Week 8 DropBox

Follow the instructions in the Unit 8 Vocabulary Asessment and Graphic Organizer Document provided.

You will need a course book and syllabus. If you do not have a course that has a book, here is a copy of the BIO_1100_Sample Syllabus Open this document with ReadSpeaker docReader Download BIO_1100_Sample Syllabus Open this document with ReadSpeaker docReaderand link to Open Stax for the book: https://openstax.org/details/books/anatomy-and-physiology-2eLinks to an external site.

There are four parts to this assignment which include:

Part 1 – Identify a USLO and Learning Objective from Syllabus

Part 2 – Create Your Coded Text from the USLO selected

The use of Coded Text from a previous week is NOT allowed. To review Coded Text, click here: USLO 4.2 Create an example of Coded Text

Part 3 – Vocabulary Assessment – Identifying 5 vocabulary words from the textbook USLO. Define each term. Then use each term in a sentence.

Part 4 – Create a Graphic Organizer based on the information related to your USLO and the content of your Coded Text.

Please refer to the previous video in USLO 8.3 on How to Create a Graphic Organizer.

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 1

Galen College of Nursing

Course Syllabus

Course Information:

Course Name Human Anatomy & Physiology I – Theory

Course Number BIO 1100

Course Section Number
DCFD

Quarter Credit Hours 4/0/0

Contact Hours 48/0/0

Prerequisites
Admission to the Galen Associate Degree in Nursing or Baccalaureate of Science
in Nursing Program

Co-requisites BIO 1150

Course Location See My Galen Student Portal for information. Times and location are subject to
change. Course Meeting Days/Times

Methods of Instruction Engaged lectures, multimedia, internet, textbooks, and written assignments.

Changes to Syllabus
Faculty reserves the right to make changes as necessary to this course syllabus.
Learners will be notified in writing of any changes in a timely fashion.

Legend Applies to online students only.

Faculty Information: [Online students may locate faculty information in Canvas.]

Faculty Click or tap here to enter text.

Office Location Click or tap here to enter text.

Office Hours Click or tap here to enter text.

Phone Number(s) Click or tap here to enter text.

Email Address Click or tap here to enter text.

Course Catalog Description:
Human Anatomy & Physiology I Theory is the first course in a two-course series. The course surveys basic anatomical
and physiological terminology, chemistry, biochemistry, cellular structure and physiology, histology, and functional
features of the integumentary, skeletal, muscular, and nervous systems, and the general and specific senses. This course
accompanies BIO 1150, Human Anatomy & Physiology I – Laboratory which is an independent course designed to be
taken concurrently with BIO 1100.

https://studentsts.galencollege.edu/Login.aspx?ReturnUrl=%2f%3fwa%3dwsignin1.0%26wtrealm%3dhttps%253a%252f%252fmy.galencollege.edu%252f%26wct%3d2018-08-27T21%253a39%253a42Z%26wctx%3drm%253d0%2526id%253dpassive%2526ru%253dsecure%252fstudent%252fstuportal.aspx%26AppType%3dPortal%26Role%3dSTUDENT&wa=wsignin1.0&wtrealm=https%3a%2f%2fmy.galencollege.edu%2f&wct=2018-08-27T21%3a39%3a42Z&wctx=rm%3d0%26id%3dpassive%26ru%3dsecure%2fstudent%2fstuportal.aspx&AppType=Portal&Role=STUDENT

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 2

Textbooks & Resources:

Required Textbook(s)
Betts, J. G., Young, K., Wise, J., Johnson, E., Poe, B., Kruse, D., … Desaix, P. (2022).

Anatomy and Physiology. OpenStax. ISBN-13: 978-1-711494-06-

7https://openstax.org/details/books/anatomy-and-physiology-2e

Recommended Textbook(s) n/a

Recommended Resource(s)
Visible Body – 3D human anatomy visualization and learning tool.
http://www.visiblebody.com/

Additional Information:

Student Portal https://my.galencollege.edu/

Galen Website www.galencollege.edu

Student Catalog
For a current edition of the Student Catalog students may visit either the Galen
website or the myGalen student portal.

Canvas 24/7 Help Line

For 24/7 technical support with Canvas, you can contact our Canvas Helpdesk:

– If you are already logged in to Canvas, press the “Help” button on the bottom

left of the screen and make your selection (Phone, Support Ticket, Chat).
– If you are not logged in to Canvas, you can access the same support options

with the following information:
• By Telephone: (855) 680-0125
• By support ticket: http://help.instructure.com
• By chat: https://cases.canvaslms.com/liveagentchat?chattype=student
• By email: support@instructure.com

Web-Enhanced Access

Courses are augmented on the web utilizing the Canvas Learning Management
System. On the first day of class, students will be oriented to the learning system.
Students will access the course syllabus and content through this network.
https://classroom.galencollege.edu
This network will also provide access to student course grades, a means to
submit assignments, and handouts the faculty may post for you.

Online Students

Online Classroom Access
All Galen online courses use the Canvas learning management system to provide
access to our online courses. The Galen Canvas website is
https://classroom.galencollege.edu

Online Faculty Commitment

Online faculty share the same commitment and dedication to student success as
our on-ground faculty. They must meet the same standards of preparation and
educational experience as their on-ground counterparts. Online faculty are
required to respond to distance education students’ requests within twenty-four
(24) hours.

http://www.visiblebody.com/

https://my.galencollege.edu/

http://www.galencollege.edu/

http://help.instructure.com/

https://cases.canvaslms.com/liveagentchat?chattype=student

mailto:support@instructure.com

https://classroom.galencollege.edu/

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 3

General Education Competencies (GECs):
1. Social Competence – Learners will demonstrate an understanding of philosophies that represent the current social,

emotional, and behavioral attributes of society and individuals.
2. Communication – Learners will demonstrate an understanding of the views of others and communicate in a

professional manner.
3. Critical Thinking – Learners will demonstrate the ability to draw conclusions based on evidence and consider prior

knowledge, context, and perspectives in predicting implications or consequences.
4. Information Literacy – Learners will demonstrate the ability to identify, evaluate, and apply information to

accomplish a specific purpose.
5. Quantitative Literacy – Learners will demonstrate the ability to report, calculate, and analyze quantitative data.
6. Scientific Literacy – Learners will gain the ability to read with understanding scientific content and engage in a

dialogue about scientific issues.

Course Student Learning Outcomes (CSLOs):
1. Differentiate the levels of organization underlying human physiology from the chemical to systematic level. (GEC 6)
2. Identify the key anatomical and physiological features of human cells. (GEC 6)
3. Differentiate anatomical structures and functions of select body systems. (GEC 6)
4. Differentiate the multiple mechanisms required to maintain homeostasis of the body systems. (GEC 6)
5. Distinguish relationships between anatomical and physiological systems of the human body. (GECs 3, 6)
6. Identify the mechanisms responsible for pathophysiologies of select body systems. (GECs 3, 6)

Course Requirements:
Achieve a minimum cumulative course average of 74%.

Final Course Grade Determination & Exam/Assignment Schedule:
[Online students may locate the Exam & Assignment schedule in Canvas.]

Theory Weight Unit/Week Due Date Due

Exam 1
(Units 1 and 2)

16.25% 3
Day 1

Exam open 12am-1159pm EST

Exam 2
(Units 3, 4, and 5)

16.25% 6
Day 1

Exam open 12am-1159pm EST
Exam 3
(Units 6, 7, and 8)

16.25% 9
Day 2

Exam open 12am-1159pm EST
Final Exam 4
(Units 9, 10, and 11)

16.25% 12
Day 1

Exam open 12am-1159pm EST

Reflection/ Discussion* 10% Weekly As assigned

Quizzes 10% Weekly As assigned

Pathophysiology Paper 15% 9 Day 7

Total 100%

Learners must achieve a minimum cumulative grade of 74% to meet the requirements and pass the course.

*Discussion is defined as written online postings in an online course and may contribute up to, but not exceed, 15% of the
course grade.

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 4

Blueprint for Exams:
Exam 1

50 Questions

Unit Content # of Items Exam 1

Unit 1 Introduction to the Human Body 16-26

Unit 2 Chemistry 24-34

Total 50 Questions

Exam 2
50 Questions

Unit Content # of Items Exam 2

Unit 3 Cells and Protein Synthesis 18-28

Unit 4 Tissues 9-14

Unit 5 Integumentary System 16-27

Total 50 Questions

Exam 3
50 Questions

Unit Content # of Questions Exam 3

Unit 6 Bone Tissue 16-22

Unit 7 Joints 8-12

Unit 8 Muscle Tissue

15-25

Total 50 Questions

Final Exam 4
50 Questions

Unit Content # of Questions Exam 4

Unit 9 Nervous Tissue 15-20

Unit 10 Nervous System 15-20

Unit 11 Senses 18-24

Total 50 Questions

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 5

Academic Policies:
All policies and procedures contained in the most recent edition of the Student Catalog apply to this course and are
hereby incorporated by reference into this syllabus. Please refer to the Galen College of Nursing website and your
campus at: http://www.galencollege.edu/campuses/ for the most recent edition of the Student Catalog.

Disability Accommodations
Galen will make academic adjustments and provide auxiliary aids and services deemed necessary and appropriate
to facilitate enrollment and participation of qualified individuals with disabilities. Any student who wishes to
request disability accommodations should contact one of Galen’s Title IX Coordinators. Information regarding
disability accommodations can be found in the Student Catalog published on the College website, as well as the
Accessibility and Accommodations page of the website.

Grading Scale:

Grade Explanation Quality Quality Points
A+ 98.00 – 100 Excellent 4
A 95.00 – 97.99 4
A- 92.00 – 94.99 3.7
B+ 89.00 – 91.99 3.3
B 86.00 – 88.99 Good 3
B- 83.00 – 85.99 2.7
C+ 79.00 – 82.99 2.3
C 74 – 78.99 Average 2
F Below 74 Failing 0
S Satisfactory
U Unsatisfactory

Audit Audit
I Incomplete

W Withdrawn
WP Withdrawn Passing
WF Withdrawn Failing** Failed 0
T Transferred

DP Dismissed Passing
DF Dismissed Failing** Failed 0

* Students must earn a grade of at least 74.00 to pass each course.
**Grades of WF or DF will be considered when computing GPA.

Course Requirements:
Achieve a minimum cumulative course average of 74%.

On-ground Course Attendance Policy:
It is the student’s responsibility to immediately notify the appropriate faculty if there is an unavoidable problem
resulting in an absence.

Make-up Exam/Quiz Policy:
Students are expected to take all exams and quizzes as scheduled. A student who will be late for or misses an exam or
quiz is expected to notify faculty in advance. The number of make-up exams or quizzes per term may be limited. The
make-up exam or quiz may be different in format from the originally administered version. The decision to offer a make-
up exam or quiz will be at the discretion of the course faculty member in collaboration with the program director. The
program director must approve any change in the scheduling of the last exam administered in the course.

Late Assignment Policy

http://www.galencollege.edu/campuses/

https://galencollege.edu/accommodations

https://galencollege.edu/

https://galencollege.edu/accommodations

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 6

All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may result in a
grade of “0.” Late assignments, with faculty consultation and consent, may result in a penalty of 5% per day past due on
written assignments. No assignments will be accepted after the official term end date. Initial weekly discussions or
reflections will be penalized for lateness according to the rubric and instructions.

Theory/Lab Written Assignments

Students will be required to submit all written assignments on time. Failure to submit a written assignment may result
in a grade of “0” or “F”. Once an assignment has been graded and feedback has been given, resubmissions for a higher
grade are not allowed.

Course/Faculty Evaluation:
As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have the
opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be distributed to
students prior to the end of the term. All evaluations are completely confidential and anonymous.

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 7

Topical Outline:
Any changes to this syllabus will be communicated to the student in writing.

Unit 1 – Introduction to the Human Body

Unit Student Learning Outcomes
1. Define life and the key components necessary for living systems to exist. (CSLO 6)
2. Identify the relationship between Anatomy and Physiology and their subdivisions. (CSLO 3)
3. Differentiate the levels of structural organization of the human body. (CSLOs 1, 2)
4. Classify the structure and function of the organ systems of the human body. (CSLO 3)
5. Differentiate mechanisms of homeostasis. (CSLO 4)

Number of Exam Questions (40% of Exam 1)
3-5
3-5
3-5
3-5
4-6

Theory Required Readings and Learning Activities

Introduction to the Human Body
• Define life and the key components necessary for living systems to exist (USLO 1.1).

o Responsiveness to stimuli
▪ Maintenance of homeostasis

o Growth and development
o Reproduction
o Movement

▪ Internal and external
o Metabolism

▪ Anabolism
▪ Catabolism

o Requirements for life

▪ Oxygen
▪ Nutrients
▪ Narrow range of atmospheric pressure
▪ Narrow range of temperature

• Identify the relationship between Anatomy and Physiology and their subdivisions (USLO 1.2).
o Anatomy and Physiology

▪ Microscopic Anatomy
▪ Cytology
▪ Histology
▪ Gross Anatomy
▪ Surface Anatomy
▪ Regional Anatomy
▪ Systemic Anatomy
▪ Developmental Anatomy
▪ Pathological physiology

• Differentiate the levels of structural organization of the human body (USLO 1.3).
o Chemical level
o Cellular level

▪ Organelles

Readings
Betts et al., 2021 (OpenStax)
• Chapter 1: An Introduction to the Human

Body

Activities and Assessments
• Week 1 Discussion 2 / Reflection
• Unit 1 Quiz

https://openstax.org/books/anatomy-and-physiology/pages/1-introduction

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 8

o Tissue level
▪ Epithelial
▪ Connective
▪ Muscular
▪ Nervous

o Organ level
o Organ system level
o Organism level

• Classify the structure and function of the organ systems of the human body (USLO 1.4).
o Integumentary system
o Skeletal system
o Muscular system
o Nervous system
o Endocrine system
o Cardiovascular system
o Digestive system
o Urinary system
o Lymphatic system
o Respiratory system
o Male reproductive system
o Female reproductive system

• Differentiate mechanisms of homeostasis (USLO 1.5).
o Receptors, control centers, and effectors
o Negative feedback mechanisms and examples
o Positive feedback mechanisms and examples

Unit 2 – Chemistry

Unit Student Learning Outcome
1. Identify the atom and its components. (CSLO 1)
2. Differentiate between elements and compounds formed by ionic or covalent bonds. (CSLO 1)
3. Differentiate the types of chemical reactions and associated terminology. (CSLO 1)
4. Describe the structure and function of water and its role in living systems. (CSLOs 1, 2)
5. Differentiate the functional roles of acids, bases, and buffers. (CSLOs 1, 6)
6. Differentiate the structures and functions of major organic molecules. (CSLOs 1, 2)

Number of Exam Questions (60% of Exam 1)

4-6
4-6

4-6
4-6
4-6
4-6

Theory Required Readings and Learning Activities

Chemistry
• Identify the atom and its components (USLO 2.1).

o Neutrons, protons, electrons
▪ Nucleus
▪ Valence shells
▪ Octet Rule

Readings
Betts et al., 2021 (OpenStax)
• Chapter 2: The Chemical Level of

Organization

Activities and Assessments

https://openstax.org/books/anatomy-and-physiology/pages/2-introduction

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 9

o Isotopes
o Atomic number & mass

• Differentiate between elements and compounds formed by ionic or covalent bonds (USLO 2.2).
o Pure elements
o Compounds

▪ Ionically bonded salts
• Cation
• Anion
• Dissociation and electrolytes

▪ Covalently bonded molecules
• Nonpolar bonds
• Polar bonds
• Hydrogen bonds between polar molecules

• Differentiate the types of chemical reactions and associated terminology (USLO 2.3).
o Energy

▪ Kinetic
▪ Potential
▪ Adenosine triphosphate (ATP)
▪ Endergonic/Exergonic

o Factors that influence the rate of chemical reactions
▪ Catalysts

• Role of enzymes
▪ Temperature
▪ pH
▪ Concentration

o Types of reactions
▪ Reactants
▪ Products
▪ Synthesis/Anabolic

• Dehydration Synthesis
• Endergonic

▪ Decomposition/Catabolic
• Hydrolysis
• Exergonic

▪ Exchange
• Describe the structure and function of water and its role in living systems (USLO 2.4).

o Hydrolysis
o Dehydration synthesis
o Reactivity
o High heat capacity
o Solubility

▪ Solutes

• Week 2 Discussion / Reflection
• Unit 2 Quiz

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 10

▪ Solvents
▪ Aqueous solution
▪ Saline

o Polarity
▪ Hydrophilic
▪ Hydrophobic

• Differentiate the functional roles of acids, bases, and buffers (USLO 2.5).
o pH scale and hydrogen ion concentration

▪ Acidosis
▪ Alkalosis

• Differentiate the structures and functions of major organic molecules (USLO 2.6).
o Monomers and polymers
o Carbohydrates structure and function

▪ Monosaccharides
▪ Disaccharides
▪ Polysaccharides

o Lipids structure and function
▪ Fatty acids
▪ Triglycerides
▪ Glycerol
▪ Saturated and unsaturated
▪ Steroids/Cholesterol
▪ Phospholipids

o Proteins structure and function
▪ Amino acids and peptide bonds
▪ Protein structures

• Primary structure
• Secondary structure
• Tertiary structure
• Quaternary structure

o Nucleic acids
▪ DNA
▪ RNA
▪ ATP

Unit 3 – Cells and Protein Synthesis

Unit Student Learning Outcomes
1. Identify the organelles of the cell as well as their function. (CSLO 2)
2. Differentiate the components of the cell membrane and the mechanisms of active and passive

transport. (CSLOs 2, 1)
3. Recognize the structure of DNA and the process of DNA replication. (CSLO 2)
4. Recognize the phases of the cell cycle and potential disruptions in the cell cycle. (CSLOs 2, 4)

Number of Exam Questions (40% of Exam 2)
2-4
4-6

4-6
4-6

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 11

5. Recognize the process of protein synthesis. (CSLO 2) 4-6

Theory Required Readings and Learning Activities

Cells and Protein Synthesis
• Identify the organelles of the cell as well as their function (USLO 3.1).

o Nucleus
o Mitochondria
o Golgi apparatus
o Smooth and rough endoplasmic reticulum
o Cytoskeleton
o Centrioles
o Lysosomes
o Peroxisomes
o Microvilli
o Cilia
o Flagella
o Ribosomes

• Differentiate the components of the cell membrane and the mechanisms of active and passive
transport (USLO 3.2).
o Cell membrane (plasma membrane)

▪ Selectively permeable
o Membrane components

▪ Membrane lipids
• Cholesterol
• Phospholipids
• Glycolipids

▪ Membrane proteins
• Integral proteins
• Peripheral proteins
• Glycoproteins

▪ Membrane carbohydrate
• Glycocalyx

o Passive transport mechanisms
▪ Osmosis

• Osmotic Pressure
• Isotonic
• Hypertonic

o Crenation
• Hypotonic

o Lysis
▪ Simple diffusion

Readings
Betts et al., 2021 (OpenStax)
• Chapter 3: The Cellular Level of Organization

Activities and Assessments
• Exam 1 (Units 1 and 2)
• Week 3 Discussion / Reflection
• Unit 3 Quiz

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 12

▪ Facilitated diffusion
• Channel mediated diffusion

o Active transport mechanisms
▪ Sodium potassium pump
▪ Vesicular transport

• Endocytosis
o Pinocytosis
o Phagocytosis
o Receptor-mediated endocytosis

• Exocytosis
• Recognize the structure of DNA and the process of DNA replication (USLO 3.3).

o Structural organization of DNA
▪ Double helix
▪ Complementary bases
▪ Chromatin
▪ Chromosomes
▪ Genes

o Process of DNA replication
▪ Helicase
▪ DNA polymerase
▪ Complementary strand

• Recognize the phases of the cell cycle and potential disruptions in the cell cycle (USLO 3.4).
o Interphase

▪ G0, G1, S
o Mitosis

▪ Prophase
▪ Metaphase
▪ Anaphase
▪ Telophase

o Cytokinesis
o Checkpoints and disruptions

▪ Mutations
• Cancer and metastasis
• Abnormal gene expression (oncogenes)

• Recognize the process of protein synthesis (USLO 3.5).
o Gene expression
o Transcription in the nucleus

▪ DNA à mRNA
▪ RNA polymerase

o Translation at the ribosome in the cytoplasm
▪ tRNA
▪ Codon

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 13

▪ Anticodon
▪ rRNA
▪ Peptide bonding

• Primary protein structure

Unit 4 – Tissues

Unit Student Learning Outcomes
1. Distinguish the types, functions, and locations of epithelial tissues. (CSLO 1)
2. Distinguish the types, functions, and locations of connective tissues. (CSLO 1)
3. Distinguish the types, functions, and locations of muscle tissues. (CSLO 1)
4. Distinguish the characteristics and functions of nervous tissues. (CSLO 1)
5. Differentiate the components in the inflammatory response and the steps in the repair of tissue injury.

(CSLOs 4, 6)

Number of Exam Questions (20% of Exam 2)
2-3
2-3
1-2
1-2
3-4

Theory Required Readings and Learning Activities

Tissues
• Distinguish the types, functions, and locations of epithelial tissues (USLO 4.1).

o Characteristics of epithelium
▪ Basement membrane and apical surface
▪ Cell to cell junctions

o Types of epithelium
▪ Simple squamous
▪ Simple cuboidal
▪ Simple columnar
▪ Stratified squamous
▪ Pseudostratified columnar
▪ Transitional

o Epithelial membranes
▪ Serous

• Pleura
• Peritoneum
• Pericardium

▪ Mucous
▪ Cutaneous

o Glandular
▪ Exocrine vs. endocrine glands
▪ Modes of exocrine secretion

• Merocrine
• Apocrine
• Holocrine

• Distinguish the types, functions, and locations of connective tissues (USLO 4.2).

Readings
Betts et al., 2021 (OpenStax)
• Chapter 4: The Tissue Level of Organization

Activities and Assessments
• Week 4 Discussion / Reflection
• Unit 4 Quiz

https://openstax.org/books/anatomy-and-physiology/pages/4-introduction

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 14

o Components of connective tissue
▪ Cells

• Macrophage
• Fibroblast
• Adipocyte
• Mast
• Osteocyte
• Chondrocyte

▪ Fibers
• Collagen
• Elastic
• Reticular

▪ Ground substance
o Connective tissue proper

▪ Areolar connective tissue
▪ Adipose connective tissue
▪ Reticular connective tissue
▪ Dense regular connective tissue
▪ Dense irregular connective tissue

o Supportive tissue
▪ Cartilage

• Hyaline
• Fibrocartilage
• Elastic

▪ Bone
o Liquid

▪ Blood
▪ Lymph

o Connective membrane
▪ Synovial

• Distinguish the types, functions, and locations of muscle tissues (USLO 4.3).
o Three types of muscle

▪ Skeletal
▪ Cardiac
▪ Smooth

o Characteristics of muscle
▪ Voluntary / involuntary
▪ Striated / smooth

• Distinguish the characteristics and functions of nervous tissues (USLO 4.4).
o Neurons

▪ Cell body (soma)
▪ Dendrites

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 15

▪ Axon
▪ Axon terminal
▪ Myelin
▪ Synapse

o Neuroglia
▪ Astrocytes
▪ Microglia
▪ Oligodendrocytes
▪ Ependymal cells
▪ Schwann cells
▪ Satellite cells

• Differentiate the components of the inflammatory response and the steps in the repair of tissue injury
(USLO 4.5).
o Four steps in the repair of tissue injury

▪ Hemostasis
▪ Inflammatory

• Cardinal signs of inflammation
o Redness
o Pain
o Swelling
o Heat
o Loss of function

▪ Proliferative
▪ Remodeling

o Factors that affect healing
▪ Vascularity
▪ Stem cell availability
▪ Aging
▪ Underlying pathologies
▪ Nutrition

o Fibrosis

Unit 5 – Integumentary System

Unit Student Learning Outcomes
1. Distinguish the various functions of the integument. (CSLO 3)
2. Differentiate the structure and functions of the epidermis. (CSLOs 3, 4)
3. Differentiate the structure and functions of the dermis. (CSLO 3)
4. Differentiate the structure and functions of the subcutaneous. (CSLO 3)
5. Distinguish the accessory structures of the integument. (CSLO 3)
6. Differentiate homeostatic imbalances of the integumentary system. (CSLO 6)

Number of Exam Questions (40% of Exam 2)
1-2
3-5
3-5
3-5
3-5
3-5

Theory Required Readings and Learning Activities

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 16

Integumentary System
• Distinguish the various functions of the integument (USLO 5.1).

o Protection
o Thermoregulation
o Synthesis and storage of nutrients
o Sensory reception
o Excretion and secretion

• Differentiate the structure and functions of the epidermis (USLO 5.2).
o Cell types

▪ Keratinocytes
▪ Melanocytes
▪ Merkel cells
▪ Dendritic cells

• Langerhans cells
▪ Basal stem cells

o The layers of the epidermis
▪ Stratum corneum
▪ Stratum lucidum

• Thick vs. thin
▪ Stratum granulosum
▪ Stratum spinosum
▪ Stratum basale

• Mitosis
o UV protection

▪ Melanin
o Vitamin D synthesis

• Differentiate the structure and functions of the dermis (USLO 5.3).
o Papillary layer

▪ Epidermal ridges and dermal papillae
o Reticular layer
o Hemoglobin

• Differentiate the structure and functions of the subcutaneous (USLO 5.4).
• Distinguish the accessory structures of the integument (USLO 5.5).

o Hair
o Nails
o Arrector pili
o Sebaceous glands
o Sweat glands

▪ Apocrine
▪ Eccrine

o Mammary glands
o Ceruminous glands

Readings
Betts et al., 2021 (OpenStax)
• Chapter 5: The Integumentary System

Activities and Assessments
• Week 5 Discussion / Reflection
• Unit 5 Quiz

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 17

• Differentiate homeostatic imbalances of the integumentary system (USLO 5.6).
o Disorders of coloration

▪ Erythema
▪ Pallor
▪ Cyanosis
▪ Jaundice
▪ Carotenosis
▪ Hyperpigmentation
▪ Albinism
▪ Vitiligo
▪ Bronzing / Addison’s Disease

o Reynaud’s Syndrome
o Disorders of keratin production

▪ Hyperkeratosis
▪ Psoriasis

o Skin cancers
▪ Melanoma
▪ Basal and squamous cell carcinomas

o Dermatitis
o Hair loss
o Acne
o Burns

▪ Classification and Rule of 9s
o Ulcer

▪ Pressure ulcer

Unit 6 – Bone Tissue

Unit Student Learning Outcomes
1. Distinguish the various functions of the skeletal system. (CSLO 3)
2. Differentiate the macroscopic and microscopic features of bone. (CSLO 3)
3. Differentiate the various processes of bone formation and remodeling. (CSLO 3)
4. Identify the hormones that affect blood calcium and the skeleton. (CSLO 4)
5. Classify bone fractures and the steps involved in repair. (CSLO 6)
6. Differentiate homeostatic imbalances of the skeletal system. (CSLO 6)

Number of Exam Questions (40% of Exam 3)
1-2
3-5
3-5
3-5
3-5
3-5

Theory Required Readings and Learning Activities

Bone Tissue
• Distinguish the various functions of the skeletal system (USLO 6.1).

o Functions
▪ Support
▪ Storage
▪ Blood cell production
▪ Protection

Readings
Betts et al., 2021 (OpenStax)
• Chapter 6: Bone Tissue and the Skeletal

System

Activities and Assessments
• Exam 2 (Units 3, 4, and 5)

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 18

▪ Leverage
• Differentiate the macroscopic and microscopic features of bone (USLO 6.2).

o Macroscopic features of bone
▪ Long, short, flat & irregular bones
▪ Features of a long bone

• Diaphysis
o Medullary cavity/marrow cavity

▪ Red marrow
▪ Yellow marrow

o Linings of the bone
▪ Periosteum
▪ Endosteum

o Nutrient foramen
• Epiphysis

o Epiphyseal plates
o Epiphyseal lines
o Articular cartilage

o Microscopic features of bone
▪ Compact bone

• Osteon
• Central canal
• Perforating canal
• Canaliculi
• Lacuna

o Osteocytes
• Lamella

▪ Spongy bone
• Trabeculae

• Differentiate the various processes of bone formation and remodeling (USLO 6.3).
o Cells in bone

▪ Osteoblasts
▪ Osteoclasts
▪ Osteogenic cells

o Ossification
▪ Intramembranous ossification

• Mesenchymal tissue
• Fontanelles

▪ Steps of endochondral ossification
• Hyaline cartilage model
• Primary ossification center
• Secondary ossification center
• Epiphyseal closure / epiphyseal plates

• Week 6 Discussion / Reflection
• Unit 6 Quiz

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 19

o Bone growth and remodeling
▪ Growth

• Interstitial growth (growth in length)
• Appositional growth (growth in diameter)

▪ Remodeling
• Bone resorption
• Bone deposition

• Identify the hormones that affect blood calcium and the skeleton (USLO 6.4).
o Hormones

▪ Thyroid hormones
▪ Parathyroid hormone (PTH)
▪ Calcitonin
▪ Calcitriol and the role of Vitamin D
▪ Estrogen / testosterone
▪ Growth hormone

• Classify bone fractures and the steps involved in repair (USLO 6.5).
o Fracture types

▪ Closed / simple vs. open / compound
▪ Transverse vs. oblique
▪ Displaced vs. nondisplaced
▪ Compression
▪ Spiral
▪ Epiphyseal
▪ Comminuted
▪ Greenstick
▪ Colles
▪ Pott’s

o Steps in repair of fractures
▪ Fracture hematoma formation
▪ Callus formation
▪ Spongy bone formation
▪ Compact bone formation

• Differentiate homeostatic imbalances of the skeletal system (USLO 6.6).
o Osteopenia
o Osteoporosis
o Osteomalacia
o Rickets
o Female Athlete Triad
o Osteogenesis Imperfecta
o Paget’s Disease
o Gigantism

▪ Acromegaly

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 20

o Dwarfism
▪ Achondroplasia
▪ Pituitary Dwarfism

Unit 7 Joints

Unit Student Learning Outcomes
1. Describe joints according to structure and function. (CSLO 3)
2. Differentiate the structure and function of synovial joints. (CSLO 3)
3. Classify the movements allowed by synovial joints. (CSLO 3)
4. Differentiate the homeostatic imbalances of joints. (CSLO 6)

Number of Exam Questions (20% of Exam 3)
2-3
2-3
2-3
2-3

Theory Required Readings and Learning Activities

Joints
• Describe joints according to structure and function (USLO 7.1).

o Structural organization
▪ Fibrous
▪ Cartilaginous
▪ Synovial

o Functional (based on range of motion)
▪ Synarthroses
▪ Amphiarthrosis
▪ Diarthrosis / synovial

o Specific examples
▪ Suture
▪ Gomphosis
▪ Synchondrosis

• First rib and sternum
• Epiphyseal plates

▪ Symphysis
▪ Intervertebral disc
▪ Syndesmosis

• Differentiate the structure and function of synovial joints (USLO 7.2).
o Structure of synovial joints

▪ Joint capsule
▪ Ligaments
▪ Tendons
▪ Synovial lining
▪ Synovial fluid
▪ Articular cartilage
▪ Meniscus
▪ Bursae
▪ Tendon sheath

Readings
Betts et al., 2021 (OpenStax)
• Chapter 9: Joints

Activities and Assessments
• Week 7 Discussion / Reflection
• Unit 7 Quiz

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 21

▪ Labrum
o Joint stability

▪ Articular surfaces
▪ Ligaments
▪ Muscle tone

o Types of synovial joints
▪ Gliding (plane)
▪ Hinge
▪ Condyloid
▪ Saddle
▪ Pivot
▪ Ball and socket

• Classify movements allowed by synovial joints (USLO 7.3).
o Flexion, extension

▪ Hyperextension / hyperflexion
▪ Lateral flexion

o Adduction, abduction
o Circumduction
o Rotation

▪ Internal, external
▪ Pronation, supination

o Inversion, eversion
o Dorsiflexion, plantar flexion
o Opposition, reposition
o Protraction, retraction
o Elevation, depression

• Differentiate homeostatic imbalances of joints (USLO 7.4).
o Arthritis

▪ Rheumatoid
▪ Osteoarthritis
▪ Gout

o Sprains and strains
o Abnormal curvatures of the spine

▪ Kyphosis
▪ Lordosis
▪ Scoliosis

o Luxation
o Bursitis
o Herniated disc
o Ankylosing Spondylitis

Unit 8 Muscle Tissue

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 22

Unit Student Learning Outcomes
1. Distinguish the structures and functions of skeletal, cardiac, and smooth muscle. (CSLO 3)
2. Differentiate the structures and processes of the neuromuscular junction and initiation of contraction.

(CSLOs 5, 3)
3. Differentiate the steps of the sliding filament theory. (CSLOs 5, 3)
4. Distinguish the different ways muscles obtain their energy supply. (CSLO 4)
5. Differentiate homeostatic imbalances of the muscular system. (CSLO 6)

Number of Exam Questions (40% of Exam 3)
3-5
3-5
3-5
3-5
3-5

Theory Required Readings and Learning Activities

Muscle Tissue
• Distinguish the structures and functions of skeletal, cardiac, and smooth muscle (USLO 8.1).

o Muscle types
▪ Smooth
▪ Cardiac
▪ Skeletal
▪ Striated vs. non-striated types

o Functions
▪ Involuntary movement

• Autorhythmic
o Intercalated discs

• Peristalsis
• Vasomotor

o Vasodilation
o Vasoconstriction

▪ Voluntary movement
• Posture
• Support
• Protection
• Thermoregulation

o Macroscopic structures of skeletal muscle
▪ Bundles

• Fiber
• Fascicle
• Muscle

▪ Coverings
• Endomysium
• Perimysium
• Epimysium

▪ Tendon
• Aponeurosis

Readings
Betts et al., 2021 (OpenStax)
• Chapter 10: Muscle Tissue

Activities and Assessments
• Week 8 Discussion / Reflection
• Unit 8 Quiz

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 23

• Differentiate the structures and processes of the neuromuscular junction and initiation of
contraction (USLO 8.2).

o Structures
▪ Motor neuron
▪ Synaptic cleft
▪ Axon terminal
▪ Synaptic vesicles
▪ Neurotransmitters
▪ Acetylcholine
▪ Receptors
▪ Motor end plate
▪ T-tubules
▪ Sarcoplasmic reticulum

o Steps of contraction
▪ Action potential in the motor neuron
▪ Acetylcholine release in the neuromuscular junction
▪ Action potential in the sarcolemma
▪ Calcium release from the sarcoplasmic reticulum
▪ Sliding filament theory
▪ Relaxation

• Acetylcholine degradation

• Differentiate the steps of the sliding filament theory (USLO 8.3).
o Microscopic structures

▪ Sarcolemma
▪ T-Tubule
▪ Sarcoplasmic reticulum

• Ca2+
▪ Sarcomere

• Myofibrils – actin and myosin
• A-band, I-band, H-band, Z-line, M-line

o Myosin heads, binding sites, tropomyosin, troponin
o Cross bridge cycle

▪ Power stroke
▪ Myosin reactivation
▪ Role of ATP

• Distinguish the different ways muscles obtain their energy supply (USLO 8.4).
o Creatine phosphate
o Glycolysis
o Anaerobic ATP production

▪ Lactic acid waste product production
▪ Number of ATP

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 24

o Aerobic ATP production
▪ Citric acid cycle (Kreb’s)
▪ Number of ATP

• Differentiate homeostatic imbalances of the muscular system (USLO 8.5).

o Hernias
o Myasthenia gravis
o Muscular dystrophies
o Rigor Mortis
o Tone, atrophy, hypertrophy
o Fibromyalgia
o Myopathy
o Rhabdomyolysis
o Tendonitis

Unit 9 Nervous Tissue

Unit Student Learning Outcomes
1. Differentiate the divisions of the nervous system. (CSLO 3)
2. Distinguish between components of neurons and glial cells. (CSLO 5)
3. Differentiate ion channels and the processes of nerve transmission at a synapse. (CSLO 5)
4. Identify the events involved in the generation and propagation of the action potential. (CSLO 5)
5. Differentiate the major categories of neurotransmitters and effects. (CSLO 4)

Number of Exam Questions (33% of Exam 4)
3-4
3-4
3-4
3-4
3-4

Theory Required Readings and Learning Activities

Nervous Tissue
• Differentiate the divisions of the nervous system (USLO 9.1).

o Central nervous system
o Peripheral nervous system

• Distinguish between components of neurons and glial cells (USLO 9.2).
o Neurons

▪ Types of neurons
• Unipolar
• Bipolar
• Multipolar

▪ Dendrites
▪ Soma
▪ Axon hillock
▪ Axon
▪ Axon collaterals
▪ Axon terminals
▪ Nissl bodies

Readings
Betts et al., 2021 (OpenStax)
• Chapter 12: The Nervous System and

Nervous Tissue
• Chapter 15: The Autonomic Nervous System

(Section 15.1)

Activities and Assessments
• Exam 3 (Units 6, 7, and 8)
• Week 9 Discussion / Reflection
• Unit 9 Quiz

https://openstax.org/books/anatomy-and-physiology/pages/12-introduction

https://openstax.org/books/anatomy-and-physiology/pages/15-introduction

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 25

o Glial Cells in the CNS
▪ Astrocytes
▪ Oligodendrocytes
▪ Microglia
▪ Ependymal cells

o Glial Cells in the PNS
▪ Schwann cells
▪ Satellite cells

• Differentiate ion channels and the processes of nerve transmission at a synapse (USLO 9.3).
o Electrical synapse
o Chemical synapse
o Channels

▪ Ligand / chemically gated
▪ Mechanically gated
▪ Voltage gated
▪ Leak

o Ions
▪ Sodium
▪ Potassium
▪ Chloride
▪ Calcium

• Identify the events involved in the generation and propagation of the action potential (USLO 9.4).
o Resting membrane potential
o Graded potential

▪ Depolarization
▪ Hyperpolarization

o Action potential
▪ Depolarization

• Voltage gated ion channels
▪ Repolarization
▪ Hyperpolarization
▪ Refractory period

• Absolute vs. relative
o Propagation of action potential

▪ Continuous
▪ Saltatory

• Differentiate the major categories of neurotransmitters and effects (USLO 9.5).
o Cholinergic

▪ Acetylcholine
▪ Nicotinic receptors
▪ Muscarinic receptors

o Adrenergic

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 26

▪ Norepinephrine
o Dopamine
o GABA
o Serotonin
o Glutamate

Unit 10 Nervous System

Unit Student Learning Outcomes
1. Differentiate the components of each division of the central nervous system. (CSLO 3)
2. Differentiate the components of each division of the peripheral nervous system. (CSLO 3)
3. Recognize the components and functions of reflex arcs. (CSLO 3)
4. Differentiate the parasympathetic and sympathetic nervous systems. (CSLO 3)
5. Differentiate homeostatic imbalances of the nervous system. (CSLO 6)

Number of Exam Questions (33% of Exam 4)
3-4
3-4
3-4
3-4
3-4

Theory Required Readings and Learning Activities

Nervous System
• Differentiate the components of each division of the central nervous system (USLO 10.1).

o Meninges and relevant spaces
▪ Epidural space
▪ Dura Mater
▪ Arachnoid
▪ Subarachnoid space
▪ Pia Mater

o Structure and function of the spinal cord
▪ Conus medullaris
▪ Cauda equina
▪ Ascending and descending tracts
▪ Ventral and dorsal roots

o Structure and function of the brain
▪ Cerebrospinal fluid
▪ Ventricles of the Brain
▪ Cerebrum

• Motor areas
• Sensory areas
• Association areas

▪ Cerebellum
• Arbor vitae

▪ Diencephalon
• Epithalamus (pineal gland)
• Thalamus

Readings
Betts et al., 2021 (OpenStax)
• Chapter 13: The Anatomy of the Nervous

System (Sections 13.2-13.4)
• Chapter 14: The Somatic Nervous System

(Section 14.3)
• Chapter 15: The Autonomic Nervous System

Activities and Assessments
• Week 10 Discussion / Reflection
• Unit 10 Quiz

https://openstax.org/books/anatomy-and-physiology/pages/13-introduction

https://openstax.org/books/anatomy-and-physiology/pages/14-introduction

https://openstax.org/books/anatomy-and-physiology/pages/15-introduction

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 27

• Hypothalamus
• Connection with pituitary gland

▪ Brainstem
• Midbrain
• Pons
• Medulla oblongata

• Differentiate the components of each division of the peripheral nervous system (USLO 10.2).
o Somatic division
o Autonomic division
o Afferent
o Efferent
o Receptors
o Effectors
o Cranial nerves

▪ Cranial nerves I through XII
o Nerve plexuses

▪ Cervical plexus
▪ Brachial plexus
▪ Lumbar plexus
▪ Sacral plexus

o Spinal Nerves
▪ Endoneurium
▪ Perineurium
▪ Epineurium

• Recognize the components and functions of reflex arcs (USLO 10.3).
o Components of reflex arcs

▪ Stimulus
▪ Receptor/Afferent neuron
▪ Interneuron
▪ Motor / Efferent neuron
▪ Effector

o Simple reflexes
▪ Monosynaptic
▪ Stretch

o Complex reflexes
▪ Polysynaptic
▪ Withdrawal
▪ Flexor

o Deep tendon reflexes
▪ Biceps
▪ Patellar
▪ Achilles

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 28

▪ Plantar
• Babinski

• Differentiate the parasympathetic and sympathetic nervous systems (USLO 10.4).
o Structures

▪ Preganglionic neurons
▪ Postganglionic neurons
▪ Adrenal glands
▪ Parasympathetics originate craniosacral
▪ Sympathetics originate thoracolumbar

o Neurotransmitter and receptor types
▪ Acetylcholine

• Nicotinic receptors
• Muscarinic receptors

▪ Norepinephrine / noradrenaline
• Alpha 1, alpha 2, beta 1, and beta 2

o Dual innervation
▪ Tissue response

• Inhibitory vs. stimulatory
• Differentiate homeostatic imbalances of the nervous system (USLO 10.5).

o Alzheimer’s disease
o Autonomic dysreflexia
o Bell’s palsy
o Cerebral palsy
o Concussion
o Demyelination disorders

▪ Multiple sclerosis
▪ ALS

o Encephalitis
o Guillain-Barré
o Hemorrhage

▪ Epidural
▪ Subdural

o Huntington’s disease
o Meningitis
o Parkinson’s disease
o Seizures
o Spinal cord injury

▪ Paraplegia
▪ Quadriplegia

o Strokes
▪ Occlusive
▪ Hemorrhagic

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 29

▪ Aphasia

Unit 11 Senses

Unit Student Learning Outcomes
1. Identify receptors related to the general and special senses. (CSLO 3)
2. Identify the structures and functions involved in olfaction. (CSLOs 3, 4)
3. Identify the structures and functions involved in gustation. (CSLOs 3, 4)
4. Identify the structures and functions involved in vision. (CSLOs 3, 4)
5. Identify the structures and functions involved in hearing/equilibrium. (CSLOs 3, 4)
6. Differentiate homeostatic imbalances of the senses. (CSLO 6)

Number of Exam Questions (33% of Exam 4)
3-4
3-4
3-4
3-4
3-4
3-4

Theory Required Readings and Learning Activities

Senses
• Identify receptors related to the general and special senses (USLO 11.1).

o Nociceptors
▪ Pain

• Perception
• Adaptation
• Sensation

o Thermoreceptors
▪ Temperature

o Mechanoreceptors
▪ Tactile
▪ Baroreceptors
▪ Proprioceptors
▪ Processing in the primary somatosensory cortex

o Chemoreceptors
o Photoreceptors

• Identify the structures and functions involved in olfaction (USLO 11.2).
o Odorants
o Chemoreceptors
o Olfactory epithelium
o Olfactory glands
o Olfactory bulbs
o Cribriform plate of the ethmoid bone
o CNI (the olfactory nerve)
o Olfactory cortex

• Identify the structures and functions involved in gustation (USLO 11.3).
o Chemoreceptors
o Taste buds

▪ Tongue

Readings
Betts et al., 2021 (OpenStax)
• Chapter 14: The Somatic Nervous System

(Sections 14.1-14.2)
• Chapter 16: The Neurological Exam (Section

16.3)

Activities and Assessments
• Week 11 Discussion / Reflection
• Unit 11 Quiz

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 30

o Salivary glands
o Pharynx
o Esophagus
o Cranial nerves

▪ CN VII Facial
▪ CN IX Glossopharyngeal
▪ CN X Vagus nerve

o Gustatory cortex
o Primary taste sensations

▪ Sweet
▪ Sour
▪ Bitter
▪ Salty
▪ Umami
▪ Water receptors in the pharynx

• Identify the structures and functions involved in vision (USLO 11.4).
o Pathway of light through the eye

▪ Cornea
▪ Pupil

• Pupillary reflex
• PERRLA

▪ Lens
• Accommodation
• Ciliary bodies
• Suspensory ligaments

▪ Retina
▪ Focal point
▪ Macula
▪ Fovea centralis
▪ Photoreceptors

• Rods
• Cones
• Excitation
• Rhodopsin

▪ CN II optic nerve
▪ Visual cortex

• Identify the structures and functions involved in hearing/equilibrium (USLO 11.5).
o Pathway of sound through the ear

▪ External ear
• Auricle
• Pinna
• Auditory canal

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 31

▪ Middle ear
• Ossicles
• Tympanic membrane
• Eustachian / auditory / pharyngotympanic tube

▪ Internal ear
• Cochlea

o Organ of Corti
o Tectorial membrane
o Basilar membrane
o Hair cells
o Perilymph

• Cochlear duct
• Round window
• Oval window
• CN VIII Vestibulocochlear nerve

o Vestibular system / equilibrium
▪ Internal ear structures for equilibrium

• Vestibule
o Macula
o Otoliths
o Saccule
o Utricle

• Semicircular canals
o Ampulla
o Cupula

▪ CN VIII Vestibulocochlear nerve
▪ Cerebellum

• Differentiate homeostatic imbalances of the senses (USLO 11.6).
o Evaluating the senses

▪ Weber / Rinne
• Presbycusis
• Conductive deafness

o Air conduction
o Bone conduction

• Sensorineural Hearing Loss
▪ Snellen chart

• Hyperopia / myopia
• Presbyopia

▪ Red reflex
▪ Astigmatism
▪ Gaze (H test)
▪ Ishihara color test

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 32

• Colorblindness
▪ Nystagmus

o Other homeostatic imbalances
▪ Anosmia
▪ Cataracts
▪ Conjunctivitis
▪ Ear infections

• Otitis externa
• Otitis media

▪ Glaucoma
▪ Meniere’s disease
▪ Retinal disorders

• Retinal detachment
• Diabetic retinopathy
• Macular degeneration
• Scotomas

▪ Strabismus
▪ Synesthesia
▪ Tinnitus
▪ Vertigo

Unit 12

No USLOs

Theory Required Readings and Learning Activities

• Course Summation
o Prepare students for transition to A&P II
o Student course evals

No required readings

Activities and Assessments
Final Exam 4 (Units 9, 10, and 11)

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 33

Weekly Reflection Guidelines:
Active participation in this class is a must. A large part of your final grade will be based on the weekly reflection
assignments. You should post thoughtful replies that answer all prompts by the due date. You need not reply to
classmates’ posts in the reflection assignment. You should use at least one source to support your statements and cite
this source using in-text citation and listing the complete reference at the end of your post in accordance with APA
guidelines. Please note that you will be evaluated on the quality of your participation in class.

Weekly Reflection Grading Rubric:

Criteria Ratings

All prompts are
addressed fully, and
responses are on
target.

All prompts are answered,
and responses are fully on
target.
(30 points)

Greater than 50% of
prompts are answered fully
or multiple answers are off
target.
(15 points)

Less than 50% of prompts
are answered fully or post is
completely off target.
(10 points)

Entries demonstrate
critical thinking,
analysis, and expected
level of knowledge.

All entries demonstrate
critical thinking, analysis,
and expected level of
knowledge.
(30 points)

Greater than 50% of
entries demonstrate
critical thought and
expected level of
knowledge.
(15 points)

Less than 50% of entries
demonstrate critical thought
and expected level of
knowledge.
(10 points)

Language is
appropriate, without
grammatical errors or
informal English.

All entries utilize
appropriate, professional
communication.
(30 points)

Greater than 50% of
entries utilize appropriate,
professional
communication.
(15 points)

Less than 50% of entries
utilize appropriate,
professional
communication.
(10 points)

Reference materials
are included and are
scientifically
appropriate.

Reference materials are
utilized and appropriate
for supporting statements.

(5 points)

No reference materials are
utilized or are not
scientifically appropriate for
supporting statements.
(0 points)

In-text citations are
present for all
reference materials.

In-text citations are
present for all referenced
materials.
(5 points)

In-text citation are not
present for all referenced
materials.
(3 points)

No in-text citations utilized.
(0 points)

Total points: 100

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 34

Weekly Discussion Guidelines:

Active participation in the online portion of this class is a must. A large part of your final grade will be based on your
online participation. You should be involved in frequent, value-added discussion in the class in accordance with the
specific requirements outlined by the course faculty in the course discussion forums. Comments such as “I agree” and
“ditto” are not considered value added participation. Comments which advance the discussion contribute to meaningful
participation. Please note that you will be evaluated on the quality and quantity of your participation in class.

Weekly Discussion Grading Rubric:
Participation in weekly class discussions will be evaluated using the criteria below.

Criteria Ratings

All prompts are
addressed fully, and
responses are on
target.

All portions of the
prompt are
addressed
correctly.
(30 points)

At least half of the
prompt is
addressed correctly.
(20 points)

Some of the prompt
is addressed
correctly.
(10 points)

None of the prompt
is addressed
correctly or no post
submitted.
(0 points)

Entries demonstrate
critical thinking,
analysis, and expected
level of knowledge.

The learner correctly applies
content to nursing/ medicine.
(10 points)

The learner attempts to
apply content to nursing/
medicine.
(5 points)

The learner does not
attempt to apply
content to nursing/
medicine or no post
submitted.
(0 points)

Interactions within the
discussion are present,
thoughtful, and
complete.

Interactions add relevant
content to and promote the
discussion.
(10 points)

Interactions are present but
do not add to the content of
the discussion.
(5 points)

Interactions are not
present or are
irrelevant to the
discussion.
(0 points)

Language is
appropriate, without
grammatical errors or
informal English.

Language is appropriate,
without grammatical errors
or informal English.
(10 points)

Some grammatical errors
or informal English
(3 points)

Significant grammatical
errors or informal English
or no post submitted
(0 points)

Reference materials
are included and are
scientifically
appropriate.

Appropriate reference
materials are included.
(10 points)

Unacceptable references are
included.
(3 points)

No references are included.
(0 points)

In-text citations are
present for all
reference materials.

In-text citations are present for all reference
materials.
(5 points)

In-text citations are absent.
(0 points)

Initial post submitted
on time. Initial post submitted on time.

(5 points)

Initial post submitted late, or no post
submitted.
(0 points)

At least three days of
participation in the
discussion

3 or more days of
participation
(20 points)

2 days of
participation
(10 points)

1 day of
participation
(5 points)

No
participation
(0 points)

Total points: 100

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 35

Pathophysiology Paper

Purpose: The purpose of the project is to serve as an artifact, showing that students have demonstrated achieving
the competency on scientific literacy.

This assignment specifically addresses the following Galen College of Nursing General Education Competencies: 2.
Communication. 3. Information Literacy. 4. Critical Thinking. 5. Scientific Literacy.

You will need to work on this assignment weekly throughout the quarter. Your completed assignment will be due during
week 9 of the quarter. Please do not wait until the last minute to work on this assignment. It is your responsibility to
submit the completed assignment before the dropbox closes. No hard copies or emailed copies will be accepted once the
dropbox is closed.

This project requires the ability to understand and apply scientific knowledge that you acquire both inside and outside
the anatomy and physiology classroom. You will be presented a pathology that is applicable to the systems we have
covered and will be assigned by your instructor. This is a pathology that you may encounter in your nursing career.

As you progress through this course, you will acquire information in a sequential, topic-specific manner. Each topic will
include information that is relevant to this assignment. For example, the knowledge you gain from the lesson on cell
morphology will be applied to later system specific questions. Your explanations on each sub-topic should include
information from sources that go beyond the textbook or classroom. You are expected to clearly understand the
meaning of each topic before you construct your answers. For example, you are expected to know the meaning of
“homeostasis” and to understand the topics that are connected to it. Don’t forget to read and understand the rubric
before you start. Refer to it often – it will help guide you through the process.

The paper should contain the following criteria. These are expanded upon in the Canvas course.

Criteria
1 Description of the pathology

2 Normal anatomy of major body system affected

3 Normal physiology of body system affected
4 Mechanism of pathophysiology
5 Prevention
6 Treatment

1. Students will be assigned individual topics related to physiology and pathological conditions of

physiological systems.

2. The student will be required to complete criteria 1-6 in a written paper.

3. The paper will be a minimum of 4 and a maximum of 6 pages long not including a title and
reference pages.

4. A minimum of three APA-style references must be included in the paper. There should be an APA-
format references page at the end of the presentation. Additionally, in-text citations should be
included when appropriate. Reputable resources include peer-reviewed journal articles, textbooks,
interviews with clinicians who deal with these pathologies on a daily basis, personal experiences,
class lectures, and other scientific sources.

5. The student should use a font size of 12, Times New Roman, and double-spaced throughout. The
paper should be written with the text aligned to the left margin with 1” margins.

Students should review the information about plagiarism in the Student Catalog. Any copying of information from
another source without giving proper credit through a citation will be met with severe consequences. In line with this,
however, the entire presentation should not be directly copied from other sources. The student is expected to compose
ideas in their own words, and only use text from other sources as a minor supplement.

The assignment should be submitted through the dropbox in Canvas on or before the assigned due date. Refer to late
policy for late submissions.

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 36

Pathophysiology Paper Grading Rubric:

Criteria

Description of
Pathology

CSLO 6

Student provides a comprehensive
introductory section of the condition in 1-
2 paragraphs.
(Up to 10 points)

Student provides a somewhat
comprehensive introductory section of
the condition in 1-2 paragraphs.
(Up to 7 points)

Student provides an inadequate
introductory section.
(Up to 3 points)

Normal Anatomy of
Body System

CSLO 4

Student has demonstrated comprehensive
knowledge of fundamental concepts of
normal anatomy of the body system
throughout 100% of the project. Student
can accurately interpret and
communicate information using scientific
vocabulary consistently throughout the
assignment.
(Up to 15 points)

Student has demonstrated comprehensive
knowledge of fundamental concepts of
the normal anatomy of the body system
through at least 50% of the project.
Student can accurately interpret and
communicate information using scientific
vocabulary mostly throughout the
assignment.
(Up to 10 points)

Student has demonstrated comprehensive
knowledge of fundamental concepts of the
normal anatomy of the body system
through at least 25% of the project.
Student did not accurately interpret and
communicate information using scientific
vocabulary throughout the assignment.
(Up to 5 points)

Normal Physiology of
Body System

CSLO 4

Student has demonstrated comprehensive
knowledge of fundamental concepts of
normal physiology of the body system
throughout the project. Student can
accurately interpret and communicate
information using scientific vocabulary
consistently throughout the assignment.
(Up to 15 points)

Student has demonstrated comprehensive
knowledge of fundamental concepts of
the normal physiology of the body system
through at least 50% of the project.
Student can accurately interpret and
communicate information using scientific
vocabulary mostly throughout the
assignment.
(Up to 10 points)

Student has demonstrated comprehensive
knowledge of fundamental concepts of the
normal physiology of the body system
through at least 25% of the project.
Student did not accurately interpret and
communicate information using scientific
vocabulary throughout the assignment.
(Up to 5 points)

Mechanism of
Pathophysiology

CSLO 6

The student’s writing demonstrates a
thorough understanding of the
underlying anatomical and physiological
changes contributing to the disease. The
overall paper shows a deep
understanding of the disease consistent
with collegiate level research on the topic.
(Up to 20 points)

The student’s writing demonstrates some
understanding of the underlying
anatomical and physiological changes
contributing to the disease. The overall
paper shows a moderate understanding of
the topic, but some information is
missing.
(Up to 12 points)

The student’s writing demonstrates little
understanding of the underlying
anatomical and physiological changes
contributing to the disease. The overall
paper shows a shallow understanding of
the topic.
(Up to 7 points)

Prevention Student provides a comprehensive
section outlining possible prevention
protocols or clearly indicates if none is
available for the condition based on
current scientific literature.
(Up to 10 points)

Student provides a somewhat
comprehensive section outlining

possible prevention protocols or clearly
indicates if none is available for the
condition based on current scientific
literature.
(Up to 6 points)

Student provides an inadequate section
outlining possible prevention protocols or
clearly indicates if none is available for

the condition based on current scientific
literature.
(Up to 3 points)

Treatment Student provides a comprehensive
section outlining possible treatment

Student provides a somewhat
comprehensive section outlining

Student provides an inadequate section
outlining possible treatment protocols for

Galen College of Nursing – BIO 1100 Course Syllabus – Version 13.3M_July2024 37

protocols for the condition based on
current scientific literature.
(Up to 10 points)

possible treatment protocols for the
condition based on current scientific
literature.
(Up to 6 points)

the condition based on current scientific
literature.
(Up to 3 points)

Paper Formatting &
Overall Presentation

Overall presentation is 100% complete,
follows APA formatting guidelines,
demonstrates scholarly achievement and
utilizes appropriate grammar and
sentence structure throughout.
(Up to 10 points)

Overall presentation is mostly complete,
APA formatting guidelines are mostly
followed, demonstrates scholarly
achievement, and utilizes appropriate
grammar and sentence structure
throughout the majority of the paper.
(Up to 7 points)

Overall presentation is two or more of the
following: Incomplete, APA formatting not
followed, does not demonstrate scholarly
achievement, significant issues with
appropriate grammar and sentence
structure.
(Up to 4 points)

References & In-text
Citations

At least 3 sources have been referenced,
references are from reputable sources,
and proper APA format was used, both
for in text citation and for the reference
section, with no inaccuracies in APA
formatting.
(Up to 10 points)

At least 2 sources have been referenced,
most references are from reputable
sources, and proper APA format was
used, both for in text citation and for the
reference section, with minor
inaccuracies in APA formatting.
(Up to 7 points)

Insufficient sources were referenced, or
sources were from biased sources, with
many errors in APA style and formatting.
(Up to 4 points)

Total points: 100

Unit 8 Vocabulary Assessment and Graphic Organizer

In this assignment you are going to
pick a chapter from the textbook of one of your classes and do the following steps using this chapter.

Step 1: Select a Learning Objective (USLO) from the syllabus of one of your classes. You will use this objective to complete the following steps.

State the Learning Objective from your syllabus: _____________________________________________________________________________

Step 2: Picture of Coded Text – Use your coded text codes to annotate your textbook for that particular objective and take a picture. Remember to highlight, circle or underline key points, to draw connections between topics, and write any questions you may have that come up as you read. This all can be done in your actual textbook (don’t forget this works for E-Texts too, most allow you to annotate electronically).
Insert a picture of this interaction below: (to insert a picture into a word document, go to INSERT on the top left corner and pictures to search for your picture)

Insert picture of your coded text below:

Step 3: Vocabulary – Knowing a vocabulary and its definition is a great start but a deeper understanding of the word is necessary to be successful on science and nursing exams. In this section take the vocabulary words that were identified in your coded text, list these words with their definition and then demonstrate your ability to communicate using these words by writing an original sentence. See example in table.

WORD:	DEFINITION:	Evidence of Learning through SENTENCE USAGE:
Example: necrosis			Necrosis – death of body tissue.	Without turning the patient regularly as she recuperates, necrosis could cause pressure ulcers.
1.)
2.)
3.)
4.)
5.)

Step 4: Creating the graphic organizer – Convert the information that was in written form in your textbook into a graphic organizer and embed below. (Be sure to check out video on How to Create a Graphic Organizer in this week’s module)

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