Human Anatomy & Physiology II
Overview
1. NUTRITION
-carbohydrate, lipid, and protein chemistry.
-roles of carbohydrates, lipids, proteins, vitamins, and minerals.
-nutritional requirements
-diet
-disorders
2. DIGESTIVE SYSTEM
-organization
-structure and function of the oral cavity, esophagus, stomach, pancreas, liver, gall bladder, small intestine, and large intestine.
-digestive system hormones and enzymes.
-fates of carbohydrates, lipids, and proteins.
-disorders
3. METABOLISM
-energy systems – aerobic and anaerobic
-carbohydrate, lipid, and protein metabolism
-glycogenesis, glycogenolysis, and gluconeogenesis
-regulation of metabolism
-disorders
4. FLUIDS AND ELECTROLYTES
-fluid compartments
-fluid balance
-roles of water
-electrolyte distribution
-electrolyte functions
-electrolyte regulation
-acid-base balance
-disorders
5. EXCRETORY SYSTEM
-structure and function of the kidney, nephron, ureters, bladder, and urethra.
-physiology of urine formation
-homeostasis
-disorders
6. NERVOUS SYSTEM
-organization of the central nervous system (CNS), peripheral nervous system (PNS), and autonomic nervous system (ANS)
-structure and function of the brain
-structure and function of the spinal cord
-physiology of impulse transmission
-spinal and cranial nerves
-neurotransmitters
-sensory and motor pathways – motor unit
-reflex arc
-sensory receptors
-proprioception
-special senses – vision, hearing, smell, taste
-disorders
7. ENDOCRINE SYSTEM
-endocrine glands and their hormones – structure and function
-mechanism of hormone action
-feedback control
-general adaptation syndrome
-homeostasis
-disorders
8. GENETICS
-principles of genetics
-modes of inheritance
-amniocentesis
-disorders
This course involves four hours of lectures, laboratory activities and self-directed, interdependent, small group and problem-based learning. The information content is integrated with problem sets, videos, laboratory experiences, journal articles and textbook readings.
Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:
| TYPE OF EVALUATION | Marks |
| Case study/participation | 10-15 |
| Weekly quizzes | 5-10 |
| Project | 15-25 |
| Term exam 1 | 15-25 |
| Term exam 2 | 15-25 |
| Final exam | 20-30 |
| TOTAL | 100 |
Notes:
- Weekly cases: Weekly group work (in class and in lab) will be evaluated in two ways. Each working group will hand in their responses to the case, together with a Peer Evaluation Rubric, completed by each team member. The responses will be evaluated by the instructor for completeness, correctness and group participation. In addition, a short quiz will be administered at the beginning of the class following a case in order to assess individual understanding of the case.
- Examinations are a combination Multiple Choice and Short Answer Questions. Each term exam will take between 1.5 and 2 hours, and the final exam will take between 1.5 and 3 hours.
Upon completion of this course, students will:
- Have gained an understanding of basic human anatomy and physiology in a context that will be useful to them in their work.
- Have learned how to integrate knowledge, including how to use inquiry, critical thinking and scientific reasoning to solve problems.
- Have experienced the value of teamwork, of developing good interpersonal skills, and the importance of psycho social issues in maintaining health and wellness.
More specifically, students will have learned to:
- Develop an appreciation for the interrelated nature of the physical, biological and behavioural mechanisms that must be considered with each health problem during the process of generating a management plan.
- Reinforce and/or develop effective reasoning processes including the skills of problem solving, hypothesis generation, critical appraisal of available information, data analysis and decision-making.
- Effectively use a problem-solving process to formulate a plan to address any health-related problem independently or in a group, in a timely manner.
- Critically evaluate literature, research findings, laboratory data and other resources in relation to accuracy, relevance and utility.
- Develop creative strategies for addressing problems by considering alternative ways of viewing a problem or situation.
- Function effectively as an active participant within a small group.
- Share and explain information.
Students should consult the Douglas College Bookstore for the latest required textbooks and materials. For example, textbooks may include:
Tortora, G., Derrickson, B., Introduction to the Human Body (current edition) John Wiley & Sons.
Requisites
Prerequisites
BIOL 1105 with Grade C or better.
Corequisites
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Equivalencies
Courses listed here are equivalent to this course and cannot be taken for further credit:
- No equivalency courses
Course Guidelines
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
Course Transfers
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
| Institution | Transfer details for BIOL 1205 |
|---|---|
| Athabasca University (AU) | DOUG BIOL 1105 (3) & DOUG BIOL 1205 (3) = AU BIOL 235 (6) |
| Camosun College (CAMO) | CAMO SCI 1XX (3) |
| Langara College (LANG) | DOUG BIOL 1105 (3) & DOUG BIOL 1205 (3) = LANG BIOL 1190 (3) & LANG BIOL 1191 (3) |
| Langara College (LANG) | LANG BIOL 1XXX (3) |
| Simon Fraser University (SFU) | SFU BPK 2XX (3) |
| Thompson Rivers University (TRU) | TRU BIOL 1690 (3) |
| University of the Fraser Valley (UFV) | UFV KPE 1XX (2) |