{"id":10043,"date":"2018-12-12T10:38:29","date_gmt":"2018-12-12T16:38:29","guid":{"rendered":"https:\/\/sites.austincc.edu\/health\/?page_id=10043"},"modified":"2026-08-31T15:38:17","modified_gmt":"2026-08-31T20:38:17","slug":"pre-pharmacology-assessment-exam","status":"publish","type":"page","link":"https:\/\/sites.austincc.edu\/health\/alhs\/pre-pharmacology-assessment-exam\/","title":{"rendered":"Pre-Pharmacology Assessment Exam"},"content":{"rendered":"<p>[vc_row][vc_column width=&#8221;1\/6&#8243; css=&#8221;.vc_custom_1560349308920{margin-bottom: 20px !important;padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;background-color: #7297ba !important;}&#8221; el_class=&#8221;nav-column&#8221; offset=&#8221;vc_hidden-sm vc_hidden-xs&#8221;][vc_column_text]<\/p>\n<h3 style=\"text-align: center\">Future Students<\/h3>\n<p>[\/vc_column_text][vc_single_image image=&#8221;529&#8243; img_size=&#8221;large&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_circle_2&#8243;][vc_raw_html]JTVCY3NzbWVudW1ha2VycHJvJTIwaWQlM0QlMjIxNzQ4MyUyMiU1RCUwOQ==[\/vc_raw_html][\/vc_column][vc_column width=&#8221;7\/12&#8243; css=&#8221;.vc_custom_1528126491459{margin-bottom: 20px !important;margin-left: 7px !important;background-color: #ffffff !important;}&#8221; el_class=&#8221;middle-column&#8221;][vc_column_text css=&#8221;.vc_custom_1544632151222{margin-bottom: 30px !important;}&#8221;]<\/p>\n<h1 style=\"text-align: center\">Pre-Pharmacology Assessment Exam<\/h1>\n<p>[\/vc_column_text][vc_column_text]Please see this Google Document to learn more about the Pre-Pharmacology Assessment Exam.[\/vc_column_text][vc_btn title=&#8221;Allied Health Sciences Pre-Pharmacology Assessment Information&#8221; style=&#8221;classic&#8221; color=&#8221;violet&#8221; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fdocs.google.com%2Fdocument%2Fd%2F1RIaPAO8nK3EYfzrfkr7ETXRWi0sx5y6Jd9et3ahb2iY%2Fedit%3Fusp%3Dsharing||target:%20_blank|&#8221;][vc_row_inner disable_element=&#8221;yes&#8221;][vc_column_inner][vc_tta_accordion c_icon=&#8221;chevron&#8221; c_position=&#8221;right&#8221; active_section=&#8221;99&#8243; collapsible_all=&#8221;true&#8221;][vc_tta_section title=&#8221;General Information&#8221; tab_id=&#8221;information&#8221;][vc_column_text css=&#8221;.vc_custom_1544633965315{margin-bottom: 20px !important;}&#8221;]<\/p>\n<ol>\n<li>Students who have prior and comprehensive knowledge in BIOL 2304\/2101 Human Anatomy or BIOL 2404 (Anatomy and Physiology) can take the Allied Health Science (ALHS) departmental Pre-Pharmacology Assessment Exam as an alternate entry of meeting the Anatomy &amp; Physiology prerequisite for the Pharmacology course.<\/li>\n<li>The Pre-Pharmacology Assessment Exam will cover topics as specified by the common course objectives of\u00a0BIOL 2304\/2101\u00a0and\u00a0BIOL\u00a02404. The exam will only cover those topics needed for students to understand the concepts that will be covered in pharmacology (see &#8220;Objectives&#8221; below).<\/li>\n<li>A passing score on the exam will be 70%.<\/li>\n<li>If a student passes the Pre-Pharmacology Assessment Exam with a 70% or higher grade, the student is now eligible to take the HPRS 2300 Pharmacology course, provided the math prerequisite has been met as well. Passing the Pre-Pharmacology Assessment Exam does not constitute college credit for the BIOL 2304\/2101 or BIOL 2404 courses. The student will have to take the Biology course.<\/li>\n<li>If a student has a passing score on the Pre-Pharmacology Assessment Exam, they need to provide documented proof from the department on the first class meeting or orientation date. <strong>No exceptions<\/strong>. The student is still required to go through the normal registration process.<\/li>\n<li>Other than administering the exam, the ALHS department is\u00a0not\u00a0involved in the registration process, does not keep waiting lists, and does not guarantee that a student who passes the exam will be able to register for a section of Pharmacology.<\/li>\n<li>Students who score below 70% on the Pre-Pharmacology Assessment Exam may a) register for the BIOL 2404 course or biology assessment exam for entry into the BIOL 2304\/2101 course\u00a0<em><strong>or<\/strong><\/em> b)\u00a0use the self-study option to improve knowledge for the exam contents.<\/li>\n<li>Students will only be allowed to take the Pre-Pharmacology Assessment Exam once per semester for a max of only two times in one year.<\/li>\n<\/ol>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Locations&#8221; tab_id=&#8221;locations&#8221;][vc_column_text css=&#8221;.vc_custom_1748528999431{margin-bottom: 20px !important;}&#8221;]The Pre-Pharmacology Assessment Exam is offered <strong>on a walk-in basis<\/strong> at the <a href=\"http:\/\/www.austincc.edu\/content\/eastview-assessment-center\">Eastview Campus Assessment Center<\/a>, the <a href=\"https:\/\/www.austincc.edu\/content\/riverside-assessment-center\">Riverside Campus Assessment Center<\/a>, the <a href=\"https:\/\/www.austincc.edu\/content\/round-rock-assessment-center\">Round Rock Assessment Center<\/a>, and the <a href=\"https:\/\/www.austincc.edu\/content\/highland-assessment-center\">Highland Campus Assessment Center<\/a>.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Exam Guidelines&#8221; tab_id=&#8221;guidelines&#8221;][vc_column_text css=&#8221;.vc_custom_1768325815031{margin-bottom: 20px !important;}&#8221;]<\/p>\n<ol>\n<li>The time allocated for each assessment exam will be two hours. This includes the time necessary for students to sign in, fill out envelopes for mailing test scores, and take the exam.<\/li>\n<li>Students who are late will not be allowed to take the assessment exam.<\/li>\n<li>All students must present a valid photo ID for admission to the assessment exam. Valid photo ID may be a driver\u2019s license, Student ID, passport, Department of Public Safety ID, Department of Defense ID, or resident alien card.<\/li>\n<li>Students must present proof of their ID number for admission to the assessment exam. Valid proof of an ID number may be an ACC student ID card, a Social Security card, or an official fee receipt marked \u201cPaid\u201d by an ACC Cashier showing the ACC student ID number.<\/li>\n<li>Students should bring two No. 2 pencils to the exam.<\/li>\n<li>No cell phones or pagers will be allowed in the room, even if turned off. If a cell phone or pager goes off during the testing period, the student will be required to leave the room, and the student\u2019s test will be taken and graded as-is. The student will not be allowed to continue the exam.<\/li>\n<li>Students may not wear a hat with a brim during the exam.<\/li>\n<li>Students cannot bring anything else into the room, other than a sweater or jacket, tissues, and medications. Students need to make separate arrangements for backpacks or purses. The proctors will assign a section of the room for personal items, but anything left in this area will not be monitored, and ACC will not be responsible for any damage or loss of your personal property. <strong>Water bottles are no longer permitted in the testing lab.<\/strong><\/li>\n<li>Students will not be allowed to leave the room during the testing period for any reason. If a student leaves the room while the exam is in progress, the student\u2019s test will be taken and graded as-is. The student will not be allowed to continue the exam.<\/li>\n<li>At the end of the exam, students must return all exams and answer sheets before leaving the room.<\/li>\n<li>The test will be proctored by ACC employees. If a proctor suspects cheating, the proctor will collect the exams and answer sheets of all individuals involved. These answer sheets will be assigned a grade of 0. Any student suspected of cheating must make separate arrangements with the ALHS Department for retesting.<\/li>\n<li>Exam questions will be multiple-choice, true-false, and matching questions. Some questions will require simple recall of information. Other questions will require application of knowledge.<\/li>\n<li>The proctors will not be able to answer any questions during the exam period. Students will not be allowed to use dictionaries or any other\u00a0 supplemental materials during the assessment exam, including calculators.<\/li>\n<li>Students with disabilities should contact the\u00a0<a href=\"https:\/\/tled.austincc.edu\/faculty-support\/course-development\/accessibility\">Student Accessibility Services &amp; Assistive Technology (SAS)<\/a>\u00a0to arrange for testing.<\/li>\n<li>Behavior that significantly interferes with or disrupts assessment testing may result in removal from the assessment exam facility. At the assessment exam facility, the proctors will be responsible for determining whether students will be asked to leave for disruptive behavior. Any student removed from an assessment test for disruptive behavior must make separate arrangements with the ALHS Department for retesting.<\/li>\n<li>Exams usually take between 1 to 2 hours to complete. The centers will not let you start the test unless you have time to finish, so plan accordingly.<\/li>\n<li>At the assessment center, each student will be given an\u00a0form\u00a0to fill out. The test score will be e-mailed within\u00a03-4\u00a0business days.<\/li>\n<\/ol>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Objectives&#8221; tab_id=&#8221;objectives&#8221;][vc_column_text]<\/p>\n<ol>\n<li>Compare the structure and function of different types of biomolecules:\n<ul type=\"a\">\n<li>lipids: fats (neutral fats or triglycerides), cholesterol (steroids)<\/li>\n<li>nucleic acids: nucleotides, DNA, RNA<\/li>\n<\/ul>\n<\/li>\n<li>Define:\n<ul type=\"a\">\n<li>enzyme<\/li>\n<li>substrates<\/li>\n<li>molecules-polar vs. nonpolar<\/li>\n<li>atoms<\/li>\n<li>electrolytes<\/li>\n<li>solvents<\/li>\n<li>solutions<\/li>\n<li>solutes<\/li>\n<\/ul>\n<\/li>\n<li>Discuss enzymes function on the human body.<\/li>\n<li>Describe the structure and function of the parts of eukaryotic cells: plasma membrane, cytoplasm, nucleus, mitochondria, ribosomes, endoplasmic reticulum (smooth and rough), Golgi apparatus, lysosomes, cytoskeleton (actin fibers, microtubules, intermediate fibers), centrioles, cilia, flagella<\/li>\n<li>Define and describe cellular processes:\n<ul type=\"a\">\n<li>Homeostasis-role of feedback mechanisms in maintaining homeostasis<\/li>\n<li>Transport mechanisms-diffusion, osmosis (including the concept of tonicity, the effects of isotonic, hypotonic and hypertonic solutions on cell volume), facilitated diffusion, active transport (solute pumps, endocytosis, exocytosis)<\/li>\n<\/ul>\n<\/li>\n<li>Describe the phases and general events of the cell cycle: G1, S, G2, M (<em>note the M phase includes mitosis and cytokinesis<\/em>)<\/li>\n<li>Describe the levels of organization in multicellular organisms (chemical, cellular, tissue, organ, organ system, organism).<\/li>\n<li>Describe the\u00a0<strong>overall\u00a0<\/strong>functions of these systems: circulatory (blood and cardiovascular), digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, urinary, and immune (lymphatic).<\/li>\n<li>Define hierarchy of organization and relationship between levels: atoms, molecules, cells, tissues, organs, organ system, organism.<\/li>\n<li>Define and be able to use the terms of body orientation and position:\n<ul type=\"a\">\n<li>superior\/inferior<\/li>\n<li>anterior\/posterior<\/li>\n<li>medial\/lateral<\/li>\n<li>dorsal\/ventral<\/li>\n<li>proximal\/distal<\/li>\n<li>superficial\/deep<\/li>\n<li>candal<\/li>\n<\/ul>\n<\/li>\n<li>Define common chemical symbols: O, C, H, N, Ca, K, Na, Cl<\/li>\n<li>Define pH, acidic, basic, neutral<\/li>\n<li>Define resting membrane potential and Na+ and K+ association.<\/li>\n<li>Explain the difference between sudoriferous glands: apocrine and eccrine<\/li>\n<li>Explain the function of\u00a0 types of muscle tissue (skeletal, cardiac, smooth) upon stimulation.<\/li>\n<li>Define the neuromuscular junction and its association with skeletal muscles.<\/li>\n<li>Discuss actin, myosin, and sarcomere function with the anatomy of skeletal muscle fibers.<\/li>\n<li>Discuss the organization of the nervous system.<\/li>\n<li>Define function or a neuron, gap function, and synapse.<\/li>\n<li>Define neurotransmitter.<\/li>\n<li>Identify neurotransmitters.<\/li>\n<li>Discuss what neurotransmitter is released pre- and pat-synaptically from each nerve fiber in the sympathetic and parasympathetic systems.<\/li>\n<li>Discuss an action potential.<\/li>\n<li>Discuss a myocardial action potential.<\/li>\n<li>Define the function of each cranial nerve.<\/li>\n<li>Identify the number of cranial and spinal nerves.<\/li>\n<li>Explain the differences between sensory, motor, and mixed nerves.<\/li>\n<li>Discuss motor output: somatic vs. autonomic structures-structure, effector organs, afferent and efferent nerves.<\/li>\n<li>Discuss the divisions of ANS: Compare and contrast the structure and functions of the sympathetic nervous system<\/li>\n<li>Compare and contrast the structure and functions of the parasympathetic nervous system.<\/li>\n<li>Explain the effects of each division of the ANS on major organs (heart, blood vessels, stomach, eye, and urinary bladder).<\/li>\n<li>Define anatomy and function of the neuroglial cells, gray and white matter, and the meninges.<\/li>\n<li>Identify the location, basic structure, hormones produced and general function of the hormones secreted by each gland:\n<ul type=\"a\">\n<li>hypothalamus<\/li>\n<li>pituitary gland<\/li>\n<li>thyroid gland<\/li>\n<li>parathyroid glands<\/li>\n<li>adrenal gland (by general classes)<\/li>\n<li>pancreatic islets<\/li>\n<\/ul>\n<\/li>\n<li>Discuss the anatomical and functional relationship of the the hypothalamus and the anterior pituitary.<\/li>\n<li>Discuss the anatomical and functional relationship of hypothalamus and posterior pituitary.<\/li>\n<li>Define function of ADH and aldosterone in relationship with the nephron.<\/li>\n<li>Discuss the role of tropic hormones in controlling other endocrine glands.<\/li>\n<li>Discuss the flow of air through the respiratory system.<\/li>\n<li>Define erythrocytes, leukocytes and platelets (including granulocytes and agranulocytes).<\/li>\n<li>Discuss functions of erythrocytes, leukocytes, and platelets.<\/li>\n<li>Define the different types of immunity and give examples.<\/li>\n<li>Discuss the pathway of blood flow through the heart.<\/li>\n<li>Define the anatomy and function of the heart.<\/li>\n<li>Discuss the pacemaker of the heart and how this relates to the heart conduction system.<\/li>\n<li>Explain the myocardial action potential and how this relates to cardiac contraction.<\/li>\n<li>Explain the conduction system.<\/li>\n<li>Review the EKG, and each of its deflections.<\/li>\n<li>Review cardiac cycle and heart sounds of the heart.<\/li>\n<li>Define cardiac output, stroke volume and heart rate.<\/li>\n<li>Explain the relationship between cardiac output, stroke volume and heart rate.<\/li>\n<li>Explain Starling\u2019s Law of the Heart.<\/li>\n<li>Discuss the histology of blood vessels.<\/li>\n<li>Describe the vasomotor control and differential distributions of blood flow.<\/li>\n<li>Discuss pulmonary circulation and how it relates to major arteries and veins.<\/li>\n<li>Discuss systemic circulation: major arteries and veins; circle of Willis, hepatic portal system (emphasis upon the function of the hepatic portal system)<\/li>\n<li>Define and identify these structures:\n<ul>\n<li>atria-right and left<\/li>\n<li>ventricles-right and left<\/li>\n<li>heart wall: epicardium, myocardium, endocardium<\/li>\n<li>interventricular septum<\/li>\n<li>apex<\/li>\n<\/ul>\n<\/li>\n<li>Discuss the lymphatic vessels and concept of lymphatic drainage area.<\/li>\n<li>Define lymph nodes and other lymphoid organs: structure, function (tonsils, spleen, lymph node, thymus gland), and location.<\/li>\n<li>Discuss veins and arteries with oxygen and deoxygenated blood.<\/li>\n<li>Discuss function of coronary arteries.<\/li>\n<li>Discuss the relationship of pulmonary capillaries and alveoli.<\/li>\n<li>Describe the GI tract: structure and functions of organs and accessory organs.<\/li>\n<li>Review the digestive processes and where food absorption mainly occurs.<\/li>\n<li>Describe the function of digestive enzymes.<\/li>\n<li>Describe preload, afterload, cardial output, and stroke volume.<\/li>\n<li>Describe the parts of the nephron and the sequence of the structure.<\/li>\n<li>Review the overview of urine production: filtration, reabsorption, secretion.<\/li>\n<li>Discuss the negative feedback mechanism associated with hormones.<\/li>\n<li>Define purpose of renin-angiotensin mechanism and role of ACE.<\/li>\n<li>Discuss overview of hormonal regulation of male reproduction.<\/li>\n<li>Discuss overview of ovarian and uterine cycle including hormonal regulation.<\/li>\n<\/ol>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Self-Study Resources&#8221; tab_id=&#8221;resources&#8221;][vc_column_text]This is a list of simple and inexpensive resources to help students study independently for the Pre-Pharmacology Assessment Exam. These books can be found at a local bookstore or on the Web.<\/p>\n<p>Please be aware that each book contains material that is not covered on the Pre-Pharmacology Assessment Exam. The assessment exam for Anatomy and Physiology courses will only cover the material listed in the objectives for the exam.<\/p>\n<ul>\n<li>Marieb, E. N., &amp; Hoehn, K. (2019).\u00a0<i>Human anatomy &amp; physiology<\/i>. Hoboken, NJ: Pearson Education.<\/li>\n<li>Saladin, K. S. (2015).\u00a0<i>Anatomy and physiology: The unity of form and function<\/i>. New York: McGraw-Hill.<\/li>\n<li>Saladin, K. S., &amp; Saladin, K. S. (2012).\u00a0<i>Student study guide to accompany Anatomy &amp; physiology: The unity of form and function \/ prepared by<\/i>. New York, NY: McGraw-Hill.<\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_tta_accordion][vc_tta_section title=&#8221;General Information&#8221; tab_id=&#8221;general-information&#8221;][vc_column_text]<\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students who have prior and comprehensive knowledge in BIOL 2304\/2101 Human Anatomy or BIOL 2404 (Introduction to Anatomy and Physiology) or BIOL 2401 (Anatomy &amp; Physiology 1) can take the Allied Health Sciences (ALHS) Departmental Pre-Pharmacology Assessment Exam as an alternate method of meeting the Anatomy &amp; Physiology prerequisite for the HPRS 2300 Pharmacology for Health Professions course.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Pre-Pharmacology Assessment Exam will cover topics as specified by the common course objectives of BIOL 2401 (Anatomy &amp; Physiology 1). The exam will cover topics needed for students to understand concepts covered in HPRS 2300 Pharmacology for Health Professions (see below).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The minimum passing score is <\/span><b>70%<\/b><span style=\"font-weight: 400\">.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If a student passes the Pre-Pharmacology Assessment Exam with a 70% or higher grade, the student will then be eligible to take the HPRS 2300 Pharmacology for Health Professions course provided the TSI Complete\/Exempt Math prerequisite has also been met.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If a student earns a passing score on the Pre-Pharmacology Assessment Exam, the student\u00a0 must provide their instructor with written documentation of the passing score from the department chair during the first week of classes.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The ALHS department does not guarantee that a student who passes the exam will be able to register for a section of HPRS 2300 Pharmacology for Health Professions.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Passing the Pre-Pharmacology Assessment Exam does <\/span><b>not<\/b><span style=\"font-weight: 400\"> provide college credit for the BIOL 2304\/2101, BIOL 2404, or BIOL 2401 courses.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students who score <\/span><b>below 70%<\/b><span style=\"font-weight: 400\"> on the Pre-Pharmacology Assessment Exam may:\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a) register for BIOL 2401 or 2404 depending on the intended health program requirement OR\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b) utilize the resources and objectives below to improve knowledge for retaking the Pre-Pharmacology Assessment in a subsequent semester.\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students are only permitted to take the Pre-Pharmacology Assessment Exam <\/span><b>once per semester for a max of only two times in one year<\/b><span style=\"font-weight: 400\">.<\/span><\/li>\n<\/ol>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Obtain Permission&#8221; tab_id=&#8221;permission&#8221;][vc_column_text]<span style=\"font-weight: 400\">Email <\/span><b>Tammie Petersen, Department Chair<\/b> <b>of Allied Health Sciences,<\/b><span style=\"font-weight: 400\"> at <\/span><a href=\"mailto:tpeterse@austincc.edu\"><span style=\"font-weight: 400\">tpeterse@austincc.edu<\/span><\/a> <span style=\"font-weight: 400\">\u00a0to obtain permission to test. After permission is granted to test, the department chair will add the student to the ALHS Challenge Exam Course in Blackboard.\u00a0<\/span>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Locations&#8221; tab_id=&#8221;locations&#8221;][vc_column_text]<span style=\"font-weight: 400\">The pre-pharmacology assessment is available at all ACC Campus Testing Centers. Check <\/span><a href=\"https:\/\/admissions.austincc.edu\/tsi-assessment\/assessment-schedule\/\"><span style=\"font-weight: 400\">Testing Center hours and locations<\/span><\/a> <span style=\"font-weight: 400\">based on specific campus. Please review the <\/span><a href=\"https:\/\/students.austincc.edu\/testing-services\/testing-center-guidelines\/\"><span style=\"font-weight: 400\">Testing Center Guidelines<\/span><\/a><span style=\"font-weight: 400\">. <\/span><span style=\"font-weight: 400\">An ACC ID or government-issued nonexpired ID are required. Please contact<\/span> <a href=\"https:\/\/students.austincc.edu\/student-accessibility-services\/\"><span style=\"font-weight: 400\">Student Accessibility Services<\/span><\/a> <span style=\"font-weight: 400\">for scheduling if testing accommodations are in place.<\/span>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Exam Information&#8221; tab_id=&#8221;exam-information&#8221;][vc_column_text]<span style=\"font-weight: 400\">Time limit: 120 minutes<\/span><\/p>\n<p><span style=\"font-weight: 400\">Format: multiple choice, 100 questions<\/span><\/p>\n<p><span style=\"font-weight: 400\">Computerized exam in Blackboard<\/span>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Testing Dates&#8221; tab_id=&#8221;testing-dates&#8221;][vc_column_text]<span style=\"font-weight: 400\">The pre-pharmacology assessment is administered at specific times during the fall, spring, and summer semesters to ensure faculty have adequate time for grading and student support during finals. The testing windows are defined as follows:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>Fall &amp; Spring Semesters:<\/b><span style=\"font-weight: 400\"> The testing window opens on the first day of the <\/span><b>16-week session<\/b><span style=\"font-weight: 400\"> and closes two weeks prior to the end of the semester.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Summer Semester:<\/b><span style=\"font-weight: 400\"> The window opens on the first day of the <\/span><b>10-week session<\/b><span style=\"font-weight: 400\"> and closes two weeks prior to the end of the semester.<\/span><\/li>\n<\/ul>\n<p><b>Note:<\/b><span style=\"font-weight: 400\"> We strongly encourage students to plan to take the pre-pharmacology assessment early in the semester. Please refer to the<\/span> <a href=\"https:\/\/students.austincc.edu\/calendars\/academic-calendar\/\"><span style=\"font-weight: 400\">College Academic Calendar<\/span><\/a><span style=\"font-weight: 400\"> to verify the specific semester start and end dates.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Please feel free to contact the<\/span> <a href=\"https:\/\/sites.austincc.edu\/health\/alhs\/facstaff\/#gsc.tab=0\"><span style=\"font-weight: 400\">Allied Health Sciences Department office<\/span><\/a> <span style=\"font-weight: 400\">with any questions you may have about the Challenge Exam guidelines and procedures.<\/span>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Resources&#8221; tab_id=&#8221;resources&#8221;][vc_column_text]<\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Hoehn, K., Haynes, L. W., &amp; Abbott, M. A. (2025). <\/span><i><span style=\"font-weight: 400\">Marieb Human Anatomy &amp; Physiology<\/span><\/i> <i><span style=\"font-weight: 400\">(12th ed.).<br \/>\n<\/span><\/i><span style=\"font-weight: 400\">9780138244408\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\">Amerman, E. C. (2024). <\/span><i><span style=\"font-weight: 400\">Human Anatomy &amp; Physiology (3rd ed.).<br \/>\n<\/span><\/i><span style=\"font-weight: 400\">9780138201814 (print), 9780138247928 (eText)<\/span><\/li>\n<li><span style=\"font-weight: 400\">Martini, F. H., &amp; Bartholomew, E. F.. (2019). <\/span><i><span style=\"font-weight: 400\">Essentials of Anatomy &amp; Physiology<\/span><\/i> <i><span style=\"font-weight: 400\">(8th ed.).<\/span><\/i><span style=\"font-weight: 400\"><br \/>\n2019<\/span> <span style=\"font-weight: 400\">9780135209301 (print), 9780135210956 (eText)<\/span><\/li>\n<li><span style=\"font-weight: 400\">Co, E. M. (2023). <\/span><i><span style=\"font-weight: 400\">Anatomy &amp; Physiology(1st ed.).<br \/>\n<\/span><\/i><span style=\"font-weight: 400\">9780357807248 (eText), 9780357807217 (print)<\/span><\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_tta_section][vc_tta_section title=&#8221;Course Learning Outcomes&#8221; tab_id=&#8221;outcomes&#8221;][vc_column_text]<span style=\"font-weight: 400\">Upon successful completion of this course, students will:\u00a0<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use anatomical terminology to identify and describe locations of major organs of<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">each system covered.<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Explain interrelationships among molecular, cellular, tissue, and organ functions<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">in each system.<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Describe the interdependency and interactions of the systems.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Explain contributions of organs and systems to the maintenance of homeostasis.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Identify causes and effects of homeostatic imbalances.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Describe modern technology and tools used to study anatomy and physiology.<\/span><\/li>\n<\/ol>\n<p><b>Chemistry: <\/b><b>Unit Learning Objectives:<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> Explain the role of electrons in chemical bonding.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare how covalent and ionic bonds hold atoms together and how each type of bond is shown in a diagram.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Discuss the relative strengths of covalent and ionic bonds (how easily the bonds can be broken).<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare polar and nonpolar bonds. Describe the polarity of water.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare and contrast the characteristics of polar and nonpolar molecules.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define the term hydrogen bond. Describe the characteristics of hydrogen bonds. Identify how hydrogen bonds are shown in a diagram.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Distinguish between hydrophilic &amp; hydrophobic substances and describe their interactions.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Distinguish among the terms solution, solute, solvent, colloid suspension, and emulsion.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain the role of ATP (adenosine triphosphate) and ADP (adenosine diphosphate) in energy transfer.<\/span><\/li>\n<\/ol>\n<p><b>Acids, Bases, Salts, pH and Buffers<\/b><\/p>\n<ol start=\"10\">\n<li><span style=\"font-weight: 400\"> Define the terms acid, base and hydrogen ion (=proton).<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define pH. Relate pH to the concentration of hydrogen ions. Read a pH scale and determine whether the solution is acidic, basic or neutral.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare the properties of salts, acids and bases.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define the term buffer. Describe how buffers work to keep the pH within a narrow range to maintain homeostasis.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define the term dissociation. Describe the effect of dissociation in producing anions and cations. Describe the effect of dissociation on the strength of an acid or base.<\/span><\/li>\n<\/ol>\n<p><b>Cells: Unit Learning Objectives<\/b><\/p>\n<p><b>Plasma Membrane<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> Describe the location of intracellular and extracellular fluids and the relationship between the two.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain the difference between permeable, impermeable, and selectively permeable membranes.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain how protein receptors allow cells to communicate with each other. Explain and compare receptor-channel, receptor-enzyme, second messenger, and intracellular (direct gene activation) signaling mechanisms.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Discuss how the size, electric charge, and polarity of molecules affect their movement across the plasma membrane.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Diffusion:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Define diffusion and explain the relationship between kinetic energy, the random movement of molecules, and diffusion.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. Explain the concept of a concentration gradient and an electrical gradient.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">c. Define osmosis.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">d. Define osmolarity and explain how osmolarity affects osmosis.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">e. Define osmotic pressure and explain how it affects osmosis.<\/span><\/li>\n<\/ul>\n<ol start=\"6\">\n<li><span style=\"font-weight: 400\"> Define tonicity and describe its relationship to osmotic pressure.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe isotonic, hypotonic and hypertonic solutions. Discuss the effect of these solutions on cells that are exposed to them.<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Determine whether a cell&#8217;s environment is hypotonic, hypertonic, or isotonic with respect to the cell when given the concentration of solutes in the environment and in the cell.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. Determine which way water will move by osmosis and whether the cell will shrink, stay the same shape, or swell, when given the concentration of solutes in the cell and in the environment.<\/span><\/li>\n<\/ul>\n<ol start=\"8\">\n<li><span style=\"font-weight: 400\"> Explain the difference between osmolarity and tonicity. Distinguish between penetrating and non-penetrating solutes.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe filtration.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the general mechanism of carrier-mediated transport and the types of molecules that require carriers to move across the plasma membrane.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define facilitated diffusion and describe how it differs from simple diffusion.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Discuss the different types of channels: leak, gated channels (chemically-gated, voltage-gated, mechanically-gated).<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe active transport and the conditions that require its use:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Describe the process of primary active transport.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. Describe the sodium-potassium pump as an example of primary active transport.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">c. Describe the process of secondary active transport.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">d. Describe sodium-dependent glucose transport as an example of secondary active transport.<\/span><\/li>\n<\/ul>\n<ol start=\"14\">\n<li><span style=\"font-weight: 400\"> Describe vesicular transport (endocytosis, exocytosis, phagocytosis).<\/span><\/li>\n<\/ol>\n<p><b>Membrane Potential<\/b><\/p>\n<ol start=\"15\">\n<li><span style=\"font-weight: 400\"> Membrane potentials:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Define membrane potential, voltage and current.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. Explain how the resting membrane potential is maintained.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">c. Describe the functions of membrane potentials in nerve and muscle cells.<\/span><\/li>\n<\/ul>\n<p><b>Tissues: Unit Learning Objectives<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> Define \u201ctissue.\u201d<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Identify the different major tissue types found in the human body and describe the general functions and characteristics of each type.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the naming criteria (cell shape and number of layers) used for epithelial tissues.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> For each of the following types of epithelial and connective tissues, describe the specific structural characteristics, the general function, and examples of locations in the body:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Epithelial tissue: simple squamous, simple columnar, simple cuboidal, pseudostratified columnar, stratified squamous (keratinized and non-keratinized) and transitional.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. Connective tissue: areolar, adipose, reticular, dense regular, dense irregular, elastic, hyaline cartilage, elastic cartilage, fibrocartilage, compact bone, blood.<\/span><\/li>\n<\/ul>\n<ol start=\"5\">\n<li><span style=\"font-weight: 400\"> Compare endocrine and exocrine glands.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structure, basic function and location for cutaneous, mucous and serous membranes.<\/span><\/li>\n<\/ol>\n<p><b>The Integumentary System: Unit Learning Objectives<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> Discuss the functions of the integumentary system.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structures of the skin.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Identify and describe the structure and function of the accessory structures of the skin: hair, hair follicle, sebaceous glands, sudoriferous glands.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Identify the pigments that affect skin color (melanin, carotene, hemoglobin).<\/span><\/li>\n<\/ol>\n<p><b>The Skeletal System: Unit Learning Objectives<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> List the major functions of the skeletal system.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Name and describe the organs of the skeletal system.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe and give examples of the different shapes of bones.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the gross structure of a long bone.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the microscopic structure and chemical composition of bone tissue including cell types.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Distinguish between compact (=lamellar, dense) and cancellous (=spongy) bone tissue.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the stages of endochondral and intramembranous ossification. Give examples of bones that form by each process.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the process of bone growth in thickness and in length.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the hormonal controls of bone growth and calcium homeostasis. Include the roles of growth hormone, IGF, calcitonin, parathyroid hormone and vitamin D.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Differentiate between the axial and appendicular skeleton.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structural features that distinguish the male from the female pelvis.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe and give examples of the major structural and functional types of joints.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Identify the types of movement that occur at synovial joints<\/span><\/li>\n<\/ol>\n<p><b>The Muscular System: Unit Learning Objectives<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> List the major functions of the muscular system.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare and contrast the three types of muscle tissue in terms of their microscopic structure, their general locations, and their functional characteristics.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the major molecular components of skeletal muscle cells, particularly the contractile proteins.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the cytological structure of skeletal muscle cells and its relationship to muscle cell contraction.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structure of a skeletal muscle at the organ level, including the connective tissue components.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define sarcomere and identify its major components.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structure of the neuromuscular junction, including the structure of the motor end plate.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the events that occur at a neuromuscular junction that lead to the release of acetylcholine (ACh). Discuss the release, action and destruction of ACh, the end plate potential (EPP), and the function of the transverse tubules and sarcoplasmic reticulum (SR).<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain the sliding-filament mechanism of muscle contraction (cross bridge cycle) and how it is controlled.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain the role of ICF calcium in skeletal muscle contraction, the control of its release and re-sequestration (excitation-contraction coupling).<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the events that happen at the neuromuscular junction and in the skeletal muscle cell that allow relaxation to occur.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the contractile response to a single end plate potential (a muscle twitch). Diagram this response and label its phases. Correlate events that occur during excitation-contraction coupling and the cross-bridge cycle to the phases of this response.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Discuss the factors that affect the length-tension relationship in a skeletal muscle.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define motor unit. Describe the organization of skeletal muscles into motor units.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain the physiological mechanisms that lead to summation (recruitment, twitch summation = wave summation, and tetanus) in skeletal muscle.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> List and give examples of each of the major criteria for naming skeletal muscles.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Discuss the relationship among prime mover, synergist, and antagonist muscles, using specific examples.<\/span><\/li>\n<\/ol>\n<p><b>The Nervous System: Unit Learning Objectives<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> Describe the major functions of the nervous system.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the overall organization of the nervous system.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe a typical neuron and describe the general functions of each component.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structural and functional classifications of neurons.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Identify the types of glial cells (=supporting) found in the central nervous system (CNS) and peripheral nervous system (PNS). Describe the structure and general functions of each cell type.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe and compare the structure, formation and general function of myelin sheaths in the CNS and PNS.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe and compare white matter and gray matter and their distribution in the CNS and PNS.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structure of a nerve.<\/span><\/li>\n<\/ol>\n<p><b>Neurophysiology<\/b><\/p>\n<ol start=\"9\">\n<li><span style=\"font-weight: 400\"> Define and describe a chemical synapse. Describe the events that occur at a chemical synapse that lead to the release of a neurotransmitter from the presynaptic neuron and the response of the postsynaptic neuron.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain the difference between excitatory and inhibitory synapses.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define and describe:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Polarization<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. Depolarization<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">c. Repolarization\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">d. Hyperpolarization<\/span><\/li>\n<\/ul>\n<ol start=\"12\">\n<li><span style=\"font-weight: 400\"> Compare the mechanisms, functions and characteristics of graded and action potentials.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define and diagram a typical action potential and label the specific phases on the diagram.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the ionic mechanisms responsible for depolarization, repolarization and hyperpolarization in an action potential. Describe the specific conformations of the ion channels during these events and the triggers that open or close them. Relate the ion channels to the specific phases of an action potential.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define threshold for an action potential. Explain what happens at the threshold.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare subthreshold and threshold stimuli.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define, differentiate and explain the function of the absolute and relative refractory periods.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe how an action potential is propagated. Compare action potential propagation in unmyelinated and myelinated fibers.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Discuss the factors affecting conduction velocity in a neuron.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define neurotransmitters. Describe how neurotransmitters are released, the mechanisms by which they can act on the postsynaptic membrane, and their inactivation or removal, using Ach, NE, glutamate and GABA as examples.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define postsynaptic potential. Define and compare EPSPs and IPSPs. Explain how EPSPs and IPSPs can interact. Explain the significance of spatial summation, temporal summation, and integration (GPSP).<\/span><\/li>\n<\/ol>\n<p><b>Central Nervous System<\/b><\/p>\n<ol start=\"22\">\n<li><span style=\"font-weight: 400\"> Describe the anatomy and general functions of the:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Cerebrum<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Cerebral cortex<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Cerebral white matter<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Basal nuclei (=cerebral nuclei)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Diencephalon\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Epithalamus<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Thalamus<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Hypothalamus<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Brain stem<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Midbrain<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Pons<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Medulla oblongata<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Cerebellum<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Spinal cord<\/span><\/li>\n<\/ul>\n<ol start=\"23\">\n<li><span style=\"font-weight: 400\"> Describe the functions of individual functional regions of the cerebral cortex. Describe spatial representation and explain its significance in sensory and motor areas. Explain how these functional regions are integrated.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the limbic system, its general functions, and its interactions with the cerebral cortex, especially those that modify emotional behavior.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the basic neural mechanisms underlying learning and memory.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the general role of the cerebellum in voluntary muscle activity.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the location, structure, and functions of the reticular formation.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the physiological mechanisms associated with sleep and other stages of consciousness.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Diagram and define reflex. Differentiate reflexes based on effector type (somatic vs. autonomic) and integration center (cranial vs. spinal). Describe the pathways and functions of simple spinal reflexes (example: stretch reflex, withdrawal or flexor reflex). Explain reciprocal innervation and its role in somatic reflexes.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the ventricle system of the brain.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the meninges and associated spaces of the brain and spinal cord.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe cerebrospinal fluid, including its general function, location, formation, circulation, and reabsorption.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structure and basic function of the blood-brain barrier.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the location and structure of the spinal cord, including the arrangement of white and gray matter within the cord.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the concept of ascending and descending spinal tracts in terms of location, origin and termination.<\/span><\/li>\n<\/ol>\n<p><b>PNS: Motor Division<\/b><\/p>\n<ol start=\"36\">\n<li><span style=\"font-weight: 400\"> Identify the cranial nerves and describe the location and general function of each.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the origin of a spinal nerve (dorsal and ventral roots) and its branches (rami).<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Identify the spinal nerves by region and number.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Identify the spinal nerve plexuses, the spinal nerves that contribute to the formation of each plexus, and at least one of the major nerves that originate in each plexus.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe and compare the autonomic nervous system (ANS) and the somatic motor division of the PNS in terms of effector organs and the organization of efferent pathways. Include neurotransmitters, adrenergic neurons and receptors, cholinergic neurons and receptors.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe and compare the sympathetic and parasympathetic divisions of the ANS in terms of structure, general function, and specific effects on selected organs.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain dual innervation and its function. Give at least one example of an organ that has dual innervation. Give at least one example of an organ that is not dually innervated.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe specific instances of tonic activity in the ANS (example: effect of parasympathetic suppression of intrinsic SA node depolarization rate).<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the actions of autonomic agonists and antagonists.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the role of the adrenal medulla in the sympathetic response.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain how the brain is involved in regulating and coordinating ANS activity.<\/span><\/li>\n<\/ol>\n<p><b>PNS: Sensory Division<\/b><\/p>\n<p><b>Sensory Receptors and General Senses<\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400\"> Define sensory receptors.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare general senses to the special senses.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Classify sensory receptors on the basis of structure, function and stimulus.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Discuss the mechanisms involved in receptor potentials and how they may result in the formation of action potentials.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain how information concerning stimulus intensity is conveyed to the CNS via the frequency of afferent signals and the number of receptors activated.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Differentiate between tonic and phasic receptors. Define adaptation.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe a typical general somatic afferent pathway for sensation. Explain how it allows the CNS to localize sensory input to specific body regions.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare afferent pathways that do and do not terminate in the cerebral cortex.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the receptors and afferent pathway for the sensation of pain.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain how the size of receptive fields, convergence in the afferent pathway, and lateral inhibition affects acuity and sensitivity.<\/span><\/li>\n<\/ol>\n<p><b>Special Senses<\/b><\/p>\n<ol start=\"11\">\n<li><span style=\"font-weight: 400\"> For all of the special senses, describe the location and structure of receptor cells, accessory structures, and afferent pathways.<\/span><\/li>\n<\/ol>\n<p><b>Vision<\/b><\/p>\n<ol start=\"12\">\n<li><span style=\"font-weight: 400\"> Describe the accessory structures of the eye and their functions:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Palpebrae<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. levator palpebrae superioris<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">c. conjunctiva<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">d. lacrimal apparatus<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">e. extrinsic eye muscles<\/span><\/li>\n<\/ul>\n<ol start=\"13\">\n<li><span style=\"font-weight: 400\"> Describe the three layers of the eye, including structure and function of each part.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structure and function of the lens of the eye.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the structure and function of the two cavities of the eye and the fluid found in each cavity.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Define and describe the processes involved in vision:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. Refraction<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. Accommodation<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">c. Phototransduction at the molecular level<\/span><\/li>\n<\/ul>\n<ol start=\"17\">\n<li><span style=\"font-weight: 400\"> Describe the pupillary reflex.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare the roles of rods and cones in producing a visual image.\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the afferent pathway for vision.<\/span><\/li>\n<\/ol>\n<p><b>Auditory (Hearing) and Equilibrium<\/b><\/p>\n<ol start=\"20\">\n<li><span style=\"font-weight: 400\"> Describe the structures and functions of the outer, middle, and inner ear.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Compare the bony labyrinth and membranous labyrinth of the inner ear. Distinguish between perilymph and endolymph.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe how sound waves are collected and amplified by the outer, middle, and inner ear structures.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain how transduction of sound waves occurs in the organ of Corti, including how the ear transmits information about the intensity and pitch of sounds to the brain.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the afferent pathway for hearing.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the role of these organs in the sense of equilibrium:<\/span><\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">a. cristae ampullaris in semicircular ducts<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">b. otolith organs (=maculae) in saccule and utricle<\/span><\/li>\n<\/ul>\n<ol start=\"26\">\n<li><span style=\"font-weight: 400\"> Briefly describe the afferent pathway for equilibrium.<\/span><\/li>\n<\/ol>\n<p><b>Olfaction (Smell)<\/b><\/p>\n<ol start=\"27\">\n<li><span style=\"font-weight: 400\"> Describe the location and receptors for the sense of olfaction.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain how transduction occurs at the olfactory receptors.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the afferent pathway for olfaction.<\/span><\/li>\n<\/ol>\n<p><b>Gustation (Taste)<\/b><\/p>\n<ol start=\"30\">\n<li><span style=\"font-weight: 400\"> Describe the location and receptors for the sense of gustation.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Explain how transduction occurs at the gustatory receptors<\/span><\/li>\n<li><span style=\"font-weight: 400\"> Describe the afferent pathway for gustation.<\/span><\/li>\n<\/ol>\n<p>[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column_inner][\/vc_row_inner][\/vc_column][vc_column width=&#8221;1\/4&#8243; el_class=&#8221;right-column&#8221;][vc_column_text]<\/p>\n<h2 style=\"text-align: center\">Search the Health Sciences Website<\/h2>\n<p>[\/vc_column_text][vc_raw_html el_class=&#8221;search-box&#8221; css=&#8221;.vc_custom_1563825898678{margin-bottom: 0px !important;border-bottom-width: 0px !important;padding-bottom: 0px !important;background-color: #ffffff !important;}&#8221;]JTNDc2NyaXB0JTIwYXN5bmMlMjBzcmMlM0QlMjJodHRwcyUzQSUyRiUyRmNzZS5nb29nbGUuY29tJTJGY3NlLmpzJTNGY3glM0QwMDM3NzAzNDE0NjUyNjUyNzczNjMlM0FkMzNieWhkNGF1OCUyMiUzRSUzQyUyRnNjcmlwdCUzRSUwQSUzQ2RpdiUyMGNsYXNzJTNEJTIyZ2NzZS1zZWFyY2glMjIlM0UlM0MlMkZkaXYlM0U=[\/vc_raw_html][vc_column_text]<\/p>\n<h2 style=\"text-align: center\">Allied Health Sciences Updates<\/h2>\n<p>[\/vc_column_text][vc_column_text]<ul class=\"lcp_catlist\" id=\"lcp_instance_0\"><li><h4 class=\"lcp-title\">New Testing Center Hours Begin August 24<\/h4><p class=\"lcp-excerpt\">Testing Center hours are changing August 24 at HLC, RRC, and Riverside campuses, with expanded Saturday availability.<\/p><a href=\"https:\/\/sites.austincc.edu\/health\/updates\/new-testing-center-hours-begin-august-24\/\" class=\"read-more\">Read more<\/a><\/li><li><h4 class=\"lcp-title\">ACC C.A.R.E. Network Support is here when you need it<\/h4><p class=\"lcp-excerpt\">College comes with more than academic challenges. If food, housing, childcare, mental health, or other basic needs are making it harder to focus on school, ACC has resources that can help.<\/p><a href=\"https:\/\/sites.austincc.edu\/health\/updates\/support-is-here-when-you-need-it\/\" class=\"read-more\">Read more<\/a><\/li><li><h4 class=\"lcp-title\">Study Abroad Opportunity for RN-to-BSN Students &#8211; Spring 2027<\/h4><p class=\"lcp-excerpt\">RN-to-BSN students have the opportunity to complete NURS 4160 through a faculty-led study abroad experience in Costa Rica during Spring 2027.<\/p><a href=\"https:\/\/sites.austincc.edu\/health\/updates\/study-abroad-opportunity-for-rn-to-bsn-students\/\" class=\"read-more\">Read more<\/a><\/li><\/ul><ul class='lcp_paginator'><li class='lcp_currentpage'>1<\/li><li><a href='https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages\/10043?lcp_page0=2#lcp_instance_0' title='2'>2<\/a><\/li><li><a href='https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages\/10043?lcp_page0=3#lcp_instance_0' title='3'>3<\/a><\/li><li><a href='https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages\/10043?lcp_page0=2#lcp_instance_0' title='2' class='lcp_nextlink'>&gt;&gt;<\/a><\/li><\/ul>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column width=&#8221;1\/6&#8243; css=&#8221;.vc_custom_1560349308920{margin-bottom: 20px !important;padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;background-color: #7297ba !important;}&#8221; el_class=&#8221;nav-column&#8221; offset=&#8221;vc_hidden-sm vc_hidden-xs&#8221;][vc_column_text] Future Students [\/vc_column_text][vc_single_image image=&#8221;529&#8243; img_size=&#8221;large&#8221; alignment=&#8221;center&#8221; style=&#8221;vc_box_circle_2&#8243;][vc_raw_html]JTVCY3NzbWVudW1ha2VycHJvJTIwaWQlM0QlMjIxNzQ4MyUyMiU1RCUwOQ==[\/vc_raw_html][\/vc_column][vc_column width=&#8221;7\/12&#8243; css=&#8221;.vc_custom_1528126491459{margin-bottom: 20px !important;margin-left: 7px !important;background-color: #ffffff !important;}&#8221; el_class=&#8221;middle-column&#8221;][vc_column_text css=&#8221;.vc_custom_1544632151222{margin-bottom: 30px !important;}&#8221;] Pre-Pharmacology Assessment Exam [\/vc_column_text][vc_column_text]Please see this Google Document to learn more about the Pre-Pharmacology Assessment Exam.[\/vc_column_text][vc_btn title=&#8221;Allied Health [&hellip;]<\/p>\n","protected":false},"author":450,"featured_media":0,"parent":9881,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-10043","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages\/10043","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/users\/450"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/comments?post=10043"}],"version-history":[{"count":3,"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages\/10043\/revisions"}],"predecessor-version":[{"id":30737,"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages\/10043\/revisions\/30737"}],"up":[{"embeddable":true,"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/pages\/9881"}],"wp:attachment":[{"href":"https:\/\/sites.austincc.edu\/health\/wp-json\/wp\/v2\/media?parent=10043"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}