Continues the study of the nervous system, including brain, cranial nerves, and autonomic nervous system. Introduces the endocrine, cardiovascular and immune systems. Includes lecture discussions complemented by laboratories involving microscopy, animal dissection, physiological exercises and computer based exercises. This is the second course in a three-course sequence.
Upon successful completion students will be able to:
- Work collaboratively, competently and ethically within a team of other health care professionals in subsequent clinical and academic programs in allied health sciences.
- Apply concepts and knowledge of terminology related to the nervous, endocrine, cardiovascular and immune systems toward clinical problem solving.
- Critically evaluate health articles and medical journals related to anatomy and physiology and contextualize the knowledge into the realm of public health and broader social issues.
- Effectively evaluate case studies in anatomy and physiology through verbal, written and/or multimedia means.
- Continually develop scientific reasoning and the ability to interpret patient data through the collection of clinical and physiological parameters.
- Use correct terminology to communicate anatomical features and physiological processes.
This course fulfills the following GE requirements: Science, Math, Computer Science/ASOT-B, Science, Math, Computer Science/AAOT, Science, Math, Computer Science/AS, Science, Math, Computer Science/AAS, Science, Math, Computer Science/AGS.
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.