Chabot College
Fall 2008
Course Outline for Physiology 1
HUMAN PHYSIOLOGY
Catalog Description:
Physiology 1 – Human Physiology
5 units
Cellular and systemic body functions. Emphasis placed on physico- and electro-chemical and clinical
methods, collection and analysis of data, extrapolations and conclusions. Working models, including
human responses, computer simulations are studied. Prerequisite: Chemistry 30A and Anatomy 1 (both
completed with a grade of “C” or higher). Strongly recommended: Chemistry 30B, eligibility for English 1A.
3 hours lecture, 6 hours laboratory.
[Typical contact hours: lecture 52.5, laboratory 105]
Pre-requisite Skills:
Before entering the course the student should be able to:
1.
2.
3.
4.
5.
demonstrate a grasp of basic inorganic and organic chemical principles as those explored in
Biology 31 and Chemistry 30A;
demonstrate a grasp of basic anatomical terminology including names of key tissues and organs
of the human body;
demonstrate basic understanding of the structure and morphology of key body organs of the
major organ systems;
display an understanding of basic lab safety protocol;
show a basic understanding of commonly used lab equipment such as a compound microscope,
spectrophotometer, and use of assorted glassware found in a basic inorganic chemistry lab.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
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demonstrate a physiological approach to describing a key body function; e.g. the action potential
of a neuron, the cardiac cycle, or clearance of solutes by the kidneys;
use a physiological approach to illustrate how two aspects of a system interrelate; such as, the
importance of timing depolarization using the conduction system with proper intra-cardiac
hemodynamics, or the use of inhibition by the cerebral cortex to suppress reflexes while
facilitating purposeful voluntary movement;
develop skills of problem solving and data analysis through clinical exam and simple, non-invasive
experimentation on the human body and simulated computer models;
explain how structure directly relates to function throughout the human body systems;
demonstrate an understanding of clinical laboratory approaches to determine the state of human
health.
Course Content (Lecture):
1.
Introduction to physiology and lab orientation
a. Historical perspective of physiology – What is a physiologist?
b. Life processes – What defines life?
c. Body compartmentalization – use Physio logic to determine volume of water in a given
compartment
Chabot College
Course Outline for PhysiologyI 1, Page 2
Fall 2008
Chabot College
Course Outline for PhysiologyI 1, Page 2
Fall 2008
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Physico-chemical principles
a. Types of bonding
b. pH scale
c. Behavior of gases – Boyle’s law
d. Principles of thermodynamics I, II, III
e. Law of equilibrium or Le Chatiler’s principle
Nucleic acid and DNA activity
a. Cell genome – DNA replication, transcription, and translation
Types of movement and transport
a. Movement of particles – diffusion, osmosis, membrane permeability, Donnan effect
b. Functional morphology of cell
c. Organelles – lysosomes, peroxisomes, cytoskeleton, molecular motors (dyenin – cytosomal,
axonemal, myosin I and II)
d. Facilitated diffusion
e. Active transport – primary and secondary
Membrane physiology
a. Functional morphology of cell membrane – integral and peripheral proteins
b. Gated channels – chemical (or ligand) and voltage gated
c. Na+/K+ pump in electrophysiology of membrane
Excitable cells – neuron model
a. Nerve and muscle impulse generation and propagation
1) Classification of nerve cells
2) Functional anatomy of a neuron
3) Anterograde and retrograde degeneration
4) Excitation and conduction
5) All or none phenomenon
6) Refractory – absolute and relative
7) Orthodromic and antidromic conduction
Types of nerve cells, neuron class, conduction
a. Role of myelination
1) Saltatory conduction and non-saltatory conduction
2) Nerve classification by conduction velocities – types A, B, C, and subtypes
3) Effects of hypoxia, pressure and local anesthetics on types A, B, and C neurons
4) Compound action potential
Excitable cells – striated muscle model
a. Understanding basic muscle tissue morphology and physiology
1) Types of musculature – skeletal, cardiac, smooth
2) Molecular structure of striated muscle
3) Mechano-chemical aspects of skeletal muscle contraction
4) Classification of muscle contractions – isometric, isotonic, tetany, + and –
contractions
5) Role of dystrophin in normal and dystrophic conditions – Duchenne’s and
Becker’s Muscular Dystrophy
b. Muscle energy sources
1) Glycolysis and oxidation
2) Classification of muscle fibers by types I, II, and III
3) Role of creatine, phosphoryl-creatine and creatinine
Synaptic physiology
a. Synaptic and junctional transmission
1) Pre-synaptic and post-synaptic membrane
2) Electric synapse
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Course Outline for PhysiologyI 1, Page 3
Fall 2008
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3) Connexon
4) Chemical synapse
5) PNS neurotransmitters – acetylcholine and norepinephrine
6) CNS neurotransmitters
7) Active zone dynamics – synaptobrevin, syntaxin, and Ca++
8) Pre-synaptic and post-synaptic receptors
9) EPSP and IPSP
10) Re-uptake of spent neurotransmitter – cholinesterase and MAO
b. Synaptic disorders
1) Myasthenia gravis
2) Eaton-Lambert syndrome
Bone and joint physiology
a. Bone physiology
1) Ossification of bone
2) Harversian canal system
3) Piezoelectric effect of bone and remodeling
4) Fracture and healing
b. Joint physiology
1) Functional anatomical review
2) Role of sesamoid bones and specific morphology in joint mechanics
3) Biomechanics of specific joint structure
4) Common joint arthritis
Cardiac physiology – pump action
a. Cardio-vascular system
1) Frank-Starling’s law of the heart
2) Heterometric regulation
3) Cardiac output, stroke volume, EDV, and ESV
4) Cardiac cycle
5) Hemodynamics – intracardiac, intravascular, and interstitial
6) Pressures – systolic, diastolic, and pulse
Origin of the heartbeat and the electrical activity of the heart
a. Basic electrocardiogram – P, QRS complex, T waves
b. Origin and spread of cardiac excitation
c. Normal ECG correlation with cardiac cycle
d. Abnormal ECGs – heart blocks, V. tachs-fibs., other manifestations
e. Dysrhythmias
Respiratory system
a. Mechanism of lungs – spirometry
b. Pulmonary function
1) Internal and external respiration
2) Labor of respiration
3) Intrapleural pressure changes
4) Normal and forced respiration
5) Spirometry indices – TV, IRV, ERV, VC, Timed VC, and % TVC
c. Special respiratory situations – adjustments in health and disease
d. Respiration in unusual environments
1) Fetal respiration – gas exchange
2) Effects of low oxygen
3) Atelectasis, pneumothorax, flail chest
4) Respiration in deep-sea diving and submarines
5) Respiration under high G forces
6) Breathing under high pressure
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Course Outline for PhysiologyI 1, Page 4
Fall 2008
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7) High oxygen levels and oxygen toxicity
8) Respiration of anesthetic gases and poisons
Blood: cellular and acellular components
a. Circulating formed elements and fluids
1) Blood and cell components – plasma and immune mechanisms
b. Oxygen carriers
c. Gas transport
1) Hemoglobin-oxygen titration curves
2) Blood chemistry and pathologies and acid-base balance
3) Hematocrit and other blood indices
d. Clotting mechanisms
e. Hemostasis
1) Virchow’s triad
2) Coagulation factors, cascades and intrinsic-extrinsic pathways
3) Platelet function
4) Clotting dysfunction and anti-coagulation
Nervous system: brain and spinal cord layout
a. Basic layout of the nervous system – CNS and PNS
b. Properties of spinal cord and brain
1) Gray and white matter
2) Brain stem
3) Cerebrum
4) Basal nuclei (ganglia)
5) Order of neurons
6) Spinothalamic tract
7) Corticospinal tract
8) Simple spinal reflex
9) Referred pain
10) Autonomic nervous system
11) Role in regulation
12) Fight or flight response
13) Syncope and vaso-vagal response
c. Cranial nerves – functional anatomy review
d. Higher brain centers
e. Autonomic nervous system
1)
R. and L. brain
2)
Commissural fibers
3)
Wernicke’s and Broca’s areas
4)
Augular gyrus
5)
Primary and secondary association areas
f. Instinctual behavior, emotions, and “higher” learning
Special senses
a. Vision
1)
Tracts
2)
Chiasma
3)
Lateral geniculate nucleus
4)
Visual cortex
5) Peripheral vision
b. Hearing and equilibrium – external, middle, inner ear
c. Olfaction
1)
Role of nasal anatomy
2)
Phyllogenetic significance
Chabot College
Course Outline for PhysiologyI 1, Page 5
Fall 2008
17.
Endocrine system
a. Definitions – hormones and endocrine glands
b. Hypothalamic-hypophyseal regulation
1)
Hypothalamo-hypophyseal functional anatomical relationship and hormonal
activities
2)
Thyroid gland function
3)
Adrenal gland function
c. Regulation of carbohydrate and calcium
1)
Parathyroid glands and calcium balance
2)
Pancreatic control of blood sugar, GH, IGF, and cortisol in Somogyi effect and Dawn
phenomenon
3)
Regulation of calcium
4)
Stress response with cortisol and implications on cardio-vascular system
18.
Reproduction – general principles of development
a. Review of mitosis and meiosis
b. Male reproductive system
1)
Mitosis and meiosis – determination and differentiation
2)
External and internal genitalia production
3)
Congenital anomalies – sexual genetic abnormalities
4)
Spermatogenesis considerations – congenital, temperature, and hormonal
5)
Neural and mechanic coordination in coitus
6)
Birth control methods
c.
Female reproductive system
1)
Endocrine control of the menstrual cycle and ovarian cycle
2)
Neuroendocrine control of fertilization
3)
Neural and mechanic coordination in coitus
4)
Female contraceptives, contra implants, and abortion
19.
Excretion – kidney physiology
a. Kidney physiology and functional anatomy
1)
Body compartmentalization
2)
Water and mineral processing and urine formation
3)
Empirical formula of excretion
4)
pH and electrolyte maintenance, Kussmaul breathing, and anion gap
5)
Concepts of clearance, GFR, absorption, filtration and secretion
6)
Fluid shifts and water loss and gain
7)
Role of salt and hormones in maintaining blood pressure
8)
Impact on kidney function by drugs
b. Micturition
1)
Basic mechanism
2)
Types of incontinence
c. Regulation of ECF composition and volume
1)
Role of aldosterone and angiotensin
2)
Acid-base balance and renal-pulmonary relationship in diseased states
3)
Respiratory and metabolic acidosis and alkalosis
4)
Bicarbonate and carbonic acid buffer system
20.
Digestion
a. Enzyme kinetics
1)
Definition of enzymes
2)
Substrate binding receptors – surface function
3)
Role of enzymes
4)
Enzyme inhibition factors
5)
Competitive and non-competitive inhibition
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Course Outline for PhysiologyI 1, Page 6
Fall 2008
6)
Michelis-Mentin relationship
b. Alimentary canal
1)
Mechanical and chemical digestion – mouth and stomach
2)
Chemical digestion – small intestine
3)
Hormonal integration of multiple digestion organs
c. Absorptive processes and intermediary metabolism
1)
Absorption of digested food product
2)
Fat processing
3)
Protein and carbohydrate absorption
d. Role of vitamins
1)
Coenzymes
2)
Metabolic disorders from deficiencies
Course Content (Laboratory)
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Physicochemical methods – 3 parts
Diffusion and osmosis
Electrochemistry and membrane physiology
Action potential studies – 2 parts
Muscle contraction studies – 2 parts
Cardiovascular studies – pressure and pulse
Electrophysiology of the heart
Lung sounds
Spirometry
Blood studies – 2 parts
Anatomicophysiologic consideration of the brain
Nerve reflexes and cranial nerve testing
Clinical examination of eye and ear
Endocrines – histological survey
Endocrines – oral glucose tolerance test simulation
Phases of mitosis
Reproductive system
Urinalysis
Enzyme kinetics studies
Quantitative analysis of Vitamin C.
Methods of Presentation:
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Lecture
Laboratory exercises
Quizzes used as discussion tools for maximum learning experience
Course content on interactive software
Comprehensive lab exams used to bolster team work, peer cooperative learning and problem
solving skills
Cyberlab simulations of some clinical or tedious exercises or labs that require use of potentially
hazardous material
Chabot College
Course Outline for PhysiologyI 1, Page 7
Fall 2008
Assignments and methods of Evaluating Student Progress:
1.
Typical assignments
a. Extensive documentation of lab exercises by student generated graphs using their lab data
b. Presentation of worksheets as demonstrative evidence of concepts or specific topic of
discussion
Example 1: You are presented with blood glucose values in mg/dl v. hours post-prandial.
Compare and contrast graphs to determine who has uncontrolled diabetes mellitus, who has
normal blood glucose control and who presents evidence of insulin resistance. To do this you
must do the following: do an hourly rating of the blood glucose for each subject – is the blood
glucose normal, excessive, below normal in relation to the time from glucose load; list the
criteria for a person to be regarded as a suspected diabetic; list the criteria for a person to be
regard as insulin resistant.
Example 2: using graph paper, ruler and compass, create an Einthoven’s triange; graph the R
wave heights to derive the ventricular deviation axis; identify by label the ventricular deviation
axis angle; use a protractor measure the identified ventricular deviation axis angle.
c.
Working models to demonstrate a concept
Example 1: make a model that represents a functional eye. To do this research the library or
the internet for a “pin-hole” camera and construct the model using the following supplies:
1) tin can (any size);
2) gift wrapping tissue paper (preferably new);
3) rubber band;
4) dark construction paper (enough for the can and the sleeve in front of the model’s viewing
screen;
Please note: the model must be functional i.e. it must show reversed images of objects in the
distance in order to get full credit.
Example 2: make a model demonstrating the Windkessel effect in arteries. Do this using the
following equipment:
1) plastic turkey baster
2) large latex ballon or other suitable rubber material
3) rubber bands to serve as fasteners
4) water (colored with food dye red is optional)
Please note: the model must be functional in that the “blood” from the other end of the
apparatus must keep streaming out even when the bulb of the baster is not being squeezed.
2.
Methods of evaluating student progress
d. Quizzes used as discussion tools for maximum learning experience
e. Course content on interactive software
f. Comprehensive lab exams used to bolster team work, peer cooperative learning and problem
solving skills
g. Minimum 4 lecture midterms
h. Comprehensive final exam
Textbook(s) (Typical):
Human Physiology, Rhodes and Pflanzer, Saunders College Publishing Company, 4th edition,
2005
Human Physiology: An Integrated Approach, Silverthorn, Dee Unglaub, Benjamin Cummings, 2007
Chabot College
Course Outline for PhysiologyI 1, Page 8
Fall 2008
Human Physiology: A compendium of basic and clinical lab exercise with course CD-ROM,
Marawala, Z. G., 2005
Physiology: A through Z – A course abstract, Marawala, Z. G., 2005
PhysioEx. 7.0 for Human Physiology: Lab Simulations in Physiology with CD-ROM, Stabler, T.
et al., Benjamin Cummings, 2008
Review of Medical Physiology, Ganong, W. F., McGraw Hill Professional, 2006
Special Student Materials:
1. Student’s lab manual comes with CD that covers the course content and provides students with
extensive cybertesting and cyberlabs.
2. BB for announcements, handouts and discussion groups for understanding a current topic.
zgm and pcw
Physiology Course Outline.doc
Revised: 9/2007