City College of San Francisco
Course Outline of Record
Course Status: Active
I. GENERAL DESCRIPTION
A. Approval Date October 2016
B. Effective Semester Summer 2017
C. Department Biology
D. Course Number BIO 9
E. Course Title Human Biology
F. Course Outline Originator Shannon Nixon
G. Department Chairperson E. Simon Hanson
H. Dean David Yee
II. COURSE SPECIFICS
A. Hours
Lecture: 52.5
Lab: 52.5
B. Units 4
C. Prerequisite None
    Corequisite None
    Pre/Corequisite None
    Advisory MATH E1 or MATH E3 or MATH 30 or placement in MATH 40 or higher; ESL 140 or ESL 184 or ENGL 91 or ENGL 86 or placement in ESL 150 or ESL 186 or ENGL 95 or ENGL 88
    Advisory Pre/Corequisite None
D. Course Justification The course meets requirements for the Psychology, Health Education and Liberal Arts and Sciences majors at CCSF. The course meets general education and various major requirements at transfer institutions, including CSU and UC.
E. Field Trips Optional
    Description of Field Trips Visits to research laboratories and museums
F. Method of Grading Only Letter
G. Repeatability Course is not repeatable
III. CATALOG DESCRIPTION
An introduction to scientific and biological principles through the study of humans as exemplary organisms. Lectures and laboratory exercises will explore current scientific issues, develop critical thinking skills, and examine the structure and function of the human body in relation to health and disease.
IV. STUDENT LEARNING OUTCOMES
Upon completion of this course, a student will be able to:
  1. Critique scientific information in the media for accuracy and reliability.
  2. Apply scientific method to laboratory investigations including designing experiments and interpreting quantitative information using graphs.
  3. Relate the structure and function of the building blocks of life from microscopic to macroscopic levels.
  4. Integrate the effects of genetic and environmental influences on health and evolution.
  5. Explain the flow of chemicals and energy through living and non-living systems.
  6. Evaluate the impact of humans on the environment.
V. CONTENTS
  1. Scientific method
    1. Hypothesis, experimentation, data/results, conclusion, future directions
    2. Humans as scientific subjects: Clinical trials and epidemiological studies
  2. Ecology and environmental science
    1. Populations, communities, and ecosystems
    2. Trophic levels
    3. Population growth over human history
    4. Human impact on the environment
  3. Evolution processes
    1. The origins of life
    2. Natural selection
    3. Evidence for evolutionary theory
    4. Human evolution
  4. Basic chemistry
    1. Atoms and elements
    2. Chemical bonds
    3. Water
    4. Acids, bases, and pH
  5. Macromolecules and energy
    1. Structure and function of carbohydrates, proteins, and lipids
    2. Potential energy, kinetic energy, and ATP
    3. Entropy and diffusion
  6. Nutrition
    1. Calories
    2. Nutrients: macromolecules, vitamins, minerals, and water
    3. Food label math
  7. Digestive system
    1. Structure and function of the gastrointestinal tract
    2. Structure and function of the accessory organs
    3. Digestive system health
  8. DNA/RNA/protein
    1. DNA structure and replication
    2. Mutations
    3. Transcription
    4. Translation
  9. Cells
    1. Cell structure
    2. Organelles
    3. Membrane transport
  10. Cell division
    1. Major events of mitosis
    2. Major events of meiosis
    3. Cancer
  11. Genetics
    1. Mendelian genetics
    2. Punnett squares
    3. Genetic testing
    4. DNA technology
  12. Development
    1. Fertilization
    2. Embryonic development
    3. Fetal development
    4. Postnatal development and aging
  13. Nervous system
    1. Neurons, action potentials, neurotransmitters
    2. The central nervous system
    3. The peripheral nervous system and senses
  14. Endocrine system
    1. Steroid versus peptide hormones: structure and function
    2. Endocrine glands and hormone action
  15. Reproductive system
    1. Male reproductive system: structure/function and spermatogenesis
    2. Female reproductive system: structure/function and oogenesis
    3. Birth control and STDs
  16. Blood
    1. Components of blood: formed elements and plasma
    2. Blood cell synthesis
    3. Blood types
  17. Urinary system
    1. Urinary system anatomy
    2. Nephron function
    3. Kidney problems
  18. Immune system
    1. Three lines of defense
    2. Vaccines
    3. Infectious diseases
  19. Circulatory system
    1. Cardiovascular
      1. Blood vessels
      2. Heart anatomy
      3. Cardiac cycle
    2. Lymphatic system
    3. Blood pressure
    4. Heart disease
  20. Respiratory system
    1. Respiratory tract functional anatomy
    2. Mechanics of breathing
    3. Respiratory problems
  21. Bones
    1. Structure of bones
    2. Bone growth, remodeling, and repair
    3. The skeleton and joints
  22. Muscles
    1. Structure of muscle
    2. Muscle contraction
    3. Energy sources and fiber types
VI. INSTRUCTIONAL METHODOLOGY
  1. Assignments
    1. In-class activity: Observing, collecting, and analyzing data such as observing and dissecting preserved specimens or models and executing laboratory exercises similar to those available in the suggested Laboratory Manuals.
    2. In-class activity: Engaging in inquiry-driven activities based on scientific method such as formulating a testable question, designing and executing an experiment that addresses the question, and interpreting and discussing results from experiments.
    3. In-class activity: Watching and discussing video clips, movies, or television shows such as Your Inner Fish - Episode 1. Dir: David Dugan. Tangled Bank Studios and Howard Hughes Medical Institute for PBS, 2014 and Cracking Your Genetic Code. Dir. Sarah Holt. NOVA and the Hastings Center for PBS, 2012.
    4. In-class activity: Observing, collecting, and analyzing data. Observing and dissecting preserved specimens or models. Executing laboratory exercises similar to those available in the suggested Laboratory Manuals.
    5. In-class activity: Critical analysis of current scientific topics.
    6. Out-of-class assignment: Reading assignment of suggested textbooks and other instructor's suggested articles on topics such as ecology, chemistry, and physiology.
    7. Out-of-class assignment: Written assignment related to analyzing materials from various media sources, including Scientific American and other instructor's suggested articles on topics such as exercise and health, genetics and evolution, the and validity of science in the mainstream media.
    8. Out-of-class assignment: Performing investigative research on a topic relating to human biology such as a disease or health concern and preparing a written or oral presentation of the research project.
    9. Out-of-class assignment: Evaluating evidence-based information on current topics in Human Biology, such as the safety of Genetically Modified Organisms, the value of vitamins and nutritional supplements, and the importance of vaccinations.
  2. Evaluation
    1. Other: In-class assignments as described above
    2. Other: Out-of-class assignments as described above
    3. Exams/Quizzes/Tests: Quizzes on topics such as assigned readings and/or current lecture and laboratory material Quizzes should test students' understanding of a smaller quantity of material compared to an exam.
    4. Exams/Quizzes/Tests: Exams administered at least twice per semester Exams should test students' understanding of a larger quantity of material compared to a quiz. Exams should be on topics such as structure and function of various body systems (e.g., digestive system), the human body as it relates to health and disease, and the scientific method.
    5. Final Assessment: The final exam may either be cumulative or cover the last portion of the course. The final exam should be on topics such as the structure and function of various body systems (e.g., cardiovascular system), the human body as it relates to health and disease, and the scientific method.
  3. Representative Textbooks and Other Instructional Materials
    1. Ireland , Kathleen A. and David J. Tenenbaum. 2012. Visualizing Human Biology. Wiley.
    2. Mader, Sylvia S. and Windelspecht, M. 2013. Human Biology. McGraw Hill Higher Education.
    3. Goodenough, Judith, Betty A. McGuire. 2013. Biology of Humans: Concepts, Applications, and Issues. Pearson Benjamin-Cummings.
    4. Atsma, Bert and Sandra Hsu. 2013. Laboratory Manual Human Biology: Concepts and Current Issues. Pearson Benjamin-Cummings.
    5. Mader, Sylvia S. 2011. Laboratory Manual Human Biology. McGraw Hill Higher Education.
    6. Articles from journals such as Discover, Scientific American, and the Journal of the American Medical Association (JAMA).
    7. Excerpts of books such as a) Brockton, John. What We Believe but Cannot Prove: Today's Leading Thinkers on Science in the Age of Certainty. Harper Perennial, 2006, and b) Watson, James D and Andrew Berry. DNA: The Secret of Life. Knopf, 2003, and c) Leyner, Mark and Billy Goldberg. Why do men have nipples? Hundreds of Ouestions You'd Only Ask a Doctor After Your Third Martini. Three Rivers Press, 2005.
    8. Website: National Cancer Institute"
    9. Website: "Nina Jablonski Breaks the Illusion of Skin Color"
    10. Website: Science Friday"
    11. Website: WNYC Radio Lab"
    12. Website: Science Daily
VII. TITLE 5 CLASSIFICATION
CREDIT/DEGREE APPLICABLE (meets all standards of Title 5. Section 55002(a))