Human Anatomy & Physiology II

Curriculum guideline

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Course
BIOL 1205
Discontinued
No
Course code
BIOL 1205
Descriptive
Human Anatomy & Physiology II
Department
Biology
Faculty
Science & Technology
Credits
3.00
Start date
End term
201630
PLAR
Yes
Semester length
15 weeks
Max class size
30
Contact hours
4 hours per week in group sessions and laboratory
Method(s) of instruction
Lab
Seminar
Learning activities

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.

Course description
This course is a continuation of the study of human anatomy and physiology. Students use a problem solving process to examine digestion, cellular respiration, fluids and electrolytes, excretion, the nervous system, endocrine system and genetics. Enrolment is usually limited to students in the Therapeutic Recreation program.
Course content

1. 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

 
2. Nutrition

  • carbohydrate, lipid, and protein chemistry.
  • roles of carbohydrates, lipids, proteins, vitamins, and minerals.
  • nutritional requirements
  • diet
  • body composition
  • disorders


3. Metabolism

  • energy systems – anaerobic and aerobic
  • carbohydrate, lipid, and protein metabolism
  • glycogenesis, glycogenolysis, and gluconeogenesis
  • regulation of metabolism
  • fatigue
  • 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-CNS, PNS, ANS
  • growth and development
  • brain – structure and function
  • spinal cord – structure and function
  • physiology of impulse transmission
  • spinal and cranial nerves
  • neurotransmitters
  • reflex arc
  • sensory receptors
  • proprioception
  • sensory and motor pathways - motor unit
  • 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
Learning outcomes

Upon completion of this course, students will:

  1. Have gained an understanding of basic human anatomy and physiology in a context that will be useful to them in their work.
  2. Have learned how to integrate knowledge, including how to use inquiry, critical thinking and scientific reasoning to solve problems.
  3. 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.
Means of assessment
Weekly Class Participation (see note) 25%
Project 25%
Minor Exam 20%
Major Exam 30%
Total 100%


Participation:  As problem-based learning requires that each student be present to gain information and problem solving skills, participation is essential. At the end of each case, students will be assessed for their contribution to the problem solving process. Thus, when a class is missed, the participation opportunity is lost.  Each class missed can result in the loss of a maximum of 2.5%, to a total of 25%. A minimum of 1.5% will be lost for each class missed, even if the absence is unavoidable.        

 

Textbook materials

Textbooks and Materials to be Purchased by Students

  1. Donald Woods, 1994. Problem-based Learning: How to Gain the Most from PBL. McMaster University.
  2. Marieb, Elaine, 2004. Human Anatomy & Physiology. 6th Edition. Benjamin/Cummings Science Publishing. (Includes the Study Partner CD Rom)
Prerequisites

BIOL 1105 with C- or better or permission of the instructor