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Course Syllabus

Course: BIOL 2320

Division: Natural Science and Math
Department: Biology
Title: Human Anatomy

Semester Approved: Spring 2018
Five-Year Review Semester: Spring 2023
End Semester: Spring 2024

Catalog Description: This course is a comprehensive study of the structure of the human body. It is designed primarily for students preparing for careers in nursing, physical therapy, and other health care fields. It must be taken concurrently with BIOL 2325. Lecture and lab sections must be the same. For example, if a student enrolls in BIOL 2320.001, that student must enroll in BIOL 2325.001.

General Education Requirements: Life Science (LS)
Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0

Corequisites: BIOL 2325


Justification: Each year about 300 Snow College students declare nursing, physical therapy, or other health care fields as their goal. Human Anatomy with a lab is a prerequisite for these programs.
For the natural sciences, science is the systematic inquiry into natural phenomena organizing and condensing those observations into testable models and hypotheses, theories or laws. The success and credibility of science is anchored in the willingness of scientists to: 1) expose their ideas and results to independent testing and replication by other scientists which requires the complete and open exchange of data, procedures, and materials; 2) abandon or modify accepted conclusions when confronted with more complete or reliable experimental evidence. Adherence to these principles provides a mechanism for self-correction that is the foundation of the credibility of science. (Adapted from a statement by the Panel on Public Affairs of the American Physical Society which was endorsed by the Executive Board of the American Association of Physics Teachers in 1999.) While properties of matter and energy in the physical sciences are common to life science, the emergent properties resulting from the complexities of life require additional study to amplify and clarify the scientific mechanisms of nature.
Human anatomy is taught as a separate course at the other colleges and universities in Utah.

General Education Outcomes:
1: A student who completes the GE curriculum will have a fundamental knowledge of human cultures and the natural world, with particular emphasis on American institutions, the social and behavioral sciences, the physical and life sciences, the humanities, the fine arts and personal wellness.  The primary purpose of this course is to give students a strong understanding of human anatomy, its relation to the natural world, and its application in clinical settings. As students read material from various sources (textbooks, secondary literature, and primary literature), participate in class discussions, and test their knowledge through short-answer and essay questions, problem solving exercises, other testing strategies, and at least one library project, and the final exam, they will display a mastery of human anatomy and its applications.

2: A student who completes the GE curriculum can read, retrieve, evaluate, interpret, and deliver information using a variety of traditional and electronic media. Students will complete at least one library project and several test essay questions over the course of the semester where students can demonstrate effective reading, knowledge retrieval, and clear written communication.

6: A student who completes the GE curriculum can reason analytically, critically, and creatively about nature, culture, facts, values, ethics, and civic policy. Students will demonstrate scientific reasoning throughout the various topics considered in course content as they read the course material. Course projects and test essay questions are evaluated for synthesis and critical thinking.


Student Learning Outcomes:
Explore from the perspective of the scientific method most of the following concepts: simple chemistry, cell structure and function, metabolism, binary fission, mitosis and meiosis, transmission genetics, biological information flow from DNA to RNA to protein (central dogma), evolution, systematics and taxonomy, diversity and ecology. Students will learn the definition of science, study the scientific method, and exam how to evaluate issues based in science. They will also study evolutionary theory, human taxonomy, and evolutionary medicine. Cell structure, mitosis and meiosis will also be included. Class discussions, short-answer and essay questions will offer students opportunities to display concept mastery.

Explain how these concepts relate to the natural world and to the human experience.
The above concepts will be related to the natural world and the human experience by relating those topics to human health as well as clinical problems. Students will demonstrate their awareness as to how these concepts relate to their personal lives and to their future careers and how they may lead to the development of solutions as students take part in class discussions and respond to problem solving and short-answer and essay questions.

Find, read, and understand assignments in textbooks, lab manuals, library journals, handouts, etc.
Not all information on the internet, or in written form, or spoken, is of equal validity. Peer-reviewed journals and respected reviews as well as constant questioning and research still remain the bulwark for evaluating the usefulness or credibility of scientific information. Students will be asked to evaluate literature information.

Students will read and discuss key scientific information. Class discussions and essay questions on tests or library projects are the best vehicles to ascertain student skills.



Identify something acquired in the course about which he/she has become passionate.  Students will be asked during class discussions, on quizzes, or exams to describe the topic or item in the course that caused them to seek outside learning. The answer to this question will direct the teacher in regard to improving the course until all students find at least one concept that they become passionate about.


Content:
Course content will be covered by reading assignments from various sources (articles from various sources, essays, handouts, lectures, a study guide), lectures, and class discussions.
1. Introduction to science, and anatomy

2. Introduction to evolution and its application in health care

3. Taxonomy and classification of Homo sapiens

4. Body organization and anatomical terminology

5. Cellular anatomy

6. Embryology

7. Histology

8. Integumentary system

9. Introduction to the skeletal system

10. The axial skeleton

11. The vertebral column and rib cage

12. The appendicular skeleton

13. Articulations

14. Muscles

15. Nervous system

16. Peripheral nervous system

17. Autonomic nervous system

18. Senses

19. Endocrine system

20. The Circulatory System

21. Circulatory system, part 2, arteries

22. The Circulatory System, Part 3, Veins, Fetal Circulation, and the Lymphatic System

23. The Respiratory System

24. The Digestive System

25. The Urinary System

26. The Reproductive System



Key Performance Indicators:
Homework, quizzes, lecture exams, final exam

Homework 10 to 20%

Quizzes 15 to 25%

Lecture exams 50 to 60%

Final exam 8 to 15%


Representative Text and/or Supplies:
McKinley, Michael, et al. Human Anatomy, current edition, Dubuque, Iowa: Wm. C. Brown.
Paul A. Gardner, A Study Guide for Human Anatomy, current edition.
"The Visible Body: Human Anatomy Atlas - 3D Anatomical Model of the Human Body"




Pedagogy Statement:
Course material will be covered through lecture and class discussion.

Instructional Mediums:
Lecture

Lab

Maximum Class Size: 72
Optimum Class Size: 24