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Course Revision_Review Packet

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					                                            WHCC Curriculum Committee
                                           Technical Review Comment Sheet

Course Prefix & Title: BIO 32: Human Anatomy
Faculty Originator: Jeff Wanderer and Michael Burke
Reviewed by: Maggie Discont
Date: 2/27/08

Course packet needs corrections to the following areas:
(These items correspond directly to the Course Outline section. See actual outline for additional comments.)

        Prerequisite and/or Advisories

        Course Description

        Course Objectives (must be measurable!)

        Course Content and Scope

        Instructional Methodologies

        Methods of Evaluation

        Critical Thinking

        Cultural Pluralism (must show an actual example!)

        Distance Ed Addendum (methodologies, evaluations, & objectives must match the             course outline!)

        Textbook Form (readability must be 300 words/3 paragraph from front, middle, and end of text! Transfer course
must have reading grade level 11 or higher!)


Course packet needs the following overall corrections:

        Faculty names, instructional areas, and dates are filled out on each page.

        Format (Book Antiqua, 12-font, bold headings)

        Grammar
                              West Hills College Coalinga
                                Agenda Routing Form

Check the appropriate box, fill in name and date.

   Originating Faculty

Name: Michael Burke and Jeff Wanderer
Course Packet has been reviewed and approved
for Curriculum Agenda                        Date:
Comments:


   Curriculum Committee Representative

Name: Kenneth Sowden
Course Packet has been reviewed and approved
for Curriculum Agenda                             Date: 02-20-08
Comments: Since this is a transfer-level course intended for science majors,
would it not be a good idea to at least have an advisory (say, English 51A), given
the high reading level of the text?
    Technical Review Committee (TRC)

Name:Maggie Discont
Course Packet has been reviewed and approved
for Curriculum Agenda                        Date:2/27/08
Comments:


   Chief Instructional Officer (CIO)

Name:
Course Packet has been reviewed and approved
for Curriculum Agenda                        Date:
Comments:
                   West Hills College Coalinga
                    Course Revision Packet
Course Prefix, Number & Title: BIO 32 Human Anatomy
Faculty Originator: Mr. Jeff Wanderer and Dr. Michael Burke
Date: February 5, 2008


                   Checklist:
                                 Course Revision Form
                                 Course Outline
                                 Distance Education Statement
                                 Learning Resources Statement
                                 Adopted Textbook Form
                                 Prerequisite Form A
                                 Prerequisite Form B
                                 Prerequisite Form C
                                 Limitations on Enrollment Justification



Signatures:


__________________________________ Date_________                       __________________________________ Date_________
Curriculum Instructional Area Representative (required)                Articulation Officer (required if transferable)


__________________________________ Date_________
Consulting Department Instructional Area Representative                __________________________________ Date_________
(required when overlapping course content)                             Associate Dean of Vocational Education (required if Voc Ed)



__________________________________ Date_________                       __________________________________ Date_________
Dean of Student Learning (required)                                    Dean of Learning Resources (required)



__________________________________ Date_________                       Date____________________________________________
College Curriculum Committee Chair                        (approved)   West Hills Community College District Board of Trustees (approved)
      Revisions to this curriculum packet have
been discussed with faculty in the Instructional Area
                                               COURSE REVISION FORM
                                                     West Hills College Coalinga


Course Prefix & Number:                 BIO 32             Course Title:         Human Anatomy

Instructional Area:          Math, Science and PE                                                   Date:        Feb. 5, 2008

Faculty Originator:            Dr. Michael Burke and Mr. Jeff Wanderer


 RULE OF FIVE – The District Curriculum Committee voted to approve common course characteristics of a
revised course for approval by the Coalinga Curriculum committee. If the faculty originator changes any of the
items below, the course requires approval from West Hills College Lemoore curriculum committee.


                                      Number
                                      Title
                                      Prefix
                                      Units
                                      Transfer
------------------------------------------------------------------------------------------------------------------------------------------------------
Other Changes:


           Grading Option                                                            Cultural Pluralism
           Advisory/Prerequisite                                                     Student Learning Outcome
           Catalog Description                                                       Textbook
           Instructional Objectives                                                  Distance Education
           Course Content and Scope                                                  Other
           Instructional Methodologies                                             Explain:
           Methods of Evaluation                                                     Five Year Review
           Critical Thinking Assignments                                  Content has been evaluated and updated. Yes
Do any of the above changes affect the course content to the degree a student could retake the course? Yes                           or No
Explain:


Change Previous Course Outline Information:
      From:




      To: (Write new information here for any changes checked above.)




      Justification: (Reasons for the above changes.)
                                           COURSE OUTLINE
                                         West Hills College Coalinga

                                                                             Date:   Feb. 5, 2008

Instructional Area:      Math, Science and PE

Course Prefix & Number:        BIO 32

Course Title:     Human Anatomy

Units:     4

Grading option (select one):               Standard Grading Only        Credit/No Credit Only
                                           Standard Grading/Credit/No Credit

Materials Fee:     $               Justification:

Semester Lecture Hours:        3           Semester Lab Hours:    1

How many times may this course be taken for credit (repeatability)? 0
1.   PREREQUISITES: None

         and/or

         ADVISORIES: Strongly Recommended Preparation BIO 10 or the equivalent.

2.     CATALOG DESCRIPTION: Biology 32 is an introductory class in examining the human body
from the systemic viewpoint. Although this class is intended for biology or health science majors, it
can also be taken by non-majors as a transferable life science course. Lab exercises utilizing the
domestic cat will be integrated with the lecture. (AA, CSU, UC)

3.        INSTRUCTIONAL OBJECTIVES (Use measurable objectives only-courses that allow
         repeatability must specify objectives for each time the course can be repeated):
          Upon completion of the course the student will be able to:
         A. identify the basic anatomy, in detail, of the human body.
         B. describe the function of different parts of the human body
         C. compare and contrast the anatomy of the human body with that of the domestic cat
         D. demonstrate and awareness of the complexities of the human body.
         E. apply the skill of observation , especially in dissection and comparison of body systems.
4.       COURSE CONTENT AND SCOPE (instructional topics or units):
         Lecture-
                A. Introduction to the Human Body
                B. The Cell
                C. Tissues
                D. Integumentary System
                E. Bone Tissue
                F. Skeletal System: Axial and Appendicular
                G. Body Joints
                H. Muscle Tissue
                I. Muscular System
                J. Surface Anatomy
                K. Cardiovascular System
                L. Lymphatic System
                M. Nervous System
            N. Respiratory System
            O. Digestive System
            P. Urinary System
            Q. Endocrine System
            R. Reproductive System
     Laboratory-
           A. Microscopy
           B. Histology and Cell Anatomy
           C. Skin Anatomy and Structures
           D. Bone Tissue- Anatomy and Structures
           E. Axial Skeleton- parts of individual bones
           F. Appendicular Skeleton- parts of individual bones
           G. Bone Articulations
           H. Nervous Tissue
           I. Cochlea and Ear Anatomy
           J. Eye Anatomy
           K. Brain Anatomy and Sensory Structures
           L. Heart Anatomy and Blood Vessels
           M. Cat Muscles- 3 laboratories
           N. Respiratory System Structure and Digestive System Structure
           O. Kidney Anatomy and Urinary System Structure

5.   INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):
     A. Lecture sessions:
          1. Use of presentation media including:
                  a. overhead transparencies
                  b. power-point presentations
                  c. reviews
                  d. video clip files
                  e. web assisted learning activities
          2. Conceptual presentations
          3. Use of questions:
                  a. discussion
                  b. controversial
                  c. curiosity
                  d. current events
          4. Give-and-take recitation
          5. Oral review
          6. Discussion of current scientific articles, newspapers, and periodicals
     B. Laboratory sessions:
          1. Emphasis on group learning:
                  a. Team work
                  b. Problem solving
                  c. Decision making
                  d. Leadership
                  e. Assigned laboratory questions
                  f. Provide a variety of specimens for student observation and use
                  g. Facilitate and monitor group work
                  h. Facilitate and monitor individual

6.   MULTIPLE METHODS OF EVALUATION (measurements of student achievement):
     A. Unit exams consisting of objective and essay type questions
          B. Quizzes
          C. Classroom discussion and participation
          D. Graded problem solving sets
          E. Laboratory skill demonstrations- dissection and identification- lab practical exams.
          F. Lab Write-ups

7.    WRITING ASSIGNMENTS/PROFICIENCY DEMONSTRATION:
      A. Lab Reports with Critical Thinking Questions For example,
      “What types of tissue damage might you find in a damaged joint?”
      B. Lab practical exams demonstrating location and identification of tissues, organs, bones,
muscles and other structures.

8.        ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING
          (use detail when describing student assignments and state in cognitive terms):
          A. Bone, muscle, tissue, and body part relationship identification.
          B. Laboratory Write-ups

9.        ASSIGNMENTS, METHODOLOGIES, OR OTHER EXAMPLES OF HOW CULTURAL
          PLURALISM IS ADDRESSED:
          A. Cooperative group learning: Development of interpersonal skills
                  a. Self awareness
                  b. Aware of diversity of others
                  c. Acceptance of others
                  d. Willingness to empathize

          B.   Instructor-initiated discussions on different approaches to science due to culture
                   (1) for the A, B outlining and
                   (2) for the more important aspect of cultural pluralism discussions not organically
                        springing forth in cooperative group learning

          C. Laboratory-
                 1. Laboratory dissections and Write-ups may be completed jointly For example, when
          presenting information on joint structure , the instructor brings the structure of joint cavities
          and bone, and their relation, to the attention of the students.
10.       REQUIRED EXTRA CLASS ASSIGNMENTS:
          None.




Required Verification of Process



__________________________________ Date_________          __________________________________ Date_________
Originating Faculty (required)                            Articulation Officer (required if transferable)



__________________________________ Date_________          __________________________________ Date_________
Curriculum Instructional Area Representative (required)   Director of Information Technology Services (requires ITS resources)
                                                             _____________________________________________________________
__________________________________ Date_________             Dean of Learning Resources (required)       Date ____________
College Curriculum Committee Chair (approved)



__________________________________ Date_________             Date______________
District Curriculum Committee                   (reviewed)   West Hills Community College District Board of Trustees
                       LIBRARY/LEARNING RESOURCES STATEMENT
                                              West Hills College Coalinga


Course Prefix, Number & Title:     BIO 32 Human Anatomy

Instructional Area:      Math, Science & PE

Faculty Originator:      Michael Burke & Jeff Wanderer                    Date:       1-23-2008
The holdings of the L/LRC collection in the subject area(s) related to the proposed new/revised course/discipline have been
reviewed.

 The L/LRC has sufficient resources presently available for support of this course/discipline in the following
areas:

      Books

      Reference Materials

      Media

      Electronic Resources



Additional items have been recommended for purchase for support in this course/discipline in the following
areas:

      Books

      Reference Materials

      Media

      Electronic Resources


Comments:




Signature:




__________________________                            Date_______________

Librarian (required)
                                      ADOPTED TEXTBOOK FORM
                                              West Hills College Coalinga
Course Prefix, Number         BIO 32- Human Anatomy Instructional   Math,
& Title:                                             Area:          Science, & PE
Faculty Originator:           Michael Burke and Jeff Date: 1-23-2008
                              Wanderer
All transfer-level courses require 11-12th grade level or above.

      A. Title:  Anatomy and Physiology
         Edition: 3rd                                         ISBN #: 0-8053-3862-4
         Author(s):     Marieb and Hoehn
         Publisher:     Pearson Benjamin Cummings
         Required                  Optional
         Readability level: 13.4                  (Attach readability materials to original.)

      B. Title:    Human Anatomy and Physiology Laboratory Manual
          Edition: 9th                                         ISBN #: 0-8053-7362-4
          Author(s):     Marieb and Mitchell
          Publisher:     Pearson Benjamin Cummings
          Required                   Optional
          Readability level: 12.1                  (Attach readability materials to original.)
      C. Title:
          Edition:                                             ISBN #:
          Author(s):
          Publisher:
          Required                   Optional
          Readability level:                       (Attach readability materials to original.)

      D. Title:
         Edition:                                                            ISBN #:
         Author(s):
         Publisher:
         Required                             Optional
         Readability level:                                      (Attach readability materials to original.)

Marieb and Hoehn- 3rd Edition Anatomy and Physiology.
Text for: Biology 32- Human Anatomy and Biology 35 Human Physiology

Page 122. Pearson, Benjamin Cummings 2008
Adipose tissue is similar to areolar tissue in structure and
function but its nutrient-storing ability is much greater.
Consequently, adipocytes, commonly called adipose or fat
cells, predominate and account for 90% of this tissue’s
mass. The matrix is scanty and the cells are packed closely
together, giving a chicken wire appearance to the tissue. A
glistening oil droplet ( almost pure triglyceride) occupies
most of a fat cell’s volume and displaces the nucleus to one
side so that only a thin rim of surrounding cytoplasm is seen.
Mature adipocytes are among the largest cells in the body as
they take up or release fat, they become plumper or more
wrinkled looking, respectively.

Page 65 –
Because the driving force for diffusion is the kinetic energy of the molecules themselves, the speed of diffusion is influenced
by molecular size, the smaller the faster, and by temperature, the warmer the faster. In a close container, diffusion eventually
produces a uniform mixture of molecules.




Page 801 –

The intestinal glands normally secrete 1 to 2 L of intestinal juice
daily. The major stimulus for its production is distension or
irritation of the intestinal mucosa by hypertonic or acidic chime.
Normally, intestinal juice is slightly alkaline (7.4-7.8), and
isotonic with blood plasma. Intestinal juice is largely water but it
also contains some mucus, which is secreted both by the
duodenal glands and by goblet cells of the mucosa. Intestinal
juice is enzyme-poor because intestinal enzymes are limited to
bound enzymes of the brush border.




Text Totals-




Marieb and Mitchell- 9th Edition Human Anatomy and Physiology Laboratory Manual.
Required Laboratory Text for: Biology 32- Human Anatomy and Biology 35 Human Physiology

Page PEx-11

Filtration is the process by which water and solutes pass
through a membrane (such as a dialysis membrane)                                            from
an area or higher hydrostatic (fluid) pressure into an                                      area
of lower hydrostatic pressure. Like diffusion, it is a
passive process. For example, fluids and solutes filter                                     out
of the capillaries in the kidneys into the kidney tubules
because blood pressure in the capillaries is greater than                                   fluid
pressure in the tubules. Filtration is not a selective
process. The amount of filtrate- fluids and solutes-
formed depends almost entirely on the pressure gradient                                     (the
difference in pressure on the two sides of the
membrane) and on the size of the membrane pores.


Page 537-

Air generally passes into the respiratory tract through
external nares (nostrils), and enters the nasal cavity
(divided by the nasal septum). It then flows
posteriorly over three pairs of lobelike structures, the
inferior, superior, and middle nasal conchae, which
increase the air turbulence. As the air passes through                                    the
nasal cavity, it is also warmed, moistened, and                                           filtered
by the nasal mucosa. The air that flows directly
beneath the superior part of the nasal cavity may
chemically stimulate the olfactory receptors located                                      in the
mucosa of that region. The nasal cavity is surrounded                                     by the
paranasal sinuses in the frontal, sphenoid, ethmoid,                                      and
maxillary bones. These sinuses, named for the bones                                       in
which they are located act as resonance chambers in
speech. Their mucosae, like that of the nasal cavity                                      warm
and moisten the incoming air.

Page 113-

Even a casual observation of the bones will reveal
that bone surfaces are not featureless smooth areas
but are scarred with an array of bumps, holes, and
ridges. These bone markings reveal where bones form
joints, with other bones, where muscles, tendons, and
ligaments were attached, and where blood vessels and
nerves passed. Bone markings fall into two categories:
projections, or processes that grow out from the bone and
serve as sites of muscle attachment or help form joints;
and depressions or cavities, indentations or openings in
the bone that often serve as conduits for nerves and blood
vessels.




Total Readability-

				
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