, N, O, H.
    3. Describe and recognize ionic, covalent and hydrogen bonding.
    4. Describe the properties of acids, bases and salts. Distinguish between electrolytes and non-electrolytes.
    5. Explain pH as a function of hydrogen ion concentration, acid-base balance.
    6. Name the four classes of biological macromolecules, describe their functions
    7. Understand the significance of hydrolysis
    8. Recognize and explain the chemical nature of enzymes and their roles in biochemical systems.
    9. Explain the role of ADP and ATP in biological reactions.
    10. Describe the basic principles of cellular respiration and ATP synthesis in context of a human (eukaryotic) cell.
    11. Describe the structure and explain the function of major cellular organelles, inclusions and structures.
    12. Describe the roles played by DNA and RNA in the progression of protein synthesis.
    13. Describe the conditions and directions of movement of each of the following: simple diffusion, osmosis, active transport, endocytosis, phagocytosis, exocytosis
    14. Determine which of the above phenomena is active/passive.
    15. Given a set of circumstances, be able to predict the direction of movement of specific molecules.
    16. Given the concentrations of solution, correctly compare their potential osmotic pressures.
    17. Recognize and explain the cell life cycle and its components: interphase, DNA replication, mitosis and cytokinesis.
    18. List and describe at least five general functions of the skin, and give one or more specific examples of each.
    19. List and describe the major and minor sub-layers of the skin, the tissues and structures present within each layer/sub-layer, and the structure of skin appendages (nails and hair).
  2. Describe the structure and function of the skeletal and muscular systems at the various levels and describe bone development, growth, and repair.
    1. State at least five functions of the skeletal system.
    2. Describe the functional properties of each of the three types of cartilage tissue and where each of these major cartilage types occurs in the adult skeleton.
    3. Define the types of bones based on shape and give examples of each.
    4. Describe the structure of long bones as well as the histology of compact bone.
    5. Describe the chemical composition of bone, the types of cells found in bone, and the respective function of each type of bone cell.
    6. Compare and contrast intramembranous and endochondral ossification.
    7. Name and describe the two types of growth which occur in long bones.
    8. Describe bone formation and reabsorption as homeostatic mechanisms for balancing plasma calcium ion concentrations.
    9. Identify the bones, markings, sutures, sinuses, and fontanels as assigned in lecture and lab.
    10. Identify the subdivisions of the spinal column and distinguish between primary and secondary curvatures.
    11. Identify and describe the three major structural categories and the three major functional categories of skeletal joints.
    12. Describe the general structure of synovial joints.
    13. Recognize the types of movements which occur at synovial joints.
    14. Describe the general functions of the muscular system.
    15. Name and describe the three types of muscle tissue relative to the function, histology, and locations of each in the human body.
    16. Describe the structure of an entire skeletal muscle from the level of the subcellular structures to the whole muscle.
    17. Describe the physiology of contraction in skeletal muscle at the fiber (cellular) level, and understand the roles of acetylcholine and acetylcholinesterase.
    18. Explain the significance of the 'motor unit' and the 'all-or-none' principle as related to contraction of muscle fibers.
    19. Describe muscle contractions resulting from differing strengths and frequencies of stimuli to illustrate: simple twitch, summation, tetanus, and tonus.
    20. Describe the metabolic aspects of energy mechanisms which support muscle contraction (glycolysis, Kreb's cycle, electron transport).
    21. Compare and contrast skeletal, smooth, and cardiac muscle tissue relative to tissue and cellular organization and differences in their rates, forces, and durations of contractions.
    22. Identify the connective tissue elements which bind bone to bone and muscle to bone.
    23. Recognize the three types of skeletal muscle fibers, emphasizing differences and similarities in force and rate of contraction, preferred cellular respiration, related structures, and stored materials.
    24. Explain the lever systems used in body movement.
    25. Identify the muscles, origins, insertions, and actions as assigned in the laboratory.
  3. Describe the organization, structure, and function of the nervous system at the cellular and tissue level along with the function of the central nervous system.
    1. Describe and relate the basic functions of the nervous system.
    2. Recognize and describe the structural and functional divisions of the nervous system.
    3. Name and describe the three types of neurons based on structure and the three types of neurons based on function.
    4. Describe the different types of neuroglial cells and cite their functions.
    5. Explain the importance of the myelin sheath and how it is formed in the PNS and the CNS.
    6. Distinguish between ganglia and nuclei and between a nerve and a projection tract.
    7. Define resting potential, graded (local) potential, and action potential.
    8. Diagram an action potential and explain its features.
    9. Explain how action potentials are generated and propagated along neurons.
    10. Define saltatory conduction and contrast it with continuous conduction.
    11. Distinguish between absolute and relative refractory periods.
    12. Describe the structure of the synapse and explain the process of synaptic transmission.
    13. Distinguish between excitatory and inhibitory postsynaptic potentials.
    14. Define neurotransmitter, give several examples, and distinguish between excitatory versus inhibitory neurotransmitters.
    15. Explain the difference between spatial and temporal summation (of local potentials).
    16. Describe these major brain parts: medulla oblongata, pons, midbrain, cerebellum, cerebrum, diencephalon, thalamus, hypothalamus, corpus callosum, pineal body, corpora quadrigemina, and hypophysis.
    17. Describe the production and flow of cerebrospinal fluid.
    18. Distinguish among commissural, association, and projection tracts.
    19. Recognize the gross and microscopic structure of the spinal cord.
    20. When presented with the name of a major spinal cord tract, classify it as sensory or motor and identify its origin and termination.
    21. Describe the structure of the cerebrum including the central sulcus, longitudinal fissure, temporal fissure, transverse fissure, precentral gyrus and postcentral gyrus.
    22. Describe the location of the general functional regions of the cerebrum and describe the role of each region.
    23. Discuss the locations and functions of the thalamus, hypothalamus, and corpus callosum.
    24. Describe the meningeal layers of the brain and spinal cord.
    25. Trace motor and sensory pathways between appropriate cerebral cortical regions based on the homunculus, and explain what is meant by 'decussation'.
  4. Describe the organization, structure, and function of the peripheral and autonomic nervous system at the various levels and how it is integrated with the other organ systems and the body as a whole.
    1. Describe the general structure of peripheral nerves.
    2. Explain why it is more likely that peripheral nerve damage will be repaired than damage within the CNS.
    3. List the twelve cranial nerves by number, name and distribution/function.
    4. Relate the structure of spinal nerves and the spinal cord using the following terms: dorsal root, dorsal root ganglion, dorsal ramus, ventral root, and ventral ramus.
    5. Name the four plexuses of the PNS, and identify the spinal nerves that intertwine to form each plexus and a major peripheral nerve that emerges from each plexus (but include four major peripheral nerves that emerge from the brachial plexus).
    6. Classify the types of sensory receptors in the body based upon their locations and/or functions (e.g., cutaneous, visual, auditory, etc.) or the type of energy that stimulates a receptor (e.g., photoreceptor, mechanoreceptor, chemoreceptor).
    7. Explain the phenomenon of 'referred pain'.
    8. Describe the reflex arc and distinguish between ipsilateral and contralateral reflex arcs.
    9. Compare and contrast the somatic and autonomic nervous systems relative to effectors, efferent pathways, and neurotransmitters released.
    10. Compare the functions of the sympathetic and parasympathetic nervous systems and note, in particular, the effects of these two divisions on the heart and gastrointestinal tract.
    11. Describe the site of origin within the CNS, locations of ganglia, and general fiber pathways of the parasympathetic and sympathetic divisions of the autonomic nervous system.
    12. Describe the sympathetic chain, collateral ganglia, and terminal ganglia.
    13. Describe the pathways which conduct impulses from the spinal nerves to the autonomic pathways of the sympathetic nervous system.
    14. Define cholinergic and adrenergic fibers and list the different types of cholinergic and adrenergic receptors.
  5. Describe the structure and function of the endocrine system, its glands and hormones, target tissues and effects, and integration of the endocrine system with other organs and the body as a whole.
    1. Define 'endocrine gland' and locate and identify the major endocrine glands of the body.
    2. Explain the basics of hormone chemistry and action, including chemical makeup, second messengers, direct gene activation, and hormone-release factors which are hormonal, humoral, or neural.
    3. Identify the sources of hormones secreted by the anterior and posterior pituitary gland and their relationship to the hypophyseal portal system.
    4. Explain the relationship between the nervous system and endocrine system with particular emphasis on the relationship of the hypothalamus with the pituitary.
    5. List all hormone secretions by each major endocrine gland (or part of gland), hormone target tissue(s) and effect, as well as the mechanism for regulating each hormone's release.
    6. Given a physiological imbalance, correctly identify the gland(s), hormone(s) and effect(s) which would correct the imbalance, and relate the mechanism or process to homeostasis.
    7. Recognize the histology of selected endocrine glands in lab and know which hormones are secreted by various histological regions of each gland.

HutchCC course outcomes are equivalent to the Kansas core outcomes.

KRSN:

BIO2030

The learning outcomes and competencies detailed in this course outline or syllabus meet or exceed the learning outcomes and competencies specified by the Kansas Core Outcomes Groups project for this course as approved by the Kansas Board of Regents.

COURSE ASSESSMENT AND EVALUATION:

1. Assignments 2. Quizzes 3. Discussion Boards 4. Exams

ACCOMMODATIONS STATEMENT:

Any student who has a documented disability and wishes to access academic accommodations (per the 1973 Rehabilitation Act and Americans with Disability Act) must contact the HCC Coordinator of Disability Services, at 620-665-3554, or the Student Success Center, Parker Student Union. The student must have appropriate documentation on file before accommodations can be provided.

ACADEMIC HONESTY:

Education requires integrity and respect for HutchCC's institutional values. HutchCC students are required to maintain honesty through a "responsible acquisition, discovery, and application of knowledge" in all academic pursuits. Preserving and upholding academic honesty is the responsibility of Hut chCC students, faculty, administrators and staff.

I. Student Responsibilities

All HutchCC students are required to:

  • Submit all work in all courses without cheating, fabrication, plagiarism, dissimulation, forgery, sabotage, or academic dishonesty as defined below.
  • Provide all academic records such as transcripts and test scores that are free of forgery.
  • Refrain from participating in the academic dishonesty of any person.
  • Use only authorized notes and student aids.
  • Use technology appropriately, including refraining from submitting AI (Artificial Intelligence)-generated work without express written consent from your instructor.
  • Protect the security of passwords/login/privacy/electronic files, and maintain sole individual access for any online course information.

II. Definition of Academic Dishonesty

  • Academic dishonesty is any intentional act, or attempted act, of cheating, fabrication, plagiarism, dissimulation, forgery, or sabotage in academic work.
  • Cheating includes using unauthorized materials of any kind, whether hard copies, online, or electronic, such as unapproved study aids in any academic work, copying another student's work, using an unauthorized "cheat sheet" or device, or purchasing or acquiring an essay online or from another student.
  • Fabrica tion is the invention or falsification of any information or citation in any academic work, such as making up a source, providing an incorrect citation, or misquoting a source.
  • Plagiarism is the representation of words, ideas and other works that are not the student's own as being original to the student. A no n-inclusive list of examples includes work completed by someone else, work generated by an external entity (such as AI), omitting a citation for work used from another source, or borrowing the sequence of ideas, arrangement of material, and/or pattern of thought of work not produced by the student, even though it may be expressed in the student's own words.
  • Dissimulation is the obscuring of a student's own actions with the intention of deceiving others in any academic work, such as fabricating excuses for absences or missed assignments, or feigning attendance.
  • Forgery of academic documents is the unauthorized altering, falsification, misrepresentation, or construction of any academic document, such as changing transcripts, changing grades on papers or on exams which have been returned, forging signatures, manipulating a digital file of academic work, or plagiarizing a translation.
  • Sabotage is any obstruction or attempted obstruction of the academic work of another student, such as impersonating another student, stealing or ruining another student's academic work.
  • Aiding and abetting academic dishonesty is considered as knowingly facilitating any act defined above.
  • Academic honesty violations can also include the omission or falsification of any information on an application for any HutchCC academic program.

III. Sanctions for Academic Dishonesty

Students who violate the Academic Honesty Policy may be subject to academic or administrative consequences.

Instructor Sanctions for Violation:

Students suspected of violating the Academic Honesty Policy may be charged in writing by their instructor and any of the following may apply:

  • Assign Avoiding Plagiarism Bridge Module
  • Receiving written warning that could lead to more severe sanction if a second offense occurs
  • Revising the assignment/work in question for partial credit
  • Voiding work in question without opportunity for make-up
  • Reducing the grade for work in question
  • Lowering the final course grade
  • Failing the work in question

Institutional Sanctions for Violation:

Students charged with academic dishonesty, particularly in instances of repeated violations, may further be subjected to an investigation and any of the following may apply:

  • Instructor recommendation to the Vice President of Academic Affairs (VPAA) to dismiss the student from the course in which the dishonesty occurs
  • Instructor recommendation to the VPAA to dismiss student from the course in which the dishonesty occurs with a grade of 'F." Student will not be allowed to take a 'W' for the course
  • Instructor recommendation to the VPAA that the student be suspended and/or dismissed from the program
  • Student barred from course/program for a set period of time or permanently
  • May be recommended by the instructor (after documented repeated offenses) to the VP AA that the student be placed on probation, suspended and/or dismissed from the institution.

IV. Procedure

  • Instructor will communicate in writing via the student's HutchCC email account and/or LearningZone email account to the student suspected of violating the Academic Honesty Policy.  That communication may include sanction(s). Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • For each violation, the instructor will submit a completed Academic Honesty Violation Form to the Department Chair. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation form.
  • Should the instructor choose to pursue institutional sanctions, the instruct or shall notify the student in writing via the student's HutchCC email account.  Instructor shall also submit a completed Academic Honesty Violation Form and all prior completed forms regarding said student to the Department Chair and the office of the VPAA with recommendation to proceed with specific Institutional Sanctions. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • The decision of the VPAA on Institutional Sanction is final. The VPAA will notify the student's academic advisor of any institutional sanctions.

V. Due Process Rights

Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

Academic Honesty Appeal Process

I. Due Process Rights: Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

  • If an instructor has recommended course or program dismissal, the student may continue in coursework (provi ding there are no threatening or security behavioral issues) until appeal processes are concluded. However, if an issue has been documented at a partnership location (e.g., clinical sites, secondary institutions, correctional or military facilities), then the student is no longer eligible to continue participation in internships, apprenticeships, and/or clinical-based practice. For clinical sites, this sanction is immediate.

II. Process

If the student disagrees with the charge of a violation of academic honesty, the student has the right to due process as described in the Academic Honesty Appeal process below:

  • If the matter is not resolved upon communicating with the instructor about the violation, the student shall, within five business days of the issuance of the written notice of violation, submit a completed Academic Honesty Appeal Form and supporting documentation to the appropriate department chairperson to initiate an Academic Honesty Appeal.
  • Within two business days of receiving the student's completed Academic Honesty Appeal Form, the Department Chair and VPAA will review and the VPAA will render a decision.
  • Within two business days, a response will be sent to the student's HutchCC email address. The VPAA's decision is final.

INCOMPLETE GRADE:

Instructors may give a student a grade of Incomplete (I) under the following conditions:

  1. The student must initiate the request prior to the time final course grades are submitted to Records.
  2. The request must be made because of an emergency, illness or otherwise unavoidable life-event.
  3. The instructor must agree to the request before a grade of Incomplete can be submitted.
  4. A written contract between the instructor and student, signed by both, will document the work required and date needed to complete course work.
  5. If a student does not complete the course requirements within the time frame established by the instructor, a grade of "F" will be recorded on the student's transcript at the end of the next semester.

HLC ACCREDITATION:

Hutchinson Community College is accredited by the Higher Learning Commission (HLC). The Higher Learning Commission is one of six regional institutional accreditors recognized by the US Department of Education and the Council on Higher Education Accreditation (CHEA).

Last Revised: 05/24/2023