Sciences for Health Programs Courses

BSC 2084 - Human Anatomy and Physiology

Credit Hours: 3.0

Prerequisite(s): None
Corequisite(s): None

Intended for allied health students requiring a one-semester anatomy and physiology course. This course presents an in-depth review of the body organization and structure. It also introduces the student to basic physiologic concepts as they relate to normal body function and maintenance of health. It is required for students in Dental Hygiene, Radiography, Cardiovascular Technology, Respiratory Care, Diagnostic Medical Sonography and EMS programs.

Parallel: College Transfer (A.A. and A.S.)

Course Outline with Specific Objectives

The successful student should be able to master the skills and activities listed under each major topic heading. At the end of each section, the student will be able to:

Levels of Organization
1. Introduction to human anatomy and physiology/organization of body
  1. Define anatomy and physiology and explain how they complement each other.
  2. Describe each level of structural organization that make up the human body and explain the relationships of all the levels.
  3. List the organ systems of the body, the major organs of each system, and the principal functions of each system.
  4. Define homeostasis and explain its importance in living organisms. Explain the role of the nervous and endocrine systems in controlling homeostasis.
  5. Describe positive and negative feedback, and describe how these processes help to maintain homeostasis.
  6. Define the anatomical position and explain its importance.
  7. Describe body directions, regions and planes, using proper anatomical terminology listed in the lab manual.
  8. Identify body cavities listed in the lab manual and list the major organs in each.
  9. Name the serous membranes and note their common function.
  10. Name the four quadrants of the abdominopelvic cavity and list the organs contained therein.
2. Chemical basis of life
  1. Describe the structure of an atom
  2. Define bonds; explain how certain types of chemical bonds form
  3. Define anabolic, catabolic and exchange reactions; explain why they are important to the body
  4. Understand the functions of water and the fundamental concepts of acids, bases and salts
  5. Define pH and how the body attempts to keep pH within the limits of homeostasis
  6. Discuss the functions of carbohydrates, lipids, proteins and nucleic acids
3. Cells
  1. Define a cell; list its general parts and explain their function
  2. Describe the active and passive processes by which materials move across plasma membranes
  3. Define a gene; explain the sequence of events involved in protein synthesis
  4. Identify the stages, events and significance of cell division
4. Tissues/Histology
  1. Recognize the general features and functions of epithelial tissue, connective tissue, muscle tissue and nervous tissue
Support and Movement
1. Integumentary system
  1. Identify the structures of the skin; give their functions
  2. List the accessory organs of the skin; briefly describe their structures and functions
  3. List the general effects of aging on the integumentary system
  4. Explain how the skin regulates body temperature
2. Skeletal system
  1. Identify the functions of the skeletal system
  2. Describe the microscopic structure of compact and spongy bone tissue
  3. List the steps involved in bone formation
  4. Identify the factors in bone growth and maintenance
  5. Classify the bones of the body into the axial and appendicular divisions
  6. Describe the structural and functional features of the vertebral column
  7. Specify the major bones of the upper and lower extremities and skull
3. Articulations/Joints
  1. Define an articulation (joint); describe how articulation structure determines its function
  2. Identify the structure of a typical diarthrosis
  3. List the different types of diarthroses and give the movements that occur at each
4. Muscular system
  1. Describe the connective tissue components, blood and nerve supply and histology of muscle
  2. Identify the factors involved in the contraction of skeletal muscle fibers with respect to the “sliding-filament theory”
  3. Describe the structure and function of cardiac muscle tissue and smooth muscle tissue
  4. Explain how skeletal muscles produce movement
  5. For various regions of the body, identify the location and function of specific skeletal muscles
Integration and coordination
1. Nervous system/CNS/PNS
  1. List the three basic functions of the nervous system
  2. Describe the organization of the nervous system
  3. Compare the structures and functions of neuroglia and neurons
  4. Explain how a nerve impulse is generated and conducted; including neurotransmitters and the events at a synapse
  5. Identify the protection of the brain and spinal cord
  6. Give the structure and function of the spinal cord
  7. Name the principal parts of the brain; identify their functions
  8. Explain the functions of neurotransmitters
  9. Identify the 12 pairs of cranial nerves by name and function
  10. Compare the main structural and functional differences between the somatic and autonomic nervous system
  11. Identify the main features and divisions of the autonomic nervous system
2. General senses & special senses
  1. List and describe the cutaneous sensations
  2. Explain the mechanism involved in vision, hearing, taste, smell, and equilibrium and their pathways to the brain
3. Endocrine system
  1. Distinguish hormones based on their chemistry
  2. Explain how hormones act on body cells and how their blood levels are regulated
  3. Identify the location, histology, functions, target tissue and action of the hormones of major endocrine glands
  4. Explain how the body responds to stress and how stress and disease are related
Transport
1. Blood
  1. Describe the formation, structure and function of blood components
  2. Define hemostasis
  3. Explain the classification of blood into ABO and Rh groupings
2. Cardiovascular system
  1. Locate and identify the structure and function of the heart chambers and valves
  2. Define an electrocardiogram (ECG) and denote its components
  3. Describe blood flow through the heart
  4. Identify the phases of a heartbeat (cardiac cycle)
  5. Identify the factors that affect heart rate
  6. List the main risk factors involved in heart disease
  7. Describe the types of blood vessels in the body
  8. Specify the factors that affect blood pressure and explain how it is regulated
  9. Discuss how materials are exchanged between blood and body cells and the role of the lymphatic system
  10. Define pulse and blood pressure and explain how they are measured
  11. Compare the different major routes that blood takes through various regions of the body
3. Lymphatic system & immunity
  1. Indicate how lymph, blood and interstitial fluid are related
  2. Identify the structure and function of the different types of lymphatic tissue and how lymph circulates in the body
  3. Illustrate how inflammation occurs and its importance
  4. Explain the relationship between an antigen and an antibody
  5. Compare the functions of cell-mediated immunity to antibody-mediated immunity
Absorption and excretion
1. Respiratory system
  1. Depict the structure of the respiratory system; identify their functions in breathing and voice production
  2. Illustrate how inspiration (breathing in) and expiration (breathing out) occur
  3. Explain how oxygen and carbon dioxide are exchanged between the lungs and the blood and the blood and the blood tissues
  4. Describe the transportation of oxygen and carbon dioxide in the blood
  5. Show how the nervous system controls breathing; list the factors that can alter the rate of breathing
2. Digestive system
  1. Identify and locate the organs of the digestive system and describe the histology of the gastrointestinal (G-I) tract
  2. Name the structures of the digestive tract and their role in digestion
  3. List and describe the stages of swallowing
  4. Denote the structure of the pancreas, liver and gallbladder; describe their functions
3. Nutrition & Metabolism
  1. Describe the constituents of carbohydrates, fats and proteins
  2. Define metabolism; discuss its importance in homeostasis
4. Urinary system
  1. Describe the structure and blood supply of the kidneys
  2. Illustrate how the kidneys filter blood; regulate its volume, chemical composition and pH
  3. Depict the structure and function of the ureters, urinary bladder and urethra
  4. Identify the normal components of urine
5. Fluid, electrolyte & acid-base balance
  1. Identify the routes of fluid intake and outtake; explain how they are regulated
  2. Denote the general functions of electrolytes and how they are distributed
  3. Describe the functions and regulation of sodium, potassium, calcium, magnesium, chloride and phosphate
  4. Understand how fluids move between compartments in the body
  5. Distinguish how buffers, respiration and kidney excretion maintain pH
The human life cycle
1. Male reproductive system
  1. Specify the structures and their functions of the male reproductive tract
  2. Describe how and where sperm are produced
  3. Identify the functions of the male reproductive hormones
2. Female reproductive system
  1. Specify the structures and their functions of the female reproductive tract
  2. Describe how and where ova are produced
  3. Identify the functions of the female reproductive hormones
3. Pregnancy, growth and development
  1. Describe the stages of pregnancy and how they relate to the growth of the embryo or fetus

BSC 2085 - Anatomy and Physiology I

Credit Hours: 3.0

Prerequisite(s): None
Corequisite(s): None

Intended for nursing and allied health students requiring a two-semester anatomy and physiology sequence. This integrated course presents cell morphology and function, biochemistry, histology of tissues and embryology. The organ systems covered are integumentary, skeletal, muscular, and nervous systems. This sequence meets the needs of numerous students including all pre-nursing students (bridge/generic A.S.N. and B.S.N. majors) and students who intend to articulate to an upper division health science program such as Health and Human Performance and Pharmacy majors. The course earns General Education credit under the Biological Sciences category for which successful students will demonstrate the skills necessary to understand and apply scientific concepts and reasoning, including the analysis and interpretation of various types of data.

Parallel: College Transfer (A.A. and A.S.)

Suggested Prerequisite: HSC 2531.

Co-requisite: BSC 2085L must be taken concomitant with BSC 2085.

Course Outline with Learning Outcomes

Rationale

This course is offered to introduce students to crucial concepts in anatomy and physiology and how they apply to contemporary life, health and wellness. The course covers a broad range of basic biological and physiological concepts in the context of the human body. Many of these concepts provide a basis for understanding the relationships between structure and function from the chemical to organismal levels. Accordingly, this course and its laboratory component use a unifying theme of homeostasis and systemic interrelationships in order to better understand the ramifications of illness and disease.

This course and its laboratory component support the mission of the College to enrich the lives of our students and community and it supports the mission of Sciences for Health Programs, which is to prepare students to succeed in the difficult Nursing and Allied Health Programs and to make reasonable health and wellness decisions for, not only themselves and their families, but future patients as well.

Impact Assessment

BSC 2085 is designed as an anatomy and physiology class for health sciences majors. Understanding the human body is the gateway to appreciating the relationship between lifestyle and many of the prevalent illnesses seen today. Students begin to understand the complexities of their bodies. This serves as a broad foundation for learning and applying more advanced, difficult information that they will encounter in the higher level program courses.

General Education Learning Outcome

Understand scientific concepts and reasoning and analyze and interpret various types of data.

SF Scientific Reasoning Critical Attributes

Deductive and inductive inferences,
Controlling variables,
Use of the scientific method (gather, analyze, and synthesize data relevant to a problem),
Application of a model to a new situation,
Interpretations based on fundamental theories,
Interpretation of data in both tabular and graphical form, and
Application of specialized knowledge to a different or larger context.

Broad Course Objectives

The following fundamental content and process goals, as developed by the HAPS Curriculum and Instruction Committee, form the unifying foundation for all topics in anatomy and physiology and are to be emphasized throughout Anatomy and Physiology I and II. They are directly linked to the learning outcomes written by the HAPS Curriculum & Instruction Committee.

Develop a vocabulary of appropriate terminology to effectively communicate information related to anatomy and physiology.

Recognize the anatomical structures and explain the physiological functions of body systems.
Recognize and explain the principle of homeostasis and the use of feedback loops to control physiological systems in the human body.
Use anatomical knowledge to predict physiological consequences, and use knowledge of function to predict the features of anatomical structures.
Recognize and explain the interrelationships within and between anatomical and physiological systems of the human body.
Synthesize ideas to make a connection between knowledge of anatomy and physiology and real-world situations, including healthy lifestyle decisions and homeostatic imbalances.
Demonstrate laboratory procedures used to examine anatomical structures and evaluate physiological functions of each organ system.
Interpret graphs of anatomical and physiological data.

Course Outline with Specific Learning Outcomes

The successful student should be able to master the skills and activities listed under each major topic heading.

Introduction and Terminology

Define anatomy and physiology and explain how they complement each other.
Describe each level of structural organization that make up the human body and explain the relationships of all the levels.
List the organ systems of the body, the major organs of each system, and the principal functions of each system.
Define homeostasis and explain its importance in living organisms. Explain the role of the nervous and endocrine systems in controlling homeostasis.
Describe positive and negative feedback, and describe how these processes help to maintain homeostasis. Provide examples of both positive and negative feedback mechanisms. Also, provide examples of homeostatic imbalances.
Define the anatomical position and explain its importance.
Demonstrate understanding of body directions, regions and planes, using proper anatomical terminology listed in the lab manual.
Name the four quadrants of the abdominopelvic cavity and list the organs contained therein.
Identify body cavities listed in the lab manual and list the major organs in each.
Name the serous membranes and note their common function.

Chemical Level

General Chemistry:

Define matter and energy. List the three states of matter. Describe forms of energy.
Define chemical element. List the four elements that form the bulk of the body’s matter.
Describe an atom.
List the three types of subatomic particles. Give their charges and position in the atom.
Define molecule and chemical compound.
Differentiate between ionic, nonpolar covalent, polar covalent, and hydrogen bonds.
Define and describe catabolic and anabolic reactions of metabolism. Explain why chemical reactions in the body are often irreversible.
Explain how several factors affect chemical reaction rates. Describe the properties and actions of enzymes.
Define solution, solvent, and solute.

Biological Chemistry (Inorganic):

Describe the properties of water that make it essential to life.
Define acid, base, salt, and electrolytes.
Describe the concept of pH and define buffers.

Biological Chemistry (Organic):

Describe the building blocks, basic structure, and biological functions of these organic compounds and give examples of compounds in each category:
- Carbohydrates – monosaccharides, disaccharides, polysaccharides
- Lipids – triglycerides, phospholipids, cholesterol, steroid
- Protein
- Nucleotides and Nucleic Acids
Discuss the functions of enzymes and explain how the structure of an enzyme is essential to enzyme function.
Explain the structure of ATP and how it is used by the cell. Define cellular respiration and the organelle that is responsible for aerobic production of ATP.

Cell

Describe the basic structure of the cell: cell membrane, cellular organelles, cytoplasm, and nucleus. Define intracellular and extracellular fluid.
Describe the chemical composition of the cell membrane and the various roles of protein components and phospholipid bilayer.
Describe structure and role of microvilli.
Discuss structure and function of mitochondria.
Discuss the structure and function of ribosomes, rough and smooth endoplasmic reticulum, Golgi apparatus, lysosomes, peroxisomes, and secretory vesicles.
Identify the structure and functions of cilia, flagella, centrioles, and cytoskeleton.
Describe the structure and functions of nucleus, nuclear membrane and nucleolus.
Differentiate between active and passive transport mechanisms.
Describe and differentiate between simple and facilitated diffusion, osmosis, filtration, and active transport and vesicular transport (endocytosis and exocytosis).
Explain the importance of particles (solutes) in solution in the movement of fluid into and out of cells.
Define tonicity and the effects of isotonic, hypertonic, and hypotonic media on cells.
Define chromatin and chromosomes.
Describe the process of protein synthesis, beginning with transcription and ending with translation.
Define gene, codon, and anticodon.
Describe the cell cycle phases: interphase and mitosis.
Describe the process of DNA replication; explain what is meant by “semi-conservative” replication.

Tissues

General:
1. Define tissue.
2. Identify the basic characteristics of the four tissue types.
Epithelial tissue:
1. Describe the general characteristics of epithelial tissue.
2. Describe the structural classification of epithelial tissue.
3. Name and describe the types of epithelia and give examples.
4. Describe the structure of glandular epithelium; compare and contrast endocrine and exocrine glands and give examples.
Connective tissue:
1. Describe the general characteristics of connective tissue – its cells and matrix.
2. Describe the classes of connective tissue, noting their functions and locations.
Nervous tissue:
1. Describe the function and locations of nervous tissue.
2. List and describe the two main cell types in nervous tissue in terms of structure and function.
Muscle:
1. Describe the general features of muscle tissue.
2. Compare and contrast the three types of muscle tissue in terms of structure, function, and location.
Describe the variety and differing functions of intercellular junctions, including desmosomes, gap junctions, and tight junctions.

Integumentary

Describe the specific tissue types that make up the epidermis, dermis, and hypodermis.
Relate functions of the skin to specific skin components.
Compare and contrast structures in thick and thin skin.
Describe cell types and strata (layers) of the epidermis.
Describe the factors that contribute to skin color.
Describe what these abnormal skin colors indicate: pallor, cyanosis, and jaundice.
Describe the parts of the hair follicle and explain how hair grows, including the matrix. Describe the function of the piloerector muscles.
Describe the location and function of different types of sweat glands – apocrine and eccrine.
Describe the location and functions of sebaceous glands.
Briefly describe the structure and function of nails.
Describe how repair occurs in the dermis and epidermis.

Nervous System - Fundamentals of the Nervous System

Describe the basic functions of the nervous system.
Explain the structural organization and functional divisions of the nervous system.
Name the types of neuroglia and give their function.
Describe the anatomical structures of the neuron and relate each structure to a physiological role.
Differentiate between sensory and motor neurons and between a nerve and a neuron.
Define and describe resting membrane potential with special referral to voltage-gated and chemical-gated channels, pumps and ionic gradients.
Compare graded and action potential. Explain how AP’s are propagated along a neuron. Explain the significance of the refractory period.
Define and contrast saltatory and continuous conduction.
Describe the structures of the synapse and explain how transmission occurs across it. Explain postsynaptic potential.

Spinal Cord and Spinal Nerves

Describe the gross and microscopic structure of the spinal cord.
Distinguish between the dorsal and ventral roots of the spinal nerves.
Define nerve and describe its general structure, including its connective tissue coverings.
Distinguish between sensory, motor, and mixed nerves.
Define plexus and describe the location of the brachial plexus.
Define reflex and explain the components of a reflex arc.

Brain and Cranial Nerves

Give an overview of the major regions of the brain.
Describe the structure and function of meninges.
Describe the cerebrum with its major lobes, fissures, and major functional areas (sensory, motor...).
Differentiate gray matter and white matter as to structure and function.
Discuss function of limbic system.
Identify the ventricles of the brain and their locations.
Describe how DSF is formed and follow its circulatory path.
Describe the diencephalon and name its subdivisions. Discuss the importance of the hypothalamus.
Identify the three major regions of the brainstem and note the general functions for each region.
Describe cerebellar structure and function.
Name the 12 pairs of cranial nerves and describe their general function.

Autonomic Nervous System

Describe the functions of the autonomic nervous system (ANS).
Compare and contract the two divisions with regards to region, neurotransmitter, and major role.
Distinguish between cholinergic and adrenergic receptors of the ANS.
Describe the effects of the sympathetic and parasympathetic divisions on the following organs: heart, digestive and urinary organs, and bronchial smooth muscles.
Explain how the sympathetic effect is different in blood vessels of skeletal and cardiac muscle versus blood vessels of the digestive and urinary systems.
Describe the adrenal gland and its hormonal secretions in conjunction with the sympathetic nervous system.
Discuss the role of the hypothalamus and cerebral cortex in control over the ANS functions.

Somatic Sensory Nervous System

Define sensory receptor and give some examples of cutaneous and visceral receptors.
Describe the location and structure of taste and olfactory receptors. Explain how these receptors are activated and name the cranial nerves associated with each sense.
Describe the anatomy and function of the accessory structures of the eye.
Describe the anatomy and function of the three tunics of the eyeball and the refractory media of the eye.
Trace the pathway of light through the eye to the optic nerve and then to the occipital lobe of the brain.
Compare and contrast the role of rods and cones.
Describe the structure and general functions of the outer, middle, and inner ear.
Contrast static and dynamic equilibrium and state which organs in the inner ear are responsible for maintaining each.
Trace the sound conduction to the inner ear.
Name the lobe of the brain where auditory information is received.

Skeletal System

Describe the general functions of the skeletal system.
Classify bones as belonging to the axial or the appendicular skeleton.
Describe the anatomic differences between the male and female pelvis and relate these to functional differences.
Describe specific cells and histology of spongy and compact bone, including structures of the osteon.
Discuss the organic and inorganic components of bone tissue.
Describe the functions and locations of red and yellow marrow of bone. Briefly describe hematopoiesis.
Compare the structural classes of bones and provide examples of each. (Long, short, …)
Describe the anatomy of a typical long bone.
Compare and contrast intramembranous and endochondral ossification. Give examples.
Explain the growth of a long bone in length and width.
Discuss homeostasis of bone, including the role of hormones: calcitonin and PTH and blood calcium levels
Describe fracture repair and bone remodeling.

Articulations

Define joint or articulation.
Describe the criteria used to classify joints both structurally and functionally, and give examples of each type in the body.
Identify the anatomical and functional characteristics of a synovial joint, including factors that help to make synovial joints stable.
Describe structure, functions, and examples of bursae, tendon sheaths, and menisci associated with synovial joints.
Describe the common types of joint movements.
Describe the subtypes of synovial joints and give an example of each.

Muscular System

List the functions of the muscular system.
Describe the gross anatomy of a typical skeletal muscle, including its connective tissue coverings.
Describe the microscopic anatomy of a skeletal muscle fiber, including myofibrils and specialized organelles.
Describe the structure of a sarcomere, detailing the relationship of thick myofilaments to thin myofilaments.
Define a motor unit and describe recruitment of units in muscle response.
Describe the neuromuscular junction and the process of excitation-contraction coupling.
Describe the sliding filament mechanism of skeletal muscle fiber contraction.
Describe muscle twitch and its three phases. Define treppe and tetanus.
Differentiate between isometric and isotonic contractions.
Differentiate between origin and insertion of a muscle.
Define prime movers, antagonists, and synergists. Identify an example of each.
Identify the major muscles of the body.
Define the actions of the major muscles of the body.

BSC 2086 - Anatomy and Physiology II

Credit Hours: 3.0

Prerequisite(s): BSC2085 and BSC2085L with C
Corequisite(s): BSC2086L must be taken with BSC2086

This course and its laboratory component use an integrated approach to discuss topics of the main organs systems of the human body. These include: the endocrine, reproductive, cardiovascular, respiratory, urinary and digestive systems along with the topics of metabolism, energy use and fluid and electrolyte balance. This sequence meets the needs of numerous students including all pre-nursing students (bridge/generic A.S.N. and B.S.N. majors) and students who intend to articulate to an upper division health science program (such as Health and Human Performance and Pharmacy majors). The required prerequisite is BSC2085 and BSC2085L.

Parallel: College Transfer (A.A. and A.S.)

Suggested Prerequisite: HSC 2531.

Course Outline with Learning Outcomes

Rationale

This course is offered to introduce students to crucial concepts in anatomy and physiology and how they apply to contemporary life, health and wellness. The course covers a broad range of basic biological and physiological concepts in the context of the human body. In a society where diabetes, heart disease and obesity are epidemic, understanding the basic structure and function of the human body is critical for healthy lifestyle practices for both the students and their communities. Making appropriate decisions related to human biology requires knowledge of fundamental physiologic interactions. Accordingly, this course and its laboratory component use a unifying theme of homeostatic interrelationships and system connections to present the basic concepts of biology and physiology and their application to everyday life.

This course and its laboratory component support the mission of the College to enrich the lives of our students and the community as a whole and it supports the mission of Sciences for Health Programs, which is to prepare students to succeed in the difficult Nursing and Allied Health Programs and to make reasonable health and wellness decisions for themselves and their families.

Impact Assessment

This course deals with topics that are physiological and biological in nature, but which are vital for our society’s overall health and wellness. It has become apparent that limited understanding of human biology is detrimental to the welfare of society. Thus, it is important for community colleges to support the acquisition of essential concepts in the structure and functioning of the human body as well as relate these to important contemporary lifestyle and wellness issues. It provides students a background to not only discuss and debate issues but to make reasonable decisions regarding these lifestyle and wellness choices.

Broad Course Objectives

The following fundamental content and process goals, as developed by the HAPS Curriculum and Instruction Committee, form the unifying foundation for all topics in anatomy and physiology and are to be emphasized throughout Anatomy and Physiology I and II. They are directly linked to the learning outcomes written by the HAPS Curriculum & Instruction Committee.

Develop a vocabulary of appropriate terminology to effectively communicate information related to anatomy and physiology.
Recognize the anatomical structures and explain the physiological functions of body systems.
Recognize and explain the principle of homeostasis and the use of feedback loops to control physiological systems in the human body.
Use anatomical knowledge to predict physiological consequences, and use knowledge of function to predict the features of anatomical structures.
Recognize and explain the interrelationships within and between anatomical and physiological systems of the human body.
Synthesize ideas to make a connection between knowledge of anatomy and physiology and real-world situations, including healthy lifestyle decisions and homeostatic imbalances.
Demonstrate laboratory procedures used to examine anatomical structures and evaluate physiological functions of each organ system.
Interpret graphs of anatomical and physiological data.

Course Outline with Specific Learning Outcomes

At the end of each unit or topic, the student will be able to:

Heart

Describe the size and shape of the heart and indicate its position in the thoracic cavity.
On the external heart identify the location of the four chambers as well as the coronary sulcus, anterior interventricular sulcus and posterior interventricular sulcus.
Describe the layers of the fibrous and serous pericardium and the importance of the pericardial cavity.
Identify myocardium and describe its histological structure, including the significance of intercalated discs.
Discuss the structure and significance of the endocardium.
Identify and describe the function of the major internal structures of the heart, including chambers, septa, and valves.
Compare and contrast the structure and function of the atrioventricular and the semilunar valves.
Identify the major blood vessels entering and leaving the heart and classify them as either an artery or a vein and as containing either oxygenated or deoxygenated blood.
Define systemic and pulmonary circulation.
Describe blood flow through the heart naming all chambers and valves passed.
Identify the right and left coronary arteries and two main branches of each. Describe location and function of the coronary sinus.
List the phases of the cardiac muscle action potential and explain the ion movements that occur in each phase.
Compare the refractory period of cardiac and skeletal muscle.
List the parts of the conduction system and explain how the system functions (SAN, AVN, AV Bundle, AV Bundle Branches, Purkinje Fibers).
Define automaticity (autorhythmicity). Recognize the cardiac pacemaker and explain what would happen if it fails.
Describe the role of the autonomic nervous system in the regulation of cardiac function.
Define cardiac cycle, systole, and diastole, explaining the phases of ventricular filling and ventricular ejection.
Describe how changes in volume and pressure that occur in cardiac chambers and major vessels would result in opening and closing of the valves.
Describe the two major heart sounds and what causes each.
Identify the waveforms in a normal EKG. Relate the waveforms to atrial and ventricular depolarization and repolarization and to the activity of the conduction system. Relate the EKG waveforms to the normal mechanical events of the cardiac cycle.
Define cardiac output, and state its units of measurement.
Calculate cardiac output, given stroke volume and heart rate.
Predict how changes in heart rate (HR) and/or stroke volume (SV) will affect cardiac output.
Define end diastolic volume (EDV) and end systolic volume (ESV) and calculate stroke volume (SV) given values for EDV & ESV.
Define venous return, preload and afterload, and explain the factors that affect them as well as how each of them affects EDV, ESV and SV. Provide clinical examples
Explain the significance of the Frank-Starling Law of the heart.
Discuss the influence of positive and negative inotropic agents on SV and provide one example of each.
Discuss the influence of positive and negative chronotropic agents on HR and provide one example of each.

Blood Vessels

Compare and contrast the structure of arteries and veins.
Compare the two types of arteries (elastic/muscular), their location and their corresponding function.
Define vasoconstriction and vasodilation. List some chemicals that cause vasodilation and vasoconstriction.
Describe the role of arterioles in regulating tissue blood flow and systemic arterial blood pressure.
Correlate the anatomical structure of veins with their function.
Discuss how muscular compression and the respiratory pump aid venous return.
Define anastomosis and explain it, such as in the Circle of Willis.
Define blood flow and peripheral resistance. Describe the factors that affect blood flow.
State and interpret the flow equation (F = ∆P / R).
Using a graph of pressures within the systemic circuit, interpret the pressure changes that occur in the arteries, capillaries, and veins.
Explain how the structure of capillary walls differs from other blood vessels. Correlate this with their function.
List types of capillaries (continuous, fenestrated, and sinusoids), and state their function.
Explain the role of diffusion in capillary exchange of gases, nutrients, and wastes.
Define the processes of capillary filtration and reabsorption and indicate where each occurs in capillaries.
Calculate net filtration pressure (NFP). Describe the different forces that would favor filtration or reabsorption. Compare NFP in arterial versus venous capillaries. Give examples of clinical situations where either would be affected.
Define blood pressure. Given normal values for systolic and diastolic blood pressure.
Define MAP and describe the significance of an abnormal MAP.
Explain the mechanism of autoregulation of blood pressure.
Explain the short-term regulation of blood pressure with special emphasis on mechanisms of baroreceptor reflex and chemoreceptor reflex.
Explain the role of the sympathetic nervous system in coordinating these reflexes. Provide clinical examples for each.
Explain the role of the hormones epinephrine and norepinephrine, ANP, ADH, and aldosterone in regulation of blood pressure.
Explain of the RAA mechanism and its role in long-term regulation of blood pressure.
Identify the major arteries and veins of the body listed in your lab manual.
Describe the structures of the fetal circulation. Compare and contrast prenatal and postnatal circulatory pathways.

Blood

Describe the different components of blood. Describe the composition of plasma, the major types of plasma proteins and their functions.
Compare and contrast the morphological features of erythrocytes and the five major types of leukocytes.
State the normal ranges for erythrocyte counts, hematocrit, hemoglobin, total leukocyte count, and platelet count.
Describe the location of hematopoiesis and the significance of the pluripotent stem cell.
Discuss the structure and function of erythrocytes.
Discuss the structure and function of hemoglobin.
Explain the basic process of erythropoiesis, the significance of the reticulocyte and reticulocyte count. Describe the role of erythropoietin in regulation of erythropoiesis.
Discuss the life span and breakdown of erythrocytes.
Define anemia and briefly discuss some common causes.
List the five types of leukocytes and classify each type as granular or agranular. Define which are produced from the myeloid stem cell and which from the lymphoid stem cell.
Define which two leukocytes are most prevalent in blood.
Describe the functions for each of the five major types of leukocytes as well as the two subtypes of lymphocytes (T and B).
Define the terms leukopenia and leukocytosis.
Describe the structure and function of thrombocytes with special emphasis on the role of the megakaryocyte in their production.
Explain the role of surface antigens on RBCs in determining blood groups. List antigens and antibodies present in each ABO blood type. State which blood type is considered the universal donor and which blood type is considered the universal recipient and explain why.
Define agglutination.
Predict which blood types are compatible for transfusion and what happens in case of mismatch.
Explain what is meant by ABO blood being positive or negative Rh factor. Explain the clinical significance of Rh factor in pregnancy.
Distinguish between the terms hemostasis and coagulation.
Hemostasis:
1. Describe the vascular phase including the role of endothelial cells.
2. Describe the role of platelets in the formation of the platelet plug.
3. Describe the basic steps involved in the formation of the insoluble fibrin clot.
4. Differentiate between the intrinsic and extrinsic clotting mechanisms.

Lymphatic System

Describe the major components of the lymphatic system.
Describe the structure of lymphatic capillaries and the forces that enable lymph reabsorption.
Describe the source of lymph and the mechanism(s) of lymph transport (muscular pump and intrathoracic pressure).
Describe the path of lymph circulation.
Explain the unique characteristics of lacteals regarding location, structure, and function.
For the lymph nodes, thymus, spleen, tonsils, and mucosa-associated lymphatic tissue (MALT):
1. Identify and describe the gross anatomical features of each organ or tissue.
2. Identify and describe the microscopic anatomy of each organ or tissue.
3. Describe the location in the body of each organ or tissue.
4. Describe the function of each organ or tissue.

Immune System

Compare and contrast innate (nonspecific) defenses with adaptive (specific) defenses.
Innate (Non-specific Immunity):
1. Name the surface membrane barriers and describe their physical, chemical, and microbiological mechanisms of defense.
2. Cells and agents:
  - Describe the steps involved in phagocytosis and provide examples of important phagocytic cells in the body.
  - Describe natural killer cells and discuss their function.
  - Explain how complement and interferon function as antimicrobial agents.
3. Inflammatory response:
  - Describe the mechanisms of inflammation initiation.
  - Summarize the cells and chemicals involved in the inflammatory process.
  - List and explain the cause of the four cardinal characteristics of inflammation.
  - Explain why inflammation can be beneficial.
4. Fever:
  - Describe the mechanism of fever, define pyrogens, and describe their role.
  - Explain why fever can be beneficial.
Specific Immunity
1. B cells and T cells:
  - Compare the sites where B cells and T cells originate and where they mature and achieve immunocompetence and the primary location of the immunocompetent cells in the body.
  - Distinguish between helper T cells, cytotoxic T cells, and B cells.
2. Define antigen, antigen receptor, and antigenic determinants.
3. Major histocompatibility complex (MHC):
  - Define MHC.
  - Describe where class I and class II MHC proteins are found.
  - Explain the function of class I and class II MHC in adaptive immunity.
4. Explain the role of antigen-presenting cells (APCs) and provide examples.
5. Humoral immunity:
  - Explain humoral immunity and the role of B cells (B cells, plasma cells, and memory B cells).
  - Describe antibody structure.
  - Describe mechanisms of antibody action in destroying the target antigens (neutralization, opsonization, agglutination, inflammation, and complement activation).
  - List the five classes of antibodies and discuss structural and functional features that distinguish each class.
  - Interpret a graph of the primary and secondary immune response and describe the immunological memory (anamnestic) response.
6. Cell mediated immunity:
  - Explain cell-mediated immunity and the role of T cells (cytotoxic and helper T).
  - Distinguish between active and passive immunity.
  - Describe natural and artificial examples of both active and passive immunity.
7. Distinguish between humoral and cell-mediated immunity.

Respiratory System

Describe the major functions of the respiratory system.
Describe and distinguish between the upper and lower respiratory tracts.
Compare structure and function of the conducting and respiratory zones.
List in order, the respiratory structures that air passes through during inspiration.
For each of the following: nasal cavities, paranasal sinuses, pharynx, larynx, trachea, bronchi, lungs, pleural membranes, pulmonary blood vessels pleural cavities, and diaphragm:
1. Identify each structure.
2. Describe the gross anatomical features of each structure.
3. State the function of each structure.
Describe the histological changes in epithelial and connective tissue seen in various portions of the air passages and relate these changes to function.
Define pulmonary ventilation.
Identify the muscles used during quiet inspiration, during forced inspiration, and during forced expiration, as well as the nerves responsible for stimulating those muscles.
Define and state relative values for atmospheric pressure, intrapulmonary (intra-alveolar) pressure, and intra-pleural pressure.
State Boyle’s Law and explain its role in muscle contraction/relaxation, pressure/volume changes) resulting in inspiration and expiration.
Explain how each of the following factors affect pulmonary ventilation: change in atmospheric pressure, bronchiolar diameter, lung compliance, and pulmonary surfactant and alveolar surface tension.
Describe the role of the negative intra-pleural pressure in preventing lung collapse.
Define and determine values for the respiratory volumes (IRV, TV, ERV, and RV) and the respiratory vital capacity, and total lung capacity.
Define anatomical dead space. Contrast physiological dead space to anatomical.
State Dalton’s Law relate it to the amount of oxygen and carbon dioxide dissolved in plasma.
Define external respiration and internal respiration.
With respect to external respiration:
1. Describe oxygen and carbon dioxide concentration gradients and net gas movements.
2. Describe the mechanisms of ventilation-perfusion coupling.
With respect to internal respiration:
1. Describe oxygen and carbon dioxide concentration gradients and net gas movements.
2. Explain the factors that maintain oxygen and carbon dioxide gradients between blood and tissue cells.
With respect to oxygen transport:
1. Describe the ways in which oxygen is transported in blood and discuss the relative importance of each to total oxygen transport.
2. State the reversible chemical equation for oxygen binding to hemoglobin.
With respect to oxyhemoglobin dissociation curve:
1. Interpret the curve at low and high partial pressures of oxygen.
2. List factors that shift the curve to the right and explain how this results in increased oxygen delivery to the tissues.
3. List factors that shift the curve to the left and explain how this facilitates oxygen binding to hemoglobin.
With respect to carbon dioxide transport:
1. Describe the major mechanism of carbon dioxide transportation in blood.
2. State the reversible chemical equation for the reaction of carbon dioxide and water to carbonic acid and then to hydrogen ion and bicarbonate ion.
Describe the locations and functions of the brainstem respiratory centers with special emphasis on DRG in medulla and Pneumotaxic center in pons.
List and describe the major chemical and neural stimuli to the respiratory centers.
Define hyperventilation, hypoventilation, and apnea.

Digestive System

Identify the overall function of the digestive system, and differentiate between organs of the alimentary canal and accessory digestive organs.
List and define briefly the major processes occurring during digestive system activity: ingestion, mastication, deglutition, propulsion (peristalsis), absorption, and defecation.
Distinguish between mechanical and chemical digestion.
Name the major food substrates and the products of the chemical process of digestion.
Describe the tissue composition of the four layers of the alimentary canal and discuss the general function of each layer.
Briefly discuss the vascular supply and neural control of the gastrointestinal system.
Describe the location and function of the visceral and parietal peritoneum.
Differentiate between intraperitoneal and retroperitoneal location of digestive structures.
Identify the mesentery proper and the mesocolon and explain their functions.
Mouth
1. Identify the boundaries of the oral cavity.
2. Identify the hard and soft palates and discuss their functions.
3. Describe the structures and function of the taste buds and papillae in the tongue.
4. Identify the anatomical structures of a tooth.
5. Describe the location of the parotid, submandibular, and sublingual glands. Describe the main components and functions of saliva. Explain how salivation is regulated.
6. Identify the nasopharynx, oropharynx and laryngopharynx and classify these regions with respect to passage of food and/or air through them.
7. List the structures involved in the process of deglutition and explain how they function, including the changes in position of the glottis and larynx that prevent aspiration.
Esophagus: Compare the histological structure of the esophagus to the rest of the alimentary canal.
Describe the lower esophageal (cardiac) sphincters and its significance.
Stomach:
1. Describe the structure and discuss the function of the pyloric sphincters.
2. Identify the structure of the cardiac region, the fundus, the body and the pyloric region of the stomach.
3. Discuss the significance of rugae.
4. Discuss the function of the oblique muscle layer of the stomach.
5. Identify the structure of a gastric gland including the location of the chief cells, parietal cells, enteroendocrine (G cells) cells, and mucous cells. Discuss the composition of gastric juice and explain the function of each component produced by each of these different cell types.
Small Intestine:
1. Identify the location and discuss the functions of the duodenum, jejunum, and ileum.
2. Identify and discuss the histology and functions of the plicae circulares, villi, and microvilli.
3. Identify Brunner's glands (duodenal glands) in the duodenum and (intestinal glands) in the small intestine. Discuss the secretions and functions of these glands.
4. State the organ or structure that produces cholecystokinin, the stimulus for its secretion, its target organ, and action.
5. State the organ or structure that produces secretin, the stimulus for its secretion, its target organ and action.
6. Define the term segmentation and discuss the role it plays on the various regions of the alimentary canal.
Liver and Gall Bladder:
1. Identify the individual lobes of the liver.
2. Identify the hepatic artery, hepatic portal vein, and hepatic vein and discuss the function of each.
3. Identify the histological components of a liver lobule (including hepatocytes, hepatic sinusoids, Kupffer cells, bile canaliculi, central vein, and the components of a hepatic triad) and discuss the function of each.
4. Identify the hepatic duct, cystic duct, gallbladder, common bile duct, and discuss the roles of those structures in the flow of bile.
5. List the major functions of the liver.
6. List the major components and functions of bile.
7. Define emulsification and describe the process.
Pancreas:
1. Identify the head, body and tail of the pancreas.
2. Identify the pancreatic acini and discuss their functions.
3. Identify the pancreatic islets and discuss their functions.
4. Identify the pancreatic duct and the hepatopancreatic sphincter and discuss their roles in the flow of pancreatic enzymes.
5. Identify components of pancreatic juice and their functions in the digestive processes.
Large Intestine
1. Describe the structure and discuss the function of the ileocecal valve and the internal and external anal sphincters.
2. Identify the location of the cecum and appendix, the ascending, transverse, descending, and sigmoid colon, the rectum, and the anus.
3. Identify teniae coli, haustra, and epiploic appendages.
4. List the major functions of the large intestine.

Metabolism

List the six main classes of nutrients.
For carbohydrates, fats, and proteins – briefly list their dietary sources, and discuss their uses in the body.
Classify vitamins as either fat-soluble or water-soluble and discuss the major uses of each vitamin in the body.
Define metabolism, anabolism and catabolism. Provide examples of anabolic and catabolic
Briefly discuss the process of oxidation-reduction reactions.
With respect to carbohydrate metabolism:
1. State the overall reaction for glucose catabolism.
2. Describe the processes of glycolysis, formation of acetyl CoA, the Krebs (TCA) cycle, and the electron transport chain (chemiosmosis). Explain the roles of NAD and FAD in metabolism. Give the initial substrates and products of each process, their locations within the cell, and the energy yield of each process.
3. Describe the processes of glycogenesis, glycogenolysis, and gluconeogenesis, including the substrates and products of each.
4. Describe the role of the hormones cortisol, insulin, glucagon and norepinephrine in regulation of carbohydrate catabolism and anabolism.
5. Predict the metabolic states that would favor each of the following processes: glycogenesis, glycogenolysis and gluconeogenesis.
With respect to protein and amino acid metabolism:
1. Describe the process of deamination and its importance in gluconeogenesis.
2. Describe the effect of protein metabolism on ammonia and urea production.
With respect to lipid metabolism:
1. Describe the basic processes of lipogenesis and lipolysis.
2. Define ketogenesis & ketoacidosis.
3. Compare and contrast the structure and function of the four types of lipoproteins in the body.
4. Describe the central role of the liver in metabolism.
Compare and contrast the processes that occur in the absorptive and post-absorptive states.
Define metabolic rate and basal metabolic rate. Describe factors that affect metabolic rate.
Briefly explain thermoregulation in the body.

Urinary System

Describe the major functions of the urinary system.
With respect to gross anatomy of the urinary tract:
1. Describe the including its location of the kidney and its coverings.
2. Identify the major internal divisions and structures of the kidneys.
3. Identify the major blood vessels associated with the kidney. Trace the arterial supply from aorta and renal artery to peritubular capillaries. Trace the venous drainage from the peritubular capillaries to the renal vein and IVC.
With respect to the nephron and collecting system:
1. Identify the major structures and subdivisions of the renal corpuscles, renal tubules and renal capillaries.
2. Compare the structure, location, and function of cortical and juxtamedullary nephrons.
3. Identify the location, structures and function of the juxtaglomerular apparatus.
Trace the path of filtrate/urine from the renal corpuscle to the urethral opening.
List the three major processes in urine formation and where each occurs in the nephron and collecting system.
With respect to filtration:
1. Describe the structure of the filtration membrane.
2. Explain the anatomical features that create high glomerular capillary blood pressure and explain why this blood pressure is significant for urine formation.
3. Describe the hydrostatic and colloid osmotic forces that favor and oppose filtration.
4. Describe glomerular filtration rate (GFR), state the average value of GFR.
5. Predict how the following factors will increase or decrease GFR:
  - Intrinsic renal autoregulation
  - Neural regulation (sympathetic)
6. Define the role of ANP and the renin-angiotensin aldosterone system in maintenance of systemic blood pressure.
With respect to reabsorption:
1. Describe how and where water, organic compounds, and ions are reabsorbed in the nephron.
2. Explain the role of the loop of Henle, the vasa recta, and the countercurrent multiplier mechanism in the concentration of urine.
With respect to tubular secretion:
1. List the location(s) in the nephron where tubular secretion occurs.
2. Compare and contrast reabsorption and tubular secretion, with respect to direction of solute movement, due to concentration gradients.
Determine the physical and chemical properties of a urine sample and relate these properties to normal urine composition.
1. Discuss the factors regulating and altering urine volume and composition.
2. Predict specific factors involved in creating dilute versus concentrated urine.
Compare and contrast blood plasma, glomerular filtrate, and urine.
Describe the anatomy, histology, and functions of the ureters and urethra. Compare and contrast the male and female urethras.
Relate the anatomy and histology of the bladder to its function.
Describe the micturition reflex. Describe voluntary and involuntary neural control of micturition.

Fluid, Electrolytes, Acid-Base Balance

Name the fluid compartments (including the subdivisions of the extracellular fluid) and state the relative volumes of each, and explain how water moves from one to another.
List the body’s sources of water and routes of water loss.
Describe the mechanisms of regulating water intake and output.
Describe some conditions in which the body has a deficiency or excess of water or improper distribution of water among the fluid compartments.
Explain how dehydration and overhydration (water intoxication) develop and how fluids shift between the three major body compartments during each.
Define electrolyte. Compare and contrast the relative concentrations of major electrolytes in intracellular and extracellular fluids.
Describe the function(s) of sodium, chloride and potassium, especially their influence on osmotic pressure.
Briefly discuss the roles of aldosterone, ANP, and ADH in the regulation of major electrolyte levels in the plasma.

Acid Base Balance

Define acid, base, pH and buffer.
State the normal pH range for arterial blood.
State the chemical equation for the bicarbonate buffer system. Explain how it responds to increases or decreases in pH.
Explain how the respiratory and urinary systems correct acidosis and alkalosis.
Define respiratory acidosis and alkalosis. Define metabolic acidosis and alkalosis.

Reproductive System

Male Reproductive

Describe the major functions of the male reproductive system.
Identify and describe the gross anatomy of the gonads, ducts, accessory glands, associated support structures, and external genitalia.
Discuss the relationship between the location of the testes and sperm production.
Describe the pathway of sperm from the seminiferous tubules to the external urethral orifice of the penis.
Identify and describe the function of the reproductive and supporting cells of the seminiferous tubules of the testis with special reference to interstitial (Leydig) cells and sustentacular (Sertoli) cells.
Identify and describe the organs involved in semen production.
Discuss the composition of semen and its role in sperm function.
Describe the blood and nerve supply of the penis and explain how these govern erection and ejaculation.
Contrast the overall processes of mitosis and meiosis.
Relate the general stages of meiosis to the specific processes of spermatogenesis.
State the functions of gonadotropin releasing hormone, follicle stimulating hormone, luteinizing hormone, and testosterone.
Define the secondary sex characteristics associated with male puberty under the influence of testosterone.

Female Reproductive

Identify and describe the gross anatomy of the gonads, ducts, accessory glands, associated support structures, and external genitalia.
Identify and describe the histology of the uterine wall.
Describe the pathway of the ovum from the ovary to the uterus.
Identify and describe the different stages of follicular development in the ovary, including the preovulatory follicles and the corpus luteum.
Describe the ovarian cycle and relate the events of the ovarian cycle to oogenesis.
Describe the events of the uterine cycle.
State the functions of gonadotropin releasing hormone, follicle stimulating hormone, luteinizing hormone, estrogen and progesterone.
Analyze graphs depicting the typical female ovarian cycle and correlate ovarian activity, hormonal changes, and uterine events.
Describe differences and similarities in the ovarian, hormonal, and uterine events with and without conception.
Provide examples of how birth control methods relate to normal reproductive function.
Define secondary sex characteristics associated with puberty in females under the influence of estrogen.
Describe the structure of the nonlactating breast.

Embryonic Development

Describe the process of sperm migration and fertilization.
Explain how an egg prevents fertilization by more than one sperm.
Describe the major events that transform a fertilized egg into an embryo.
Describe implantation in the uterine wall.
Identify the placenta and amniotic membrane and describe their function.
Describe the main hormones of pregnancy and their effects, including estrogen, progesterone, and human chorionic gonadotropin.

Endocrine System

Describe the major functions of the endocrine system.
Define the terms hormone, endocrine gland, and target cell.
Compare and contrast how the nervous and endocrine systems control body function.
List the two chemical classes of hormones found in the human body. Describe how each class is transported in the blood.
Compare and contrast the types of receptors (cell membrane or intracellular) that each class binds to.
Compare and contrast the mechanism of response that each class elicits (i.e., change in gene expression or change in an intracellular pathway via phosphorylation mechanism).
List and describe the three types of stimuli that control production and secretion of hormones (neural, humoral, and hormonal).
Describe the roles of negative and positive feedback in controlling hormone release.
Describe the locations of and the anatomical relationships between the hypothalamus, anterior pituitary and posterior pituitary glands. Explain the importance of the hypophyseal portal system.
Define the terms releasing hormone and inhibiting hormone released by the hypothalamus.
Explain the role of the hypothalamus in the release of anterior pituitary hormones.
Explain the role of the hypothalamus in the production and release of posterior pituitary hormones.
For each of the following endocrine glands: describe the stimulus for the release of its hormone, the gland or tissue that produces it, the target organ and effects on the target organ.
- Pituitary: growth hormone, thyroid-stimulating hormone, luteinizing hormone, follicle stimulating hormone, prolactin, adrenocorticotropic hormone, oxytocin, antidiuretic hormone (or vasopressin)
- Thyroid gland: T3 and T4, calcitonin
- Parathyroid gland: parathyroid hormone
- Adrenal gland: glucocorticoids (cortisol), mineralocorticoids (aldosterone), epinephrine, norepinephrine
- Testis: testosterone
- Ovary: estrogen, progesterone
- Pancreas: insulin, glucagon
- Pineal gland: melatonin
- Thymus: thymosins
Predict the clinical implications of abnormal hormone levels on the body.

Evaluation

BSC2086 student progress will be evaluated using 3-5 unit examinations, quizzes, and a comprehensive final exam. Exam questions will include short answer, multiple choice, and calculations. Successful students will demonstrate the skills necessary to understand and apply scientific concepts and reasoning, including the analysis and interpretation of various types of data using scientific reasoning skills (GELO assessment).

BSC2086L laboratory portion of this course will be evaluated on the basis of laboratory assessments which require deductive or inductive inference, control of variables, application of a model to a new situation, interpretations based on fundamental theories, and interpretation of data in both tabular and graphical form.

Students will take a laboratory midterm and final exam.

If a student earns a grade of C or higher on the comprehensive final exam and an overall grade in the course, that is indicative of the extent to which they understand and are able to apply the broader GELO skills.

Course Outline with Specific Objectives

This course and its laboratory component present elementary principles of modern chemistry, including concepts of atomic and molecular structure, chemical bonding, and properties of solutions. Also included are the principles of writing chemical formulas and balancing chemical equations. The physical behavior of gases and the concept of pH are investigated along with the importance of electrolytes and buffer systems in biological systems.

The laboratory component of Elements of Chemistry I (CHM 1030) presents experiments illustrating the elementary principles of modern chemistry to include concepts of atomic and molecular structure, chemical bonding, and properties of solutions. Students also conduct experiments that exemplify the principles of writing chemical formulas and balancing chemical equations. The physical behavior of gases and the concept of pH are investigated along with electrolytes and buffer systems. This basic chemistry course and its accompanying laboratory course is designed for both general education students and students in the Nursing and allied health professions.

Prerequisite: MAC1105, MAT1033, MTB1371 or higher level math

Co-requisite: CHM1030L must be taken with CHM1030.

Rationale

In a technological and free society, the individual is summoned to make decisions on specific uses of technologies related to physical and chemical principles. Making those decisions in a comprehensive and discerning manner requires some knowledge of fundamental physical laws and interactions. Accordingly, this course and its laboratory component use a unifying theme of atomic theory and structure to present and study basic concepts of physics and chemistry and their application to everyday life.

This course and its laboratory component support the mission of the College to enrich the lives of our students and community and to provide the highest quality of post-secondary academic education, and is one of the courses that may be taken to fulfill a portion of the general education requirement for the Associate in Arts degree.

Impact Assessment

Writing, speaking, and computational skills will be expected to be at a level commensurate with the requirements of the general education courses in communications and, especially, mathematics. Integration with other disciplines such as the physical sciences, biology and basic physiology is expected to occur naturally in discussion of societal and health issues that are related to chemistry. This course and its laboratory component serve as one of the options for non-science majors to fulfill the physical science portion of the general education requirements for the Associate in Arts degree. In addition, this course and its laboratory component are prerequisites for CHM 1031 and CHM 1031L, Elements of Chemistry II – Physiological Chemistry and its Laboratory and for MCB 2010 and MCB 2010L, Introduction to Microbiology and its Laboratory thereby serving to fulfill the general education requirements for the Associate in Science degree in both Health Related and Biotechnology arenas. This course and its laboratory component are also part of the statewide curriculum for the Bachelor of Science in Nursing degree.

General Education Learning Outcome

Understand scientific concepts and reasoning, and analyze and interpret various types of data.

SF Scientific Reasoning Critical Attributes

Deductive and inductive inferences,
Controlling variables,
Use of the scientific method (gather, analyze, and synthesize data relevant to a problem),
Application of a model to a new situation,
Interpretations based on fundamental theories,
Interpretation of data in both tabular and graphical form, and
Application of specialized knowledge to a different or larger context.

Broad Course Objectives

This course and its laboratory component supports departmental goals by providing a broad general scientific background in basic chemical principles for all students. It requires students to build a conceptual base from which to interpret the physical world and the changes it undergoes and to understand the fundamental principles responsible for the behavior of matter.

The departmental objectives for student achievement are to:

Demonstrate knowledge and understanding of the currently accepted models for interpretation of chemistry principles and communicate this knowledge in both objective and subjective forms, as well as quantitative and qualitative forms.
Demonstrate awareness of the available science resource centers and other local and electronic sites of interest.

In order to achieve these objectives, the instructor will strive to have his/her students:

Become acquainted with major areas of scientific work, both historical and recent, in chemistry and related physical science fields using situations that can be perceived as real.
Be introduced to basic scientific concepts in chemistry and related fields and to the methodology by which uses of associated technologies are made in everyday life.
Foster critical and informed decisions about uses of technology in everyday life.
Develop a facility for expressing theoretical concepts and personal judgments on them in appropriate written and spoken English.
Generate an understanding of the place of basic mathematics in the physical science of chemistry.
Develop a vocabulary of terms used in chemistry.
Recognize outstanding theories in chemistry and related fields and the outstanding contributors to the development of these theories.
Be introduced to the place where chemical principles play a part our society and world.

Course Outline with Specific Objectives

UNIT 1: Introduction to Chemical Principles: Matter, Measurement & Metric Conversion Factors including Density and Specific Gravity

After studying chapters, lecture notes, conducting experiments 1 through 5 and reading selected materials provided below, you should be able to:

Discuss the scientific method; define the following terms: scientific data, scientific law, scientific hypothesis, and theory.
Identify the three (3) physical states of matter and list in general terms the physical properties of each state of matter.
Distinguish between physical and chemical properties.
Classify a given change as chemical or physical.
Distinguish between an element, compound and mixture.
Define the terms accuracy and precision in measurements. Accuracy is how close the measurement is to the real true value, and precision is the repeatability of numerous measurements.
Define the following terms: mass, volume, temperature, significant figures, density and specific gravity.
Identify the number of significant figures in a measurement and round off the results of calculations to the correct number of significant figures.
Express measurements in scientific notation with the correct number of significant figures.
Identify the SI units commonly used to measure mass, volume, length and temperature and define the commonly used metric prefixes.
Perform conversions using conversion factors and dimensional analysis
Given any two of the following (mass, volume and density or specific gravity), calculate the unknown.
Make conversions between Fahrenheit, Celsius and Kelvin measurements of temperature.
Know that Chemistry deals with matter and energy.

B. UNIT 2: Atoms and Elements, The Periodic Law and Periodic Trends

On completion of the unit you should be able to:

State the mass, charge and location of protons, electrons and neutrons.
Given the atomic number of an element, draw diagrams showing the protons in the nucleus and the electrons in shells (or energy levels) around the nucleus.
Write the electron dot formulae for the elements in groups 1 to 8 in the periodic table.
Define valence electrons and atomic number.
Identify the elements in the periodic which tend to form positive ions and those which tend to form negative ions.
Given the relative abundance and isotopic masses for an element, calculate the atomic mass of that element.
Given the atomic number and mass number of an element, calculate the number of electrons.
Understand the following terms: atom, electron, amu, proton, neutron, electron, atomic weight, and atomic number, isotopes, mass number, elemental symbol, nuclear symbol, Electronegativity, ions.
Given the name, write the symbol (and vice versa) for some common elements.
Identify the elements in the periodic table which:
- Are metals, nonmetals or metalloids.
- Are solids, liquids and gases at room temperature.
- Are alkali metals, alkaline earth elements, halogens and noble gases.
- Are short-lived.
- Are naturally occurring.
- Exist as diatomic molecules.
- Are classified as transition metal elements.
List the properties of metals and non-metals
Compare the sizes of atoms and ions of various elements.
Know the periodic trends.

UNIT 3: Combining Elements

On completion of the unit you should be able to:

Identify the elements in the periodic table which tend to combine to form ionic compounds.
Explain why ionic compounds conduct electricity in liquid state, but not in solid state and explain the high melting points of ionic compounds.
Write the molecular formula, electron dot (Lewis) structure, molecular shape and name for simple ionic and covalent compounds.
Predict whether molecules will be polar or nonpolar.
List the names, charge value and symbol of each of the polyatomics, and write the formulas of compounds which contain polyatomic ions when given the name and viceversa.
Understand the following types of bonds: ionic, covalent, polar covalent and nonpolar covalent. Identify the type of polar bond by using the electronegativity difference.
Correlate the group number with the valence or charge of an ion.
Write the correct symbol for the ions formed from groups I, II, III, VI, and VII.
Describe the octet rule.
Distinguish between the common and systematic names for compounds.
Describe the meaning of the classification system of binary, tertiary, and quaternary
compounds
Write the name given the formula and vice versa for: binary compounds, binary acids and oxy acids
Calculate the molecular weight of a compound given the correct formula.
Determine the number of ions liberated when ionic compounds are dissolved in water.

UNIT 4: Chemical Quantities and the Mole, Chemical Reactions, Equations and Calculations Based on equations

On completion of the unit you should be able to:

Define Avogadro’s number and the mole concept and write the number of particles in a mole.
Calculate the formula (molecular) mass/ weight of compounds.
Solve problems involving conversions between the mass in grams, the number of moles, and the number of formula units
Given the formula of a compound, calculate the percent composition.
Given the composition of a compound, calculate the empirical formula.
Given the composition and molecular mass of a molecular compound calculate the molecular formula.
Balance chemical equations.
Interpret balanced equations in terms of moles, mass units and number of particles.
Given the number of moles (or mass or number of particles) of one substance calculate the number of moles (or mass or number of particles) of another substance in the balanced equation.
Define limiting and excess reactants and calculate theoretical and actual yields.
Identify the following types of reactions:
- synthesis
- decomposition
- single replacement
- double replacement
- neutralization
- redox
- precipitation
- combustion
Define endothermic and exothermic reactions.

UNIT 5: Energy, Molecular Forces and the States of Matter, The Gas Laws

After studying chapters in your textbook, lectures notes and conducting selected experiments in your laboratory manual, the student should be able to:

Recognize Energy in all its forms and solve problems involving energy and energy changes.
- Kinetic and Potential Energy
- Temperature changes: Heat Capacity
- Energy and heat capacity calculations
Identify the various states of matter, as solid, liquid or gas in terms of:
- arrangement of particles,
- motion of particles,
- distance between particles and relate that distance to compression,
- attractive forces between particles,
- shape of a substance,
- volume, and relative density.
Describe the behavior of a gas in terms of the kinetic molecular theory.
Define pressure and list the difference types of units used to measure pressure and change from one unit to the other (atm., torr, mm, cm, in of Hg).
List the four (4) variables/properties/measurements of a gas. Pressure, Temperature, Volume, and moles of a gas.
Solve problems involving
- Boyle’s Law
- Charles’ law
- Gay-Lussac’s law
- Avogadro’s law
- Combination gas law
- Dalton’s law of partial pressures
- Ideal Gas Law
State the meaning of Standard Temperature (ST), Standard pressure (SP) or a combination SC [standard conditions] or STP [standard temperature and pressure].
Calculate the volume of a gas at STP given initial volume, pressure and temperature.
Convert the volume of a gas at STP into moles. Use principle that at STP, every 22.4 liters of a gas is equal to one mole of a gas.
State the gas laws in mathematical as well as written terms

UNIT 6: Water and Important Mixtures, Solutions: Concentrations and Dilution, Osmosis and Tonicity

On Completion of this unit, you should be able to:

Identify the types of mixtures and types of liquid mixtures as suspensions, colloidal dispersions or true solutions and list the properties of each.
Define solute and solvent, list the factors that affect solubility and predict if an ionic solute will be soluble or insoluble in water based on solubility rules.
Know whether a solution is saturated or unsaturated from the properties given while utilizing a “solubility curve”.
Describe the factors that affect the rate of at which a solute dissolves.
List the components of each type of solution listed: strong and weak electrolytes, nonelectrolytes and correlate with osmotic pressure.
Know the different ways of specifying solution concentrations and be able to solve problems involving them including solution preparation problems:
- percent concentration,
- molarity,
- molality
Calculate the millimoles in a solution whose concentration is expressed in Molarity.
Understand dilution problems and calculate the dilution factor, final concentration or initial concentration, volume of water or amount of stock solution.
Calculate the equivalent weight (grams) for a cation or anion.
Describe the process of osmosis and indicate the greater “osmotic pressure”, the direction in which water will flow when two solutions are separated from each other by a selectively/semipermeable membrane. Calculate the osmotic pressure of a solution.
Determine the osmolarity of a given solution of given molarity
Define and determine tonicity.

UNIT 7: Equilibrium, Acids, Bases & Salts: Buffer Systems, and the pH Scale

On completion of this unit you should be able to:

Define the following terms: Thermodynamics vs. kinetics and know 3 ways to increase the rate of the reaction
Know what an energy diagram is and know the following: transition state, activation energy, reactants, products, reaction coordinate
Know how a catalyst works- (decrease activation energy)
Le Chatelier’s principle and equilibrium constants
Define an acid and a base in terms of the Bronsted-Lowry and Arrhenius definitions and provide examples. and identify the properties of acids and bases.
Classify acids by origin, number of hydrogen produced, and the presence/absence of oxygen.
Define an acid and its conjugate base and a base and its conjugate acid
Differentiate between strong and weak acids and between strong and weak bases.
Name oxyacids and nonoxyacids, complete and balance neutralization reactions.
Write an equation for the ionization of an acid. (Review from other units)
Explain the process of titration and solve problems involving titration for mono-, di-, and triprotic acids.
Arrange a set of pH values from the most acidic to most basic. And identify a pH value as to acidic, basic, or neutral.
Calculate the hydrogen ion concentration, [H+]; hydroxide ion concentration, [OH]; given the Kw of water. Calculate the pH of a solution given the [H+] or [OH-].
Identify the components of a buffer system and explain how a buffer solution works to maintain a pH level.
List the common buffer systems in the blood that maintain correct blood pH.
Identify the types of acidosis and alkalosis that can result from different conditions. Correlate the condition with the correct body response and compensatory mechanism. Be able to list common causes of any of the conditions.

Course Outline with Specific Objectives

Note: Basic course description of HSC 1000 - Introduction to Health Care.

Your career in Health Care - chapter 1

Describe the essential core qualities demonstrated by effective health care professionals
List the personal factors that should be considered when choosing a health care career
Explain the difference between diagnostic, therapeutic and environmental in the health care setting
Explain the meaning of "thinking like a health care professional"
Describe the problem solving process and apply it to a local and global health problem
Describe the term scope of practice

Health Care Delivery System and Employability- chapter 2 -Current health care systems and trends

Describe the major events globally that have shaped health care today
Describe the terms ambulatory service, hospice, long term care, and urgent care as viewed in the US
List typical services offered by federal (WHO, CDC, OSHA) state (state run health department) and local (local health department) health agencies
Give examples of complementary therapies that were developed in other counties and explain how they are viewed and applied in the US today

Ethics - chapter 3

Explain the meaning of ethics and its importance in the practice of health care
Discuss ethical issues in health care that occur in other countries (as related to HIV/AIDS, the Pharmaceutical industry, vaccines, and others)
Define the term autonomy and discuss its importance in the US health care setting and other globally health care settings
Understand the purpose of professional codes of ethics
Define the following ethical terms as they relate to health care: paternalism, assault, battery, abandonment, respondent superior, illegal restraints, negligence, malpractice, emancipated minor, libel, slander, euthanasia
Describe the relationship of ethics and law
List the parts of a contract and state how each part is met in the health care setting
Explain the difference in implied and informed consent and discuss if these terms are used in globally settings (HIV testing and organ transplant)
Define HIPAA and the effects of this legislation on the health care system in the US

Body Systems - chapters 6 and 7

Locate the thoracic cavity and identify structures located in the cavity (chapter 6)
Describe the primary anatomical features of the cardiovascular and respiratory systems
Describe how blood flow through the heart and be able to identify parts of the heart
Describe how air moves in and out of the lungs, including the pathway from the nose to the blood
Describe the relationship of the integumentary system in the function of heating and cooling
Describe common diseases associate with the cardiovascular and respiratory system and list age related changes in these systems
Describe the behaviors and actions that would permute health and prevent major diseases of the cardiovascular and respiratory system

Growth and Development - chapter 8

Explain the difference between physical, cognitive and psychosocial as they relate to growth and development."
Identify the nine life stages and the corresponding age span of each"
Define the terms physical, cognitive and psychosocial
Identify the psychosocial developmental conflicts according to Erik Erikson"
Describe how care considerations might need to be altered depending upon the patient's life stage"
Identify and describe the process of the grief, and loss, empathy and compassion
Explain the contributions of Elizabeth Kubler-Ross
Describe how various cultures prepare for death and burial

Body Mechanics - chapter 9

Explain the importance of good body mechanic and ergonomics as it relates to preventing injury
Explain RMI's and how to prevent them
Discuss how various adaptive devices are used in and out of a health care setting to reduce injury

Infection Control - chapter 10

Understand and explain the importance of infection control practices in the health care setting and explain why these practices are difficult to maintain in other places around the world
Explain proper hand washing steps and the historical perspective of the Hungarian OB/GYN that led to this important health care practice
Define the germ theory
Identify five different kinds of microbes and give examples of infectious diseases caused by each
Describe the chain the infection and list ways to break the cycle of infection locally and globally (Malaria, Cholera, Ebola, E-coli, HIV, Hepatitis A and B, Common cold, Chicken Pox, Amebic Dysentery, Athlete's Foot, Lyme Disease
Describe the importance of the lymphatic systems, and natural defense mechanisms in the process of infection
Explain the role of the CDC and OSHA
Compare and contrast antiseptics, disinfectants and sterilization
Explain how pathogens become drug resistant
List Personal Protective Equipment (PPE) used in infection control and explain how this was an issue with health care workers dealing with Ebola patients
Explain procedures for reporting accidental exposure
Discuss how one's belief system and country of origin effects and affects the transmission of disease

HIV/AIDS and Lymphatic System - chapter 7 and notes

List structures that lymph flows through from the tissue to the blood (chapter 7)
Describe the function of the following lymphocytes, CD 4 (Helper T), killer T, B cells to Plasma cells, Memory T and Memory B cells
Describe the role of a macrophage
Describe the progression of HIV to AIDS and it's local and global impact
Describe the following terms and their relationship to HIV: lymphokines, cytotoxins, opportunistic disease, seroconversion, window period, reverse transcriptase, viral load, asymptomatic period
Describe different kinds of HIV test and the procedures for testing locally and globally
Describe what is involved in pre and post-test counseling and how this protocol changes from the US to global communities
Describe the laws in Florida as they related to HIV
Describe the effects of vaccines and immunization to HIV
Identify various HIV tests 4^th generation Ag/Ab test, PCR, RNA testing, OraQuick, Elisa and Western Blot and SUDS
Describe how HIV is transmitted locally and globally
List ways individuals in the general population can protect themselves from HIV
Describe the procedures that care givers must follow when accidentally exposed to HIV in a clinical setting
Explain the term "stigma" and how this term is used both locally and globally

Environmental safety and medical errors - chapter 11 and handout

Understand and explain the importance of environmental safety in maintaining the safety of the health career worker, the patient and others
Identify general safety guidelines that will help prevent injuries and accidents in health care facilities
Describe and five examples of how changes in the physical and mental health of a patient can increase the risk of injuries and accidents
Describe the precaution necessary when oxygen is in use
Define a triage system
Describe ways the health care worker can prevent medical errors related to environmental safety
Describe ways the health care worker can prevent medical errors related to lack of attention to detail

Lifestyle management - chapter 12

Explain the importance of a healthy lifestyle
Explain the formation of a habit
Describe how each of the following contributes to healthy living in the US culture and other cultures as it pertains to; diet, physical activity sleep and preventative measures
Explain the concept of stress; and how this is perceived and varies depending on cultural backgrounds, as well as effective ways various cultures deal with stress
Explain health risks encountered by the health care professional in US settings, and global settings
List the causes, symptoms and preventive measures for burnout as seen in the US and other clinical settings around the world
Explain how health care professional can help patients develop good health habits

The Patient as an individual - chapter 15

Explain what is meant by "philosophy of individual worth"
Define culture and describe how culture influences all aspects of human beliefs and behavior
Give examples of different cultural group approach issues of health
Describe ways that health care workers can determine the individual needs of patients taking into account cultural influences
Describe why knowing the patients need level impacts the delivery of health care
Describe how to determine the effect of cultural influences on the needs of patients
Describe the five levels of need as defined in Maslow's hierarchy of needs and give one example of each
Recognize common defense mechanisms encountered in health care situations
Explain how the health care professional can help patients deal with experience of losses or than death

Communication process - chapter 16

Explain the importance of effective communication among different cultures in health care
Describe the relationship between effective communication with various culture to enhance patient well-being
List and describe the steps that occur in effective communication
Define and explain the four types of questions
Explain non-verbal communication and give 3 examples for the US and 3 examples from other cultural groups
Explain the meaning of "active listening" in US culture and how this varies in other cultures
Define empathy as we view in the US and explain its application in health care
Explain the meaning of feedback
Identify common barriers that can prevent effective communication in the US and in other cultural group settings
List techniques used when communicating with patients with special needs
Describe the elements that make up effective culturally effective patient education
Describe good techniques of telephone communication and how this skill will enhance your employability as a health care worker
List ways to handle situations the involve gossip

Written Communication - chapter 17

Explain why the ability to write clearly and correctly in English is an important skill for the health care professional working in the US
Most of this unit might be helpful in your ENC 1102 class and papers you need to write for other classes
Describe when written communication is used with patients in a health care setting

Computers in Communication - chapter 18

Explain why it is important for today's health care professional to be computer literate
Describe how computers and technology is applied in the following areas of health care: Information management, treatment, patient monitoring, research, communication, education and collaboration with international health centers
Describe the positive and negative qualities of the internet when the patient does research locally and globally on their health condition
Describe the pros and cons of the social network sites as it related to your health care employment

Documentation and Medical Records - chapter 19

List and explain the purposes of medical documentation
List the characteristics of good SOAP note and narrative in medical documentation

Physical Assessment- chapter 20

State the purpose of History and physical and indicate what data the physician will obtain
Discuss variances from the norm for each of the body systems including respiratory rates, blood pressure, pulse rates, body temperature
Explain how to assess and record blood pressure, pulse, respirations and temperature
Explain how to do a pain scale assessment and describe how different cultures acknowledge, and report pain
Define what is included in assessment of ADL's
Describe how the presence of an apical-radial deficit is determined and what it means
Describe the significance of measuring a patient's height and weight
Define the following terms:

First Aid - chapter 21

Explain when first aid should be administered
Discuss how the Good Samaritan act protects the rescuer
State the Golden Rule of first aid
Explain appropriate steps to follow when an emergency occurs that will protect the victim and rescuer
Identify the following injuries that may require first aid, signs, symptoms and treatment: external bleeding, fractures, epistaxis, burns, heart stroke, heat exhaustion, heat cramps, heart attack, stroke, fainting, shock, unconsciousness, seizures

Business of Caring - chapter 22

Contrast fee for service and managed care reimbursement methods
Explain the purpose of managed care systems and describe the methods used to control cost
Define terms Medicare, Medicaid, and DRGs
Explain ways the health care worker can help control facility cost

Professionalism/Performance improvement and Customer Service - chapters 13, 23

Understand the components used in determining quality of care
Define the 3-11 rules
Describe the steps in working with dissatisfied customers
Describe the characteristic of constructive criticism
Explain the characteristics of a "professionalism and professional distancing

Job Leads and the Resume - chapter 24

Identify which employment skills and personal traits are of value to an employer
Identify the components of a successful resume and cover letter

Interview, Portfolio, and application - chapter 25

Understand the importance of the job interview
Explain how to prepare for a successful interview
Describe illegal questions asked by a potential employer and how to handle these questions
Describe successful interview behavior and appearance traits
Explain the importance of an e portfolio and know the basic components of an e portfolio
Explain what actions to take after an interview to increase your chance of being hired
Explain how to accept and reject a job offer

Successful employment strategies - chapter 26

Identify important information that new employees should learn about the facility in which they work
Define probationary period
Explain the terms grievance, and sexual harassment and identify ways to handle both
List activities that promote professional development of the health care work

Course Outline with Specific Objectives

Note: Basic course description of HSC 2531 - Medical Terminology.

This course is designed to help develop comprehensive, integrative skills in using and understanding medical terminology used in clinical settings and in medical literature. Included in the course work are prefixes, suffixes, roots and combining forms. Emphasis is on pronunciation, spelling and the definition of words as they relate to basic anatomy and physiology. Terms for diagnostic procedures, pathology and treatment procedures for each body system, as well as complementary words, are included.

This is primarily a memorization class; so much of the time spent in this course is done independent of class time. Weekly exams are given, so attendance is important because memory techniques, drills and extra credit opportunities are available to enhance student success.

Required prerequisites: Prep reading and Prep writing or above
Suggested prerequisites: ENC1101

Rationale

This course helps support the college mission of providing the highest quality post-secondary education, leading to an Associate in Science degree in a wide range of health science programs, to Baccalaureate degrees in programs such as nursing, and further to Master’s degrees in programs such as Occupational and Physical Therapy. Ultimately, this course will help students develop the medical vocabulary needed for documenting medical information, for understanding medical literature including case reports, and for identifying both the structure and function of a wide range of body systems.

Impact Assessment

Success in this course is highly dependent on the ability to read and write in English. Because this is primarily a memorization course, students must be able to dedicate time outside of class for memorization. Class time is intended to introduce new terms; to reinforce the understanding and memorization of terms, and to explain and encourage the understanding of the structure and function of anatomy.

Successful completion of this course will prepare students for courses such as anatomy and physiology and other health science course that require an understanding of medical language.

Course Objectives and Outline

Chapter Objectives:

Chapter 1: Introduction to Word Parts

Describe four origins of medical language
Identify and define the four word parts and the combining form
Analyze and define medical terms
Build medical terms for given definitions

Chapter 2: Body Structure, Color, and Oncology

Identify anatomic structures of the human body
Define and spell word parts related to body structure, color, and oncology
Define, pronounce, and spell disease and disorder oncology terms
Define, pronounce, and spell body structure terms.
Define, pronounce, and spell complementary terms related to body structure, color and oncology.
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 3: Directional Terms, Anatomic Planes, Regions, and Quadrants

Define and spell words parts related to directional terms.
Define, pronounce, and spell terms used to describe directions with respect to the body.
Define, pronounce, and spell terms used to describe the anatomic planes.
Define, pronounce, and spell terms used to describe the abdominopelvic regions.
Identify and spell the four abdominopelvic quadrants.
Interpret the meaning of abbreviations presented in this chapter.
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 4: Integumentary System

Identify organs and structures of the integumentary system
Define and spell word parts related to the integumentary system
Define, pronounce, and spell disease and disorder terms related to the integumentary system
Define, pronounce, and spell surgical terms related to the integumentary system.
Define, pronounce, and spell complementary terms related to the integumentary system.
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 5: Respiratory System

Identify organs and structures of the respiratory system.
Define and spell word parts related to the respiratory System
Define, pronounce, and spell disease and disorder terms related to the respiratory system
Define, pronounce, and spell surgical terms related to the respiratory system
Define, pronounce, and spell diagnostic terms related to the respiratory system
Define, pronounce, and spell complementary terms related to the respiratory system
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 6: Urinary System

Identify organs and structures of the urinary system.
Define and spell word parts related to the urinary System
Define, pronounce, and spell disease and disorder terms related to the urinary system
Define, pronounce, and spell surgical terms related to the urinary system
Define, pronounce, and spell diagnostic terms related to the urinary system
Define, pronounce, and spell complementary terms related to the urinary system
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 7: Male Reproductive System

Identify organs and structures of the male reproductive system.
Define and spell word parts related to the male reproductive System
Define, pronounce, and spell disease and disorder terms related to the male reproductive system
Define, pronounce, and spell surgical terms related to the male reproductive system
Define, pronounce, and spell diagnostic terms related to the male reproductive system
Define, pronounce, and spell complementary terms related to the male reproductive system
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 8: Female Reproductive System

Identify organs and structures of the female reproductive system.
Define and spell word parts related to the female reproductive System
Define, pronounce, and spell disease and disorder terms related to the female reproductive system
Define, pronounce, and spell surgical terms related to the female reproductive system
Define, pronounce, and spell diagnostic terms related to the female reproductive system
Define, pronounce, and spell complementary terms related to the female reproductive system
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 9: Obstetrics and Neonatology (Omitted)

Chapter 10: cardiovascular and lymphatic systems and blood

Identify organs and structures of the cardiovascular and lymphatic systems and blood and function of the immune system.
Define and spell word parts related to the cardiovascular and lymphatic systems and blood
Define, pronounce, and spell disease and disorder terms related to the cardiovascular and lymphatic systems and blood
Define, pronounce, and spell surgical terms related to the cardiovascular and lymphatic systems and blood
Define, pronounce, and spell diagnostic terms related to the cardiovascular and lymphatic systems and blood
Define, pronounce, and spell complementary terms related to the cardiovascular and lymphatic systems and blood
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 11: Digestive system

Identify organs and structures of the Digestive system.
Define and spell word parts related to the Digestive system.
Define, pronounce, and spell disease and disorder terms related to the Digestive system
Define, pronounce, and spell surgical terms related to the Digestive system
Define, pronounce, and spell diagnostic terms related to the Digestive system
Define, pronounce, and spell complementary terms related to the Digestive system
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 12: The Eye

Identify organs and structures of the Eye
Define and spell word parts related to the Eye
Define, pronounce, and spell disease and disorder terms related to the Eye
Define, pronounce, and spell surgical terms related to the Eye
Define, pronounce, and spell diagnostic terms related to the Eye
Define, pronounce, and spell complementary terms related to the Eye
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 13: The Ear

Identify organs and structures of the Ear.
Define and spell word parts related to the Ear.
Define, pronounce, and spell disease and disorder terms related to the Ear
Define, pronounce, and spell surgical terms related to the Ear
Define, pronounce, and spell diagnostic terms related to the Ear
Define, pronounce, and spell complementary terms related to the Ear
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 14: Musculoskeletal System

Identify organs and structures of the Musculoskeletal System.
Identify and define types of body movement.
Define and spell word parts related to the Musculoskeletal System.
Define, pronounce, and spell disease and disorder terms related to the Musculoskeletal System.
Define, pronounce, and spell surgical terms related to the Musculoskeletal System.
Define, pronounce, and spell diagnostic terms related to the Musculoskeletal System.
Define, pronounce, and spell complementary terms related to the Musculoskeletal System
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 15: Nervous System and Behavioral Health

Identify organs and structures of the Nervous System.
Define and spell word parts related to the Nervous System
Define, pronounce, and spell disease and disorder terms related to the Nervous System
Define, pronounce, and spell surgical terms related to the Nervous System
Define, pronounce, and spell diagnostic terms related to the Nervous System.
Define, pronounce, and spell complementary terms related to the Nervous System.
Define, pronounce, and spell behavioral terms.
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Chapter 16: Endocrine System

Identify organs and structures of the Endocrine System
Define and spell word parts related to the Endocrine System
Define, pronounce, and spell disease and disorder terms related to the Endocrine System
Define, pronounce, and spell surgical terms related to the Endocrine System
Define, pronounce, and spell diagnostic terms related to the Endocrine System
Define, pronounce, and spell complementary terms related to the Endocrine System
Interpret, read, and comprehend medical language in simulated medical statements and documents.

Evaluation

There are 14 exams, covering 15 chapters. Exams consist of a combination of multiple choice; diagram identification, and at least 12 written response questions that evaluate a student’s ability to write medical terms built from word parts.

One low exam score or missed exam is dropped at the end of the semester. Students have the option of keeping their grade at the end of the semester, which is an average of 13 chapter exams (one exam dropped), or may select to take the comprehensive final exam. If a student takes the comprehensive final exam then the average from their 13 unit exams will count as 80% of their overall grade, and the comprehensive final will count as 20%. Opportunities for up to 5 points towards each unit exam are available to students who participate in case studies and group work assignments. Missing class on the days that these bonus activities are assigned prevents the student from earning these extra points.

Online Student Evaluation: All online evaluation is done on campus in a proctored environment.

There are 14 exams, covering 15 chapters. Exams consist of a combination of multiple choice; diagram identification, and at least 12 written response questions that evaluate a student’s ability to write medical terms built from word parts.

Because many online students do not live locally, online students have two options for testing.

Students have the option of keeping their grade at the end of the semester, which is an average of 13 chapter exams (one exam dropped), or may select to take the comprehensive final exam. If a student takes the final exam, the average from their 13 unit exams will count as 80% of their overall grade, and the comprehensive final will count as 20%.
Students may select to take only four on campus exams during the semester in which case 15 chapters are combined in four tests. Student selecting this option may keep the average for their four exams at the end of the semester, or may opt to take the comprehensive final exam. If they select this option, the average from the four exams will count for 80% and the final exam with count as 20% of their final grade.

Online students also have opportunities for up to 5 extra points towards each unit exam, or towards each of their four exams. These bonus opportunities are in the form case studies and or other activities that encourage critical thinking. Bonus activities are posted online and must be presented at the time of testing.

Course Outline with Specific Objectives

Note: Basic course description of HUN 1201 - Human Nutrition I.

No Pre-requisite or Co-requisite necessary.

Course Objectives

Nutrition basics
Digestion + Absorption
Body Composition
Weight Management
Carbohydrates
Lipids
Proteins
Alcohol
The Vitamins
The Minerals
Water + Electrolytes
Fitness
Pregnancy + Lactation
Diet + Health
Hunger + Globalization

Course Outline with Specific Objectives

Chapter 1: Nutrition basics

Memorization

M-1.1 Define the following terms: nutrition, malnutrition, food, nutrients, essential nutrients, diet, and supplements.
M-1.2 Name the six classes of nutrients and list which ones are energy-yielding nutrients.
M-1.3 Memorize the name of the building blocks of the energy-yielding nutrients.
M-1.4 Define kilocalorie (kcal), and identify how many kcals per gram are provided by carbohydrates, proteins, and lipids.
M-1.5 Memorize and briefly define each: DRI, RDA, AI, EAR, UL, EER, and AMDR.
M-1.6 Recall the AMDR’s for carbohydrate, protein, and lipids.
M-1.7 Name at least three chronic diseases that have a strong nutritional component.
M-1.8 Memorize the USDA’s five major food groups.
M-1.9 Define the following terms: nutrient density, exchange systems, daily values, and percent daily values.
M-1.10 List the following components of the nutritional facts panel: serving size, servings per container, calorie (kcal) information,
and %DV information.

Understanding

U-1.1 Explain how a nutrient is different from a food.
U-1.2 Describe the difference between organic and inorganic molecules.
U-1.3 Discuss the concept of energy and the 1st law of thermodynamics.
U-1.4 Explain the relationship between organic molecules and ATP production.
U-1.5 Discuss the reason (at a cellular level) why the body requires energy-yielding nutrients.
U-1.6 Discuss the use of a bell-shaped curve to help identify the DRI values.
U-1.7 Utilize the information found on the nutrition facts panel to assess the quality of a food.
U-1.8 Explain the difference between nutrient claims, health claims, and structure-function claims on food labels.

Chapter 2: Digestion + Absorption

Memorization

M-2.1 List the following parts of the cell and their main function: nucleus, ribosomes, endoplasmic reticulum, golgi apparatus,
lysosome, mitochondria, and plasma membrane.
M-2.2 Define the following terms: digestion, absorption, peristalsis, mucus, hormone, enzyme, pH, bolus, and chyme.
M-2.3 List the chemicals (enzymes, hormones, acids, bases) involved in the digestion process and memorize which organs/glands
secrete them.

Understanding

U-2.1 Identify and describe the role of each in the processes of digestion and/or absorption the following anatomical features:
salivary glands, esophagus, stomach, small intestine, pancreas, liver, gallbladder, and large intestine.
U-2.2 Describe the importance of water in the digestive process.
U-2.3 Explain why bile is required for the efficient digestion of lipids.
U-2.4 Discuss the relationship between the cardio-vascular/lymphatic systems and the digestive system.

Chapter 3: Body Composition

Memorization

M-3.1 Define the terms body weight and body composition.
M-3.2 Identify the indicators of obesity.
M-3.3 Memorize the BMI weight classification table.
M-3.4 List four methods that are used to assess body fat percentage.
M-3.5 Recall the acceptable recommendation of body fat percentage for males and females under the age of 40.
M-3.6 List the components of energy expenditure.

Understanding

U-3.1 Explain the difference between body weight and body composition.
U-3.2 Describe the characteristics of a good indicator.
U-3.3 Discuss the shortcomings of only using BMI to classify a person as overweight/obese.
U-3.4 Describe the assumptions that are made when assessing body fat percentage for each of the four methods listed.
U-3.5 Identify the factors that affect the EER calculation.

Chapter 4: Weight Management

Memorization

M-4.1 Define the terms epidemic and obesity.
M-4.2 Name four genetic theories that attempt to explain the current epidemic of obesity.
M-4.3 Name three environmental theories that attempt to explain the current epidemic of obesity.
M-4.4 Define the following terms: hunger, appetite, satiation, and satiety.
M-4.5 List guidelines that are used to help people lose weight.
M-4.6 List guidelines that are used to help people gain weight.
M-4.7 List main types of surgeries that are used to treat obesity.

Understanding

U-4.1 Explain the role that environmental factors have on the growth of the obesity epidemic.
U-4.2 Discuss the negative effects of surgical intervention as a treatment for obesity.
U-4.3 Contrast the similarities and differences between gastric banding, gastroplasty and gastric bypass surgeries.

Chapter 5: Carbohydrates

Memorization

M-5.1 Define the following terms: carbohydrates, simple carbohydrates (sugars), and complex carbohydrates.
M-5.2 Define and name three examples of each of the following: monosaccharaides, disaccharides, and polysaccharides.
M-5.3 List the enzymes involved in the digestion process of starch, lactose, maltose and sucrose. Also, memorize which
organs/glands secrete each enzyme.
M-5.4 Define the term metabolic pathway.
M-5.5 Memorize the end products of glycolysis, Krebs cycle, and gluconeogenesis.
M-5.6 Define blood glucose concentration and memorize the normal levels for a healthy adult.
M-5.7 Memorize the role of insulin and glucagon on controlling blood glucose concentration.

Understanding

U-5.1 Identify the primary purpose of carbohydrates in the human diet.
U-5.2 Discuss the storage of carbohydrates (short term and long term).
U-5.3 Describe the benefits of dietary fiber.
U-5.4 Describe the negative effects of consuming sugars.
U-5.5 Explain the term glycemic response and discuss how it’s associated with diabetes.
U-5.6 Discuss how insulin and glucagon maintain the concentration of glucose in blood.

Chapter 6: Lipids

Memorization

M-6.1 Define the following terms: lipids, fats, oils, and adipose tissue.
M-6.2 Define and name the three main types of lipids: triglycerides, phospholipids, and sterols.
M-6.3 List the main types of fatty acids.
M-6.4 Memorize the difference between a cis-fatty acid and a trans-fatty acid.
M-6.5 List the enzymes and hormones involved in the digestion process of lipids and memorize which organs/glands secrete each
enzyme. Also define bile and memorize where it’s made and stored.
M-6.6 Define the term hydrogenation.

Understanding

U-6.1 Discuss the difference between the functions of lipids in the body and their role in the sensory quality of food.
U-6.2 Explain the difference between bond strength and bond stability.
U-6.3 Discuss the difference between saturated and unsaturated fatty acids.
U-6.4 Identify the two main problems associated with lipid digestion and explain how these hurdles are overcome.
U-6.5 Explain solubility and the importance this chemical property has in the human body.
U-6.6 Discuss the storage of lipids.
U-6.7 Describe the benefits and negative effects of hydrogenated oils.

Chapter 7: Proteins

Memorization

M-7.1 Define the following terms: protein, amino acid, peptide, peptide bond, and denaturation.
M-7.2 Memorize the functional groups that make up the structure of an amino acid.
M-7.3 List the four main structures of proteins.
M-7.4 Memorize the seven main functions of proteins in the human body.
M-7.5 List the enzymes and hormones involved in the digestion process of proteins and memorize which organs/glands secrete
each enzyme. Also define hydrochloric acid and memorize where it’s made and stored.
M-7.6 Define the following terms: deamination, transamination.

Understanding

U-7.1 Identify the importance that shape has on the function of proteins.
U-7.2 Discuss the storage of proteins.
U-7.3 Explain the process of deamination and describe under what circumstances it occurs.
U-7.4 Explain the process of transamination and describe under what circumstances it occurs.
U-7.5 Discuss the difference between a vegetarian, lacto-ovo vegetarian and a vegan.

Chapter 8: Alcohol

Memorization

M-8.1 Define and list the three main types of alcoholic beverages.
M-8.2 Recall the amount of energy that ethanol can yield.
M-8.3 Define the term oxidation.
M-8.4 List the negative effects that excessive alcohol consumption has on the brain, heart, liver and pancreas.

Understanding

U-8.1 Describe the metabolic conditions necessary for the production of alcohol.
U-8.2 Discuss the metabolic fate of alcohol after it’s absorbed including the tissues that it affects.
U-8.3 Explain the role of ADH (alcohol dehydrogenase) and other enzymes responsible for the breakdown of ethanol.

Chapter 9: The Vitamins

Memorization

M-9.1 Define the following terms: vitamin, precursors, coenzymes, antioxidants, and bioavailability.
M-9.2 List the water-soluble vitamins.
M-9.3 List the fat-soluble vitamins.
M-9.4 Name the vitamins that have precursors.
M-9.5 Memorize the following for each vitamin: other names commonly used, main function, deficiency disease (symptoms).

Understanding

U-9.1 Explain the difference between macrocytic and microcytic anemia.
U-9.2 Discuss the role of folic acid in the prevention of NTDs.
U-9.3 Describe the main anatomy of the eye and how it relates to vitamin A.
U-9.4 Discuss bone anatomy and how vitamin D deficiency results in Rickets disease.
U-9.5 Discuss the clotting process and the role of vitamin K in preventing hemorrhages.

Chapter 10: The Minerals

Memorization

M-10.1 List the major minerals and memorize their respective symbols.
M-10.2 List the trace minerals and memorize their respective symbols.
M-10.2 Memorize the following for each mineral: main function, deficiency disease (symptoms).

Understanding

U-10.1 Explain the role of minerals in electrolytes.
U-10.2 Discuss bone anatomy and how calcium deficiency results in osteoporosis.
U-10.3 Describe the risk factors for osteoporosis.
U-10.4 Explain the difference between goiter and cretinism.
U-10.5 Discuss the difference between heme and nonheme iron regarding their absorption.
U-10.6 Identify the key aspects in dental anatomy that are related to dental cavities and fluorosis.
U-10.7 Identify the main signs of scurvy.

Chapter 11: Water + Electrolytes

Memorization

M-11.1 List the major functions of water.
M-11.2 Define the following terms: selective permeability, concentration gradient, diffusion, and osmosis.
M-11.3 Memorize the three main places where extra cellular fluid is found.
M-11.4 Define the following terms: electrolyte, ion, anion, and cation.
M-11.5 Memorize the main ions found in ECF and ICF.
M-11.6 List the three main functions of electrolytes.

Understanding

U-11.1 Discuss the importance of a concentration gradient.
U-11.2 Explain the difference between hypotonic, isotonic and hypertonic solutions.
U-11.3 Discuss the differences and similarities between hypervolemia and water intoxication.
U-11.4 Discuss the differences and similarities between hypovolemia and dehydration.
U-11.5 Describe the causes and effects of electrolyte imbalances.
U-11.6 Explain the regulation of ions by the following hormones: ADH, Aldosterone, and ANP.

Chapter 12: Fitness

Memorization

M-12.1 Define the term fitness.
M-12.2 Define and list the components of fitness.
M-12.3 Name the six classes of nutrients, and identify which ones are energy-yielding nutrients.
M-12.4 Define and list the three main energy systems used during physical activity.
M-12.5 List the components of the female athlete triad.
M-12.6 Memorize the main signs/symptoms of heat stroke.

Understanding

U-12.1 Describe the benefits of cardio-respiratory training.
U-12.2 Discuss the benefits of weight training.
U-12.3 Describe the role of carbohydrates, lipids and protein during physical activity and understand the conditions necessary for
the body to use them for energy purposes.
U-12.4 Discuss the role of micronutrients in maximizing fitness.
U-12.5 Discuss the safety of amino acid supplements, and for whom they could be particularly dangerous.

Chapter 13: Pregnancy + Lactation

Memorization

M-13.1 Define the following terms: uterus, placenta, gestation, trimester, critical periods, lactation, prolactin, and colostrum.
M-13.2 Define and list the main types of NTDs.
M-13.3 Define the following pregnancy complications: gestational diabetes, chronic hypertension, gestational hypertension, and
pre-eclampsia.
M-13.4 List six practices that are incompatible with pregnancy.
M-13.5 List six practices that are incompatible with lactation.

Understanding

U-13.1 Describe fetal development from conception to birth.
U-13.2 Explain how maternal nutrition can affect critical periods.
U-13.3 Discuss the role of folic acid in the prevention of NTDs.
U-13.4 Describe the effect that maternal weight has before and during pregnancy.
U-13.5 Discuss the nutrient needs of women during pregnancy.
U-13.6 Discuss the nutrient needs of women during lactation.

Chapter 14: Diet + Health

Memorization

M-14.1 Define the following terms: diabetes mellitus, gestational diabetes, Type 1 diabetes, and Type 2 diabetes.
M-14.2 Define and list the three main methods to diagnose diabetes.
M-14.3 List the sign/symptoms of diabetes.
M-14.4 Define the following terms: CVD, atherosclerosis, coronary heart disease, stroke, hypertension, heart failure, ischemia,
aneurysm, and arrhythmia.
M-14.5 Define blood pressure and memorize the normal values for systolic and diastolic pressure.
M-14.6 List medical and lifestyle risk factor for CVD.
M-14.7 List lifestyle changes that can help manage CVD.
M-14.8 List diet changes that can help manage CVD.
M-14.9 List the main pharmaceutical drugs that are used to manage CVD.

Understanding

U-14.1 Explain the differences and similarities between Type 1 and Type 2 diabetes.
U-14.2 Discuss the main effects of micro-vascular damage caused by diabetes that is associated with the morbidity of the disease.
U-14.3 Discuss the main effects of macro-vascular damage caused by diabetes that is associated with the mortality of the disease.
U-14.4 Describe how diabetes can be management through diet, exercise, and insulin therapy.
U-14.5 Explain the difference between thrombosis and embolism.
U-14.6 Discuss the long term effects of atherosclerosis.
U-14.7 Describe the symptoms/signs and effects of a stroke.
U-14.8 Explain the physiological mechanisms that lead to increased blood pressure.
U-14.9 Discuss the consequences of heart failure.

Chapter 15: Hunger + Globalization

Memorization

M-15.1 Define the following terms: acute malnutrition, chronic malnutrition, kwashiorkor, marasmus, and oral rehydration therapy.
M-15.2 List three factors that are responsible for food shortages in the developing world.
M-15.3 List six environmental issues associated with growing food.
M-15.4 List three sustainable solutions that can help address hunger in developing nations.

Understanding

U-15.1 Identify areas in the world that have the highest rates of hunger related malnutrition.
U-15.2 Explain the difference and similarities between kwashiorkor and marasmus.
U-15.3 Discuss the relationship between environmental problems and hunger.
U-15.3 Discuss sustainable solutions that can address food shortage in developing nations.

Course Outline with Specific Objectives

Note: Basic course description of MCB 2000 - Microbiology and MCB 2000 Microbiology Lab.

This is a microbiology course intended for science, engineering, biotechnology and pre-professional majors. It includes the study of bacterial genetics, metabolism, industrial applications of microbiology, properties of selected organisms and their diseases, and an introduction to molecular biological techniques as they relate to microbiology. The course earns General Education credit under the Biological Sciences category for which successful students will demonstrate the skills necessary to understand and apply scientific concepts and reasoning, including the analysis and interpretation of various types of data.

Suggested Pre-requisite: BSC 2010 or its equivalent.

Co-requisite: MCB 2000L must be taken concomitant with MCB 2000.

Rationale

This course helps support the college mission of providing the highest quality post-secondary education, leading to the Associate in Arts and Associate in Science degrees, and further to a baccalaureate degree. Specifically, this course addresses students pursuing science, engineering, biotechnology and pre-professional programs of study. MCB 2000 will concentrate on bacterial genetics, metabolism and molecular biology. Ultimately, this course will help students develop a vocabulary sufficient for successful technical communication, laboratory skills which highlight conceptual relationships and connections, and analytical problem solving skills.

Impact Assessment

MCB 2000 is designed as a microbiology class for science majors. Success in the course is highly dependent on concepts delivered in BSC 2010 as the foundation provided by core biology is essential to understanding microbiology. This also allows students to spend time exploring subjects that relate to biotechnology and industrial microbiology, offering some insight into career opportunities in this field. The laboratory experience is intended to complement the lecture material, thus the lecture and lab courses must be taken together to gain the most from the experience.

General Education Learning Outcome

Understand scientific concepts and reasoning and analyze and interpret various types of data.

SF Scientific Reasoning Critical Attributes

Deductive and inductive inferences,
Controlling variables,
Use of the scientific method (gather, analyze, and synthesize data relevant to a problem),
Application of a model to a new situation,
Interpretations based on fundamental theories,
Interpretation of data in both tabular and graphical form, and
Application of specialized knowledge to a different or larger context.

Broad Course Objectives

This course supports the departmental goal of providing a foundation in the sciences for students aspiring to science, engineering, biotechnology and pre-professional majors. As such, concepts relating microbiology to other science disciplines will be highlighted. Students will be expected to demonstrate proficiency in these concepts, in concepts related to microbiology, in collecting and analyzing data, and in the development of laboratory skills that are applicable to most disciplines in science today.

In order to achieve these objectives, the instructor will strive to:

extend students’ ability to apply mathematics and math reasoning to microbiological situations;
enable students to develop their critical reasoning skills;
Include technology related skills in the assignments;
expand students’ experience with characteristic properties and biochemical tests;
extend students’ vocabulary of science concepts and terms;
illustrate the methodology of scientific inquiry;
provide perspective on the professional activities of science practitioners; and,
relate concepts in microbiology to other science disciplines.

Course Outline with Specific Objectives

The successful student should be able to master the skills and activities listed under each major topic heading.

Basic concepts of Microbiology

Prokaryotes-classification
Eukaryotes-Parasites and Fungi
Growth and Reproduction
Cell Structures and Arrangements
Culture Media
History
Organic compounds of living organisms
Microscopy
Laboratory Safety

At the end of this section, the student will be able to:

Classify organisms as prokaryotes and eukaryotes according to cell structures.
Compare and contrast eukaryotes known to cause disease in various species.
Compare types of microscopy according to the appearance of observed objects.
Explain the bacterial growth curve for a typical bacterial population.
Name classification schemes and use bacterial nomenclature appropriately.
Identify notable figures in microbiology with their accomplishments.
Identify functional groups in molecules that govern molecular behavior.
Define parts of the bacterial cell with regards to chemical structure and function.
Characterize the major organic molecules in living things (e.g. protein, lipids)
Discuss the different types of chemical bonding possible in any given molecule.
Recall the appropriate safety information (e.g. fire extinguishers, safety shower, and fire alarm locations) in the laboratory.
Wear the appropriate personal protective equipment in the laboratory.
Name the parts of the microscope and use the microscope effectively in the laboratory.
Define incubation conditions for media components and discuss their relevance to maintaining cultures in the laboratory.
Streak a media plate for isolation and obtain isolated colonies in the laboratory.
Perform a gram stain and determine the gram reaction of an unknown organism in the laboratory.
Classify bacteria according to shape and staining characteristics in the laboratory.
Identify factors that can affect bacterial growth and predict their impact in the laboratory.

Metabolism

Enzymes and chemical reactions
Catabolism of glucose
Respiration and glycolysis
Krebs Cycle
Anaerobic Metabolism

At the end of this section, the student will be able to:

Discuss the role of enzymes in metabolism.
Identify factors that regulate enzyme activity.
Identify molecules that are potential energy sources.
Compare and contrast autotrophs and heterotrophs in their use of energy.
Discuss the importance of energy extraction from an environment.
Identify the role of glycolysis and the Krebs Cycle in cellular respiration.
Compare and contrast anabolism and catabolism.
Differentiate anaerobic respiration and fermentation by their final electron acceptors.
Define feedback inhibition and give examples.
Identify the role of ATP in metabolism
Compare and contrast metabolic pathways according to location, reactants and products.
Perform biochemical tests in the laboratory and interpret the results.
Use aseptic techniques in all inoculation procedures in the laboratory.

Bacterial Genetics/genomics

Bacterial DNA
DNA Replication
Protein Synthesis
Mutation
Identifying mutants

At the end of this section the student will be able to:

Compare and contrast prokaryotic and eukaryotic chromosomes
Identify the molecules in bacterial replication.
Identify the enzymes necessary for DNA synthesis to occur.
Discuss how mutations occur and the mechanisms involved in correction.
Understand the flow of genetic information within the bacterial cell.
Discuss the role of plasmids in bacterial resistance to antibiotics.
Discuss the importance of cell structures in bacterial conjugation.
Discuss applications of genetic engineering in bacteria.
Demonstrate transformation of recipient cells using antibiotic resistance plasmids in the laboratory.
Perform polymerase chain reaction in the laboratory.

Virology

Structure and function of viruses
Viral Replication
Gene therapy using viruses
Viral Diseases
Prions

At the end of this section the student will be able to:

Identify the components and cellular structures of a virus.
Identify the steps in viral replication.
Compare and contrast viral replication for bacteriophages and animal viruses.
Define the terms prophage and latency.
Compare and contrast viral families according to DNA/RNA type and disease.
Identify drugs used for treating viral infections and the mode of action.
Discuss the evidence supporting a correlation between viruses and cancer.
Identify the differences between prions and viruses.
Discuss the use of viruses in gene therapy.
Discuss techniques used to cultivate and detect bacteriophage and viruses in the laboratory.

Control of Microorganisms

Disinfectants and Antiseptics
Chemotherapeutic Agents
Antibiotic Assays and Resistance
Sterilization

At the end of this section, the student will be able to:

Identify various chemicals as disinfectants or antiseptics.
Discuss the role of time in the control of microorganisms.
Identify the mode of action for several antibiotic classes.
Discuss the mechanism of action for various chemotherapeutic agents
Compare and contrast bactericidal and bacteriostatic chemotherapeutic agents.
Perform antibiotic assays in the laboratory and identify bacterial resistance and susceptibility.
Use the autoclave in the laboratory and explain how it works.

Infection and Disease

Diseases of the Respiratory Tract
Sexually Transmitted Diseases
Disease associated with Food and Water
Arthropod Mediated Diseases
Miscellaneous Bacterial Disease
The Immune System
Serology

At the end of this section the student will be able to:

Name bacterial organisms associated with diseases of the different body systems.
Compare and contrast bacterial diseases of different body systems, noting mode of transmission, organs affected and typical treatment strategies.
Discuss the differences between intoxications and infections and note the organisms associated with each.
Define the terms antibody and antigen.
Compare the primary and secondary immune responses.
Perform techniques used to identify bacteria and describe how they work.
Name the cell types and organs in the immune system.
Identify immune system disorders.
Discuss specimen collection and transport for different body systems.
Name parasites/protozoa associated with diseases of the different body systems.
Perform laboratory techniques used in the identification of clinically relevant microorganisms.
Identify cells that are important to the immune system in the laboratory.

Microbiology and Industry

Food Microbiology
Environmental Microbiology
Industrial Microbiology
Molecular Biology/Biotechnology

At the end of this section, the student will be able to:

Discuss techniques used to assure quality in foods.
Discuss techniques used to ensure food safety.
Name critical control points in food risk reduction.
Discuss osmotic pressure, lyophilization, and radiation as techniques for food preservation.
Identify three examples of biotechnology in food production.
Discuss the conditions necessary for food spoilage and relate these conditions to the underlying chemistry.
Name the cycle of elements in the environment that are influenced by microorganisms.
Define biofilms and discuss their relevance in health care and in the environment.
Identify the steps in sewage treatment and water purification.
Discuss the use of microbial products in bioremediation.
Discuss the use of microorganisms in genetic engineering.
Name industry products made from microorganisms.
Perform laboratory techniques used in water and food testing.

Evaluation

Student progress will be evaluated using 3-5 examinations, quizzes, and a comprehensive final. Exam questions will include short answer, multiple choice, and calculations. The laboratory portion of this course will be evaluated on the basis of adherence to safety procedures, the maintenance of a laboratory notebook, laboratory worksheets and reports. Students will take a laboratory midterm and final exam. In as much as the laboratory assignments require the students to demonstrate their scientific reasoning skills, the grade they earn in the laboratory portion of the course is also indicative of the extent to which they understand and are able to apply these skills (GELO assessment).

Course Outline with Specific Objectives

Note: Basic course description of MCB 2010 - Introduction to Microbiology.

Introduction to Organisms

Describe the role that microorganisms play on Earth
List the groups of organisms that are studied in microbiology
Distinguish the major groups of organisms studies in microbiology
Explain why certain "large" organisms are also studied in microbiology
List major contributors and their contributions to the field of microbiology

Prokaryotic Cell Anatomy

Contrast between eukaryotic cells, prokaryotic cells and viruses with regards to size, cell wall, chromosomes, organelles, growth, reproduction and spore formation
Briefly give an overview of the main different parts of the prokaryotic cell referring to the appendages, envelope, and cytoplasm
Describe the structure and function of a flagellum. How are flagella arranged in different organisms? What are patterns of movement exhibited by bacteria using their flagella? What is the significance of the bacterial ability to move?
Describe the structure of the axial filament. Which type of organisms utilize an axial filament and why?
Describe the appearance of fimbriae and their function. How do fimbriae enhance the survival of bacteria?
What is the function of the pilus?
Describe the structure and function of glycocalyx. How does the function of the slime layer differ from that of the capsule?
What elements are unique to the bacterial cell wall? What are the main functions of the cell wall? Compare the cell wall of Gram - positive to that of Gram - negative bacteria. How do these differences contribute to the resistance and pathogenicity of these organisms?
Describe the structure, function and adverse effects of the outer membrane
Describe the structure and main function of the plasma membrane
Name examples of bacteria with atypical cell walls? How do they do differ from other bacteria?
Compare bacterial ribosomes with eukaryotic cell ribosomes
What are some inclusion bodies found in bacteria
Explain the process of sporulation in bacteria and illustrate the importance of such a process
What are the three different shapes in which bacteria can exist and what different arrangements can they exhibit?

Microbial Metabolism

Define metabolism including anabolism and catabolism
How are microbes classified according to their need for oxygen to complete their metabolic functions?
Contrast the different metabolic pathways of aerobic metabolism, anaerobic respiration and fermentation regarding their need for oxygen, which compounds are the final electron acceptors, and how much energy each yields
What are the three stages involved in aerobic respiration? Which of these require oxygen? What is the end - product of glycolysis? What is the main objective of the TCA cycle? Where does ETC occur and what is the ultimate result?
What are the names of the two major coenzymes that act as electron carriers in glycolysis and TCA cycle?
Why is pyruvic acid termed a central metabolite, and what does that mean?

Microbial Genetics

Explain the basic structure of DNA and RNA in microorganisms. What are the major differences in structure between both nucleic acids?
Describe the role played by DNA in replication
What are the steps involved in protein synthesis? What is the role played by mRNA, rRNA and tRNA?
Briefly explain the process of conjugation in bacterial cells and elaborate on the importance of such a process

Microbial Growth Control

Define generation time and explain its importance. Give examples of GT of some bacteria
Which of the following is most resistant and which is the least: Gram+ bacteria, Gram- bacteria, and endospores
Define sterilization, disinfection, antisepsis, and sanitization. Give examples of where each can be used
Describe the difference between a bactericidal and a bacteriostatic agent
Comparing dry and moist heat, which is faster and penetrates better?
What is the chamber that uses steam under pressure? What are its main uses?
What is the function of pasteurization? Give examples for use
What are some organisms that are resistant to boiling?
Under which circumstances do we use the incinerator?
What is the function of cooling? Are there organisms that can withstand very low temperatures? What is the safest way to defrost food?
What is meant by desiccation? Can some organisms withstand dryness?
What are some uses for ionizing radiation and UV light?
How can we control microorganisms with filtration?
What is the nature of betadine and what is it used for? What is the effect of hydrogen peroxide and what are some of its uses?
What is Triclosan? What potential harm can it cause?
What is the effect of alcohol on microbes compared to soap?
What are the most important characteristics of glutaraldehyde (Cidex), and what are its main uses?
What is the nature of ethylene oxide and how is it used?

Viral Structure and Multiplication

What are the main characteristics of viruses, and how are they different from cellular organisms?
What are the two main parts of a virus and what are the functions of each? What is the difference between enveloped and naked viruses? What is the function of viral spikes?
How can viruses be classified?
Describe the stages in the life cycle of a bacteriophage. What are the differences between the lytic and lysogenic pathways?
Describe the stages in the life cycle of an animal virus. Define tissue specificity, latency, persistence, and give examples
What are retroviruses, tumor viruses, and viruses that exhibit antigenic shift? What is their effect on host cells?

Infection and Disease

What are normal biotas? Where are they located in the body? Do they have a role to play in human health? Which areas in the body are considered sterile?
How can you define opportunistic infections? Give examples
Define reservoir of infection giving examples
What are the different modes of transmission of diseases? Give examples
What is meant by a "carrier" of a disease? When do these hosts become carriers and what are the dangers involved?
What are the various portals of entry of infection to the body of the host? Give examples. What does STORCH stand for?
What is the difference between communicable and non - communicable diseases? What are patterns of transmission of communicable diseases?
Define nosocomial infections. What conditions allow for these infections to occur? Which are the commonest occurring nosocomial infections in the United States?
How do you define disease and what are the events that lead to disease acquisition?
Innumerate various virulence factors exhibited by organisms
What are the major differences between exotoxins and endotoxins?
Define ID50 and explain its significance
What are the clinical stages of a disease?
Differentiate signs from symptoms, giving examples
Explain the meaning of disease sequence. Give examples of what might be considered a primary versus a secondary infection
What is meant by disease onset and duration? Define acute, chronic, and latent infections

Analytical Epidemiology

What are the differences between these three types of studies: retrospective, prospective, cohort, and case - control? Site examples
What is meant by prevalence of a disease versus incidence?
Explain morbidity and mortality of diseases
What are the different frequencies by which a disease can spread? What is meant by endemic, epidemic, or pandemic spread?
Describe what emerging infectious diseases are and give an example

Basic Mycology

What are the characteristics of a fungal cell structure that are different from other eukaryotic cells?
What are the nutrients essential for fungal growth?
What are the two main types of fungi? How do they differ in shape and means of reproduction?
What are some of the common fungal toxins and their effects on the human host?

Parasitology

What are the main differences between protozoa and metazoan?
What are the two stages in which protozoa can exist?

Microbial Diseases by System

For each disease:

Describe how the system works, and list its natural defenses against disease, and normal microbiota
List major pathogens, describe the disease(s) they cause in terms of mode of transmission, signs, symptoms, clinical, and laboratory findings, treatment and prevention.
1. Microbial disease of the skin and eye
2. Microbial disease of the nervous system
3. Microbial Diseases of the cardiovascular and lymphatic Systems
4. Microbial Diseases of the Respiratory System
5. Microbial Diseases of the Digestive System
6. Microbial Diseases of the Urinary and Reproductive Systems

Non Specific Immunity

What are the various defense mechanisms utilized by the human host? Differentiate between specific and non - specific defenses. What are the various mechanisms that are considered first, second, or third line of defense?
How are the host normal flora considered a first line of defense? Give examples
What are the body's two main barriers that prevent against entry of microorganisms?
List the various structures and secretions in the skin that make it defensive
Where are various mucous membranes located in the human body? What are some of the structures and secretions in the gastro intestinal and respiratory tract that are protective to these membranes? What factors prevent the vagina and urinary bladder from being over populated by bacterial pathogens?
What are the main effects of the inflammatory response on the body?
What are the stages of inflammation, and how do these coincide with the cardinal signs of that process? Define hyperemia, increased permeability, chemotaxis, and phagocytic mobilization
Name some of the important inflammatory mediators and their function
What are the different types of exudates that can collect in response to inflammation? How are they resolved differently by the body?
Define phagocytosis. What are the major phagocytic cells in the human body and what is the organelle in these cells that enables this function? What are the different steps involved in the process of phagocytosis?
Define opsonization and how it functions as an immune response. Which cells or molecules in the body exhibit opsonization?
What are the complement proteins and why are they named as such? Name the two different pathways of complement activation and describe the differences between them. What are the different effects that result from complement activation?
Where is interferon produced and by which cells in the body? Describe the role of interferon in preventing the spread of viral infections
What type of cell is natural killer cell? How does it destroy abnormal or foreign cells?

Specific Immunity

What are the major characteristics that differentiate specific immunity from non - specific?
Define antigen and give some examples
What is a hapten? Give an example
What are the differences between humoral and cell - mediated immunity? What type of antigen and which cells are responsible for the response in each?
Describe the steps involved in antigen presentation
Explain the different steps involved in the primary humoral immune response. Describe the important roles of B cells, helper T cells, and plasma cells. Which class of antibodies is predominantly produced in the primary response?
Explain the different steps involved in the secondary immune response. Which immune cells have the major role and which class of antibodies is predominantly produced? What is the meaning of anamnestic response?
Describe the basic structure of an antibody molecule. Name the five different classes of antibodies and the important characteristics of each class
What are the different antibody - antigen interactions? Specifically explain agglutination, neutralization, opsonization, and complement fixation
Which cells are responsible for cell mediated immunity. Describe the roles of Helper T, cytotoxic T, Delayed T, and suppressor T cells

Immunology and Immune Disorders

Differentiate between active and passive immunity, and between natural and artificial immunity. Give examples of each
What are the different types of vaccine preparations? Which vaccines should be avoided in severely immunocompromised patients?
What is the difference between a toxoid versus an antitoxin? Give examples of each
What are the major vaccines against bacterial infections used in the United States? What are the major vaccines against viral infections used in the United States? What are the major childhood immunizations?
What are the two forms of artificial passive immunizations? When is this type of immunization needed?
Name the four different types of hypersensitivity giving examples of each type. What are the major cells or immune globulins that mediate each type?
What are the different types of tissue grafts, and which of these require immunosuppressive drugs?
Describe the different types of primary and secondary immune deficiencies giving examples.

Antimicrobial Therapy

Define chemotherapy and chemoprophylaxis
What is meant by a narrow spectrum versus a broad spectrum drug? Give
What is meant by bactericidal versus bacteriostatic effects of drugs?
What are the different mechanisms of action of different drugs? Give examples of drugs that inhibit cell wall, cell membrane, protein synthesis, nucleic acids and enzymes of
What are some of the mechanisms by which microbes develop drug resistance?
What are some of the criteria involved in the choice of a drug to treat a patient?
What are some of the important criteria that ensure the efficacy and safety of a drug? Explain what is meant by MIC, TD, and TI
Study the following groups of drugs with examples from each group, spectrum of action, uses, and common side effects:
1. Antibiotics: Penicillins, macrolides, cephalosporins, aminoglycosides, quinolones, tetracyclines, and anti - mycobacterial drugs
2. Anti - viral drugs: AZT
3. Antifungal drugs: Azoles
4. Anti - protozoal drugs: Metronidazole

Course Outline with Specific Objectives

Note: Basic course description of PHY 1007 - Physics with Medical Applications.

This is a one semester course for students interested in entering an Allied Health program. It is a survey of topics in physics related to the health field, including applications of physics to principles of mechanics, heat, light, sound, electricity and magnetism, and radioactivity. This is a transferrable course.

Prerequisite: One of the following courses with a minimum grade of C or better: MAC1105, MAC1140, MAC2311, MAT1033, MTB1322, or MTB1371.

Rationale

In a technological and free society, the individual is summoned to make decisions on specific uses of technologies related to physical principles. Making those decisions in a comprehensive and discerning manner requires some knowledge of fundamental physical laws and interactions. This course is offered to introduce students to crucial concepts in physics and how they apply to contemporary life, health and wellness. The course covers a broad range of basic physics concepts in the context of the human body and movement. Making appropriate decisions related to patient care requires knowledge of fundamental physics. Accordingly, this course uses a unifying theme of homeostatic interrelationships and system connections to present the basic concepts of biology and physiology and their application to everyday life.

This course supports the mission of the College to enrich the lives of our students and the community as a whole and it supports the mission of Sciences for Health Programs, which is to prepare students to succeed in the Allied Health Programs and to make reasonable health and wellness decisions for themselves and their families.

Impact Assessment

This course deals with topics that are physiological and biological in nature, but which are vital for our society’s overall health and wellness. Thus it is important for community colleges to support the acquisition of essential concepts in the functioning of the human body as well as relate these to important contemporary lifestyle and wellness issues. Integration with other disciplines such as other physical sciences and biology is expected to occur naturally in discussion of societal and health issues that are related to physics.

Broad Course Objectives

Major Topics/ Concepts/ Skills/ Issues

Mechanics: General Concepts (units and measurements; mass, density, volume; position, velocity and acceleration; forces and torques; equilibrium; mechanical energy and conservation of energy)
Mechanics of Solids and Fluids (pressure; elasticity; compliance; bulk modulus; fluids in motion; viscosity; fluidics and Coanda effect)
Thermodynamics (temperature, heat, phases and phase transitions; first law of thermodynamics; ideal gas laws; real gases)
Sound (sound as a wave, Doppler effect; absorption, reflection, and scattering of sound; isotropic and collimated sound waves and sonic pulses)
Electric Current, Electric Circuits, and Magnets (charges and ions; basic DC circuits; Ohm's Law; bridges; AC circuits and elements of electronics; basics of magnetism)
Electromagnetic Radiation (electromagnetic waves and photons; electromagnetic spectrum; radio waves; visible light; elements of geometrical optics; lasers; X-rays)
Elements of Nuclear Physics (isotopes; radioactive decay; spin, NMR and MRI)

Course Outline with Specific Objectives

This course is designed to address the following learning objectives:

Concepts and laws of mechanics
- Concepts of forces and torques, velocity and acceleration, energy;
- Stability of static and dynamic systems;
- Mechanics of pressure, fluid flow and equilibria;
- Elasticity, stress and strain, shear and bending effects;
- Related measurement methodology and the interpretation of measurement.

Principles of thermal system and thermodynamics with applications
- Temperature and heat, heat transfer and thermal equilibrium, laws of thermodynamics and applicability in human body;
- Thermal conductivity, convection and radiation processes;
- Measurement methods.

Acoustic systems with applications
- Wave properties and Doppler effect;
- Absorption, scattering, reflection;
- Application of properties in diagnostic systems, ultrasound systems.

Electronics for diagnostics and control systems
- Electronic devices and their interaction with electrical processes in human body;
- Use of the interaction in diagnostic equipment;
- Usage of electronics in measurements and control systems for medical applications.

Effects of magnetic field, electromagnetic radiation and radioactivity
- Basic principle of magnetic field and interaction with equipment used in medical application;
- Principles of electromagnetic radiation – human interaction in different spectrum bands – including microwave, laser (visible range), X-rays and gamma rays;
- The concept of magnetic resonance in diagnostic equipment – NMR, MRI.

Interpretation and accuracy of measurement methods in different areas
- Interpretation of measurement based on measurement methodologies;
- Error estimation on the basis of accuracy of measurement methods;
- Using evidential methods for diagnostic purposes.

Evaluation

3-5 unit exams

Final Exam (cumulative)

Course Outline with Specific Objectives

Note: Basic course description of PHY 1007 - Physics with Medical Applications Lab.

This is a one semester course for health-related majors, primarily those entering Santa Fe College’s Nuclear Medicine, Physical Therapist Assistant, or Diagnostic Medical Sonography programs. It is a survey of topics in physics related to the health field, including applications of physics to principles of mechanics, heat, light, sound, electricity and magnetism, and radioactivity. This is a transferrable course.

Prerequisite: One of the following courses with a minimum grade of C or better: MAC1105, MAC1140, MAC2311, MAT1033, MTB1322, or MTB1371.

Rationale

In a technological and free society, the individual is summoned to make decisions on specific uses of technologies related to physical principles. Making those decisions in a comprehensive and discerning manner requires some knowledge of fundamental physical laws and interactions. This course is offered to introduce students to crucial concepts in physics and how they apply to contemporary life, health and wellness. The course covers a broad range of basic physics concepts in the context of the human body and movement. Making appropriate decisions related to patient care requires knowledge of fundamental physics. Accordingly, this course uses a unifying theme of homeostatic interrelationships and system connections to present the basic concepts of physics and its application to everyday life.

This course supports the mission of the College to enrich the lives of our students and the community as a whole and it supports the mission of Sciences for Health Programs, which is to prepare students to succeed in the Allied Health Programs and to make reasonable health and wellness decisions for themselves and their families.

Impact Assessment

This course deals with topics that are physical and biological in nature, but which are vital for our society’s overall health and wellness. Thus it is important for community colleges to support the acquisition of essential concepts in the functioning of the human body as well as relate these to important contemporary lifestyle and wellness issues. Integration with other disciplines such as other physical sciences and biology is expected to occur naturally in discussion of societal and health issues that are related to physics.

Broad Course Objectives

Major Topics/ Concepts/ Skills/ Issues

Mechanics: General Concepts (units and measurements; mass, density, volume; position, velocity and acceleration; forces and torques; equilibrium; mechanical energy and conservation of energy)
Mechanics of Solids and Fluids (pressure; elasticity; compliance; bulk modulus; fluids in motion; viscosity; fluidics and Coanda effect)
Thermodynamics (temperature, heat, phases and phase transitions; first law of thermodynamics; ideal gas laws; real gases)
Sound (sound as a wave, Doppler effect; absorption, reflection, and scattering of sound; isotropic and collimated sound waves and sonic pulses)
Electric Current, Electric Circuits, and Magnets (charges and ions; basic DC circuits; Ohm's Law; bridges; AC circuits and elements of electronics; basics of magnetism)
Electromagnetic Radiation (electromagnetic waves and photons; electromagnetic spectrum; radio waves; visible light; elements of geometrical optics; lasers; X-rays)
Elements of Nuclear Physics (isotopes; radioactive decay; spin, NMR and MRI)

Course Outline with Specific Objectives

This course is designed to address the following learning objectives:

Identify and use units, notations, and vectors common in mechanics; convert between unit systems
Identify, explain, and perform calculations using the concepts of forces, couples, and moments
Formulate free body diagrams to analyze forces on components of complex mechanical systems like bridges and elevators
Perform calculations involving friction including calculations concerning belts and pulleys
Compute stresses and strain in simple, composite, and curved beams; identify materials and loading configurations for such beams
Apply the concept of equilibrium to systems, which can be modeled as particles in 2D, and to rigid bodies in 2D
Calculate resultant forces and predict the effects of collision between objects that are in motion
Understand that there are different types of electromagnetic waves, including radio waves, infrared rays, visible light, ultraviolet rays, X-rays, and gamma rays
Understand that we experience natural electromagnetic radiation from the sun and from terrestrial sources, and human-made electromagnetic radiation from sources such as cell phones, microwave ovens, and power lines
Understand that astronomical objects emit electromagnetic radiation at all frequencies and by observing objects at different frequencies their structure and phenomena can be understood more deeply
Understand that electromagnetic waves are the result of a disturbance of electric and magnetic fields

Evaluation

Quizzes, exams and practicals as appropriate.

Courses Offered

Prerequisite Courses Offered

BSC 2084 - Human Anatomy And Physiology

BSC 2084 - Human Anatomy and Physiology

BSC 2085 - Anatomy and Physiology I

BSC 2085 - Anatomy and Physiology I

Rationale

Impact Assessment

General Education Learning Outcome

Broad Course Objectives

Course Outline with Specific Learning Outcomes

BSC 2086 - Anatomy and Physiology II

BSC 2086 - Anatomy and Physiology II

Rationale

Impact Assessment

Broad Course Objectives

Course Outline with Specific Learning Outcomes

Evaluation

CHM 1030 - Elements of Chemistry I

Rationale

Impact Assessment

General Education Learning Outcome

Broad Course Objectives

Course Outline with Specific Objectives

HSC 1000 - Introduction to Health Care

Your career in Health Care - chapter 1

Health Care Delivery System and Employability- chapter 2 -Current health care systems and trends

Ethics - chapter 3

Body Systems - chapters 6 and 7

Growth and Development - chapter 8

Body Mechanics - chapter 9

Infection Control - chapter 10

HIV/AIDS and Lymphatic System - chapter 7 and notes

Environmental safety and medical errors - chapter 11 and handout

Lifestyle management - chapter 12

The Patient as an individual - chapter 15

Communication process - chapter 16

Written Communication - chapter 17

Computers in Communication - chapter 18

Documentation and Medical Records - chapter 19

Physical Assessment- chapter 20

First Aid - chapter 21

Business of Caring - chapter 22

Professionalism/Performance improvement and Customer Service - chapters 13, 23

Job Leads and the Resume - chapter 24

Interview, Portfolio, and application - chapter 25

Successful employment strategies - chapter 26

HSC 2531 - Introduction to Medical Language

Rationale

Impact Assessment

Course Objectives and Outline

Evaluation

HUN 1201 - Human Nutrition I

Course Objectives

Course Outline with Specific Objectives

MCB 2000 - Microbiology

Rationale

Impact Assessment

General Education Learning Outcome

Broad Course Objectives

Course Outline with Specific Objectives

Evaluation

MCB 2010 - Introduction to Microbiology

Introduction to Organisms

Prokaryotic Cell Anatomy

Microbial Metabolism

Microbial Genetics

Microbial Growth Control

Viral Structure and Multiplication

Infection and Disease

Analytical Epidemiology

Basic Mycology

Parasitology

Microbial Diseases by System

Non Specific Immunity

Specific Immunity

Immunology and Immune Disorders

Antimicrobial Therapy

PHY 1007 - Physics with Medical Applications

Rationale