Examines the structure and function of the human body through a body systems approach. Explores anatomy and physiology of the integumentary, skeletal and muscular systems at the relevant levels of biological organization (chemical, cellular, tissue, organ, and organ system). Covers neurophysiology and excitable membranes. Includes foundational aspects such as anatomical terminology and homeostasis. This course includes a laboratory component.
Upon successful completion students will be able to:
- Explain key homeostatic mechanisms and feedback loops in the integumentary and skeletal systems.
- Describe anatomical structures and their relationships to function in the integumentary, skeletal, muscular systems, and neural tissue.
- Explain key processes of the integumentary, skeletal, and muscular systems and neural signaling.
- Relate the relevant levels of biological organization to the functions of the integumentary, skeletal, muscular systems, and neural tissue.
- Describe how the integumentary, skeletal, muscular systems, and neural tissue interact with other body systems.
- Apply physiological and/or anatomical concepts of the integumentary, skeletal, and muscular systems, and neural tissue to practical scenarios such as clinical, public health, and societal issues.
- Identify major structures in tissues, integumentary, skeletal and muscular systems using lab materials.
Evolution Statement
To clarify the teaching of evolution and its place in the classroom, Oregon Coast Community College affirms the following statements about what qualifies as science and how the theory of evolution is the major organizing theory within biology:
- Science is a non-dogmatic and self-correcting investigatory process. In science, a theory is neither a guess, dogma, nor myth. Instead, theories are explanations for natural phenomena based on a preponderance of evidence. Theories developed through scientific investigation are not decided in advance, but can be and often are revised through observation and experimentation.
- The theory of evolution meets the criteria of a scientific theory. In contrast, “creation "science", “intelligent design” or similar designations are neither self-examining nor investigatory. “Creation science” is not considered a legitimate science, but instead a form of religious advocacy and pseudoscience. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).
- Teaching evolution is a necessary foundational framework for understanding biology because it explains the unity and diversity of life past and present. Evolution is not a controversial topic in the scientific community because it is overwhelmingly supported by scientific evidence.
Biology instructors of Oregon Coast Community College will teach the theory of evolution not as absolute truth but as the most widely accepted scientific theory on the diversity and unity of life. Furthermore, they will stand with such organizations as the National Association of Biology Teachers in opposing the teaching of pseudo-science.