BIOS 486/586 Human Systemic Physiology (5 credits)
Fall 2005, Course Description
Instructors:
Ken Rodnick, Ph.D.
Office: LS 327 Biological Sciences Building
Office Hours: 4-6 pm Wed. or by appt.
Phone: 282-3790
E-mail: rodnkenn@isu.edu
Schedule:
Curt Anderson, Ph.D.
Office: LS 331 Biological Sciences Building
Office Hours: 10-11am Mon, Wed or by appt.
Phone: 282-5813
E-mail: andecurt@isu.edu
http://www.isu.edu/~andecurt
Lecture (First 10 weeks – PLSCI 114, Last 6 weeks – PLSCI 117): Monday, Tuesday,
Wednesday, and Fridays 8:00-8:50 am
Group Discussions of Case Studies: Fridays 8:00-8:50 am LC 4
Laboratory (BIOS 486/586): Friday 9 am-noon or 1-4 pm LS 243
Course Description:
The purpose of this course is to familiarize you with function and organization of the human body.
Basically, “How does the human body work?” Unlike previous courses you may have had, we will
take an “active” rather than a “passive” approach to learning physiological principles and problem
solving. As such, we will devote a significant portion of the course to open discussions, model
creation, and clinical case studies. We will begin with basic cellular functions and then focus on
mechanisms that regulate neural, muscular, cardiovascular, respiratory, urinary, immune, and
endocrine systems. Not surprisingly, these topics are extensive and there is a large amount of
material to be covered. Don't fall behind on the assigned readings and lecture material; ideally,
reading assignments should be completed prior to the class period. We will also expect you to be
building your physiology ‘vocabulary’ throughout the semester. Clinical contexts are used thorough
the course in all the areas to make the students aware of the importance of physiology in their future
medical practice. You are encouraged to visit with your instructors for clarification, discuss the
material with classmates, and, if desired, review sessions will be held prior to each exam. Your
instructors will also be posting material on WebCT.
“Students of physiology should be taught principles rather than facts alone” (Joseph Bancroft 1934)
“There is a great difference between teaching and learning; there is too much teaching and not
enough learning” (Horace Davenport 1985).
Objectives
Detailed objectives will be provided prior to each module, however, in general your goals
should be:
1.1 Demonstrate a positive attitude toward learning. Attend didactic lectures and laboratory
exercises, and actively participate in discussions. Approach laboratory activities with a degree of
enthusiasm and curiosity.
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1.2 Recognize learning objectives as well as responsibilities of the instructor and students.
Learning objectives will be provided at the beginning of each topic. The goal and responsibility of the
instructor is to facilitate learning and development of problem-solving ability in students. The student,
in turn, should not simply be a passive recipient of information. The success of this course depends
on effective communication between students and instructor in the classroom.
1.3 Acquire factual knowledge and develop an understanding of physiological concepts and
principles. Complete textbook readings and complimentary outside assignments. Student are also
expected to develop a wider scope of understanding than can be provided in lecture and laboratory.
1.4 Demonstrate the ability to identify and complete physiology problems, including data
analysis and presentation. Perform at an appropriate level (80% or higher) on written
examinations, discussions of case studies and oral presentations. Examinations will strike a balance
between fact recall, logical explanation, and synthetic analysis. Evaluation is based on a traditional
format (e.g., multiple choice and fill-in-the blank), short essays, and problems that integrate several
sources of information.
1.5 Identification of need for further information and location of resources. Students will
familiarize themselves with additional resources for medical physiology. Examples include scientific
journals, on-line medical databases, library searches, and Science Citation Index. Students should
develop a strong appreciation for seeking clarification in our understanding of physiology as it
pertains to clinical medicine and therapy.
2.0
Major physiological systems, including components to be covered:
2.1
Cellular physiology
Membrane functions, diffusion, osmosis, and transport processes
2.2
Nervous system
Neurotransmitters and receptors
Action potential conduction
Synaptic transmission
Motor function (spinal cord, brain stem, cerebellum and basal ganglia)
Autonomic (sympathetic and parasympathetic systems)
Somatic sensations (tactile, position, pain, and temperature)
Introduction to neuropathology
2.3
Skeletal muscle
Mechanism of contraction
Muscle spindle
Golgi tendon organ
Strength, endurance, and fatigue
2.4
Cardiovascular system
Cardiac and smooth muscle
Characteristics of cardiac contractility
The heart as a mechanical pump
The “Cardiac Cycle” and basic electrocardiography
Circulatory function and blood pressure
Microcirculation dynamics
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2.5
Pulmonary system
Respiratory movement and volumes
Gaseous exchange
Pulmonary circulation
Pulmonary function tests
2.6
Renal system
Regulation of water and osmolytes
Formation of urine
Blood volume and extracellular fluid volume
Acid-base balance
2.7
Endocrine system
Hypothalamus
Anterior and posterior pituitary
Adrenal medulla and cortex
Thyroid gland
Pancreatic hormones
2.8
Immune system
Tissue healing
TOTAL LECTURE HOURS: 45 HOURS
ACTIVE LEARNING ACTIVITIES: 48 HOURS
1. SMALL GROUP DISCUSSIONS: 7 HOURS
2. HANDS ON LABORATORY EXERCISES: 39 HOURS
3. COMPUTER LABORATORY: 2 HOURS
There will be 2 two-hour exams and a final exam. Questions for will be drawn from lecture and
laboratory material, reading assignments, vocabulary, module objectives, and case studies. Each
exam will consist of short answers and multiple choice questions similar to professional board exams.
If you are going to be absent from an exam, bring your situation to our attention at least 48 hours
before the exam is given and a make-up exam will be scheduled. Questions about exam results must
be resolved before the next exam is given. The final will be take place at 7:30 am on Monday,
December 12.
Dates
Fri. 9/30
Fri. 10/28
Mon. 12/12
Fri. 12/10
Multiple
Event
First Exam
Second Exam
Final (Third) Exam
Laboratory Presentation
Group Discussions of Case Studies
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Location
TBA
TBA
PLSCI 114
TBA
TBA
% of final grade
20%
20%
25%
15%
20%
Participation In The Case Studies
Case studies are small group learning experiences in which basic physiological science is
presentedin a clinical context. They will be are carried out in groups of 10 to 12 students under the
direction of one of your instructors. The cases allow students to see the relevance of the knowledge
that they gain in class within the context of basic and applied physiology. There will be 14 cases
during the 16 weeks duration of the physiology course, and each student is expected to attend 7
cases, on alternate weeks. All students are welcome to attend but not participate on assigned cases.
The evaluation of the case studies will be carried out by one of your instructors, who evaluates each
student individually. Participation in the case studies is mandatory. The criteria used to evaluate the
students in the case studies are as follows:
Presence and Alertness……………………………
Preparation……………………………………………
Evoked Participation…………………………………
Spontaneous Participation…………………………..
20%
30%
25%
25%
The grade obtained by the students in the case studies will count as 20% of the course final grade.
Students who do not attend a case study will receive a grade of 0% (zero). If the student has a valid
excuse for the absence, then he/she may be given the option of removing the grade by taking a
written test pertaining to the specific case study or arranging a discussion of the case with the
professor of the specific section. The grade assigned to the student in the specific case study will be
the grade obtained in this test or the evaluation carried out by the professor.
ISU Official Policy on Academic Integrity
Academic integrity is expected of all individuals in academe. Behavior beyond reproach must be the
norm. Academic dishonesty in any form is unacceptable. Academic dishonesty includes, but is not
limited to, cheating and plagiarism. CHEATING is defined as the act of using or attempting to use, in
examination(s) or other academic work, material, information, or study aids which are not permitted
by the instructor. PLAGIARISM is defined as representing another person’s words, ideas, data or
work as one’s own. Plagiarism includes, but is not limited to, the exact duplication of another’s work
and the incorporation of a substantial or essential portion thereof without appropriate citation. Other
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examples of plagiarism are the acts of appropriating the creative works in such fields as art, music
and technology, or portions thereof, and presenting them as one’s own.
ISU Official Policy on Disabilities
Idaho State University, in the spirit and letter of the law, will make every effort to make reasonable
accommodations, according to Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act. ISU will not discriminate in the recruitment, admission, or treatment of students or
employees with disabilities. Students who believe they qualify for services under the Act should
contact The Office of Services for Students with Disabilities, Campus Box 8118, (208) 282-3599.
Please then meet with your instructors privately to discuss how to accommodate any needs.
Grading averages:
A (93.0-100%), A- (89.5-92.9%),
B+ (87-89.4%), B (83.0-86.9%), B- (79.5-82.9%),
C+ (77-79.4%), C (73.0-76.9%), C- (69.5-72.9%),
D+ (67-69.5%), D (63-66.9%), D- (59.5-62.9%), F (<59.5%)
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Tentative Lecture Schedule for Combined Module – IDEP, OT, PA, and PT students
Week Lecture
Ken Rodnick
I.
1
2
3
4
II.
5
6
7
Date
Topic
Readings
8/22
8/23
8/24
8/26
8/29
8/30
8/31
9/2
Course introduction and expectations
Strategies for learning physiology
Chemical principles, Cell structure and function
Cell structure and function
Transport through the cell membrane
Transport through the cell membrane
Cellular control mechanisms
Case study 1 (Small group conference)
pp. 2-4, 11-21
pp. 22-27
Chapter 3
Curt Anderson
III.
9/5
8
9/6
9
9/7
9/9
IV. 10
9/12
11
9/13
12
9/14
9/16
V.
13
9/19
14
9/20
15
9/21
9/23
VI.
16
9/26
17
9/27
18
9/28
9/30
Ken Rodnick
VII. 19
20
21
VIII. 22
23
24
IX.
25
26
27
X
28
29
30
10/3
10/4
10/5
10/7
10/10
10/11
10/12
10/14
10/17
10/18
10/19
10/21
10/24
10/25
10/26
10/28
Chapter 4
Chapter 5
Labor Day
The language of the nervous system
Chapter 7
Functional organization of the nervous system
Case study 2 (Small group conference)
Fundamental neuroanatomy
The action potential
The action potential
Case study 3 (Small group conference)
The synapse
Sensory systems
Chapter 8
Sensory systems
Case study 4 (Small group conference)
Motor systems
Chapter 9
Control of Movement
Sensory and motor dysfunction
Case study 5 (Small group conference) and Examination 1
Autonomic nervous system
Chapter 10
Skeletal muscle structure and function
Chapter 16
Skeletal muscle structure and function
Metabolism and regulation of muscle contraction
Case study 6 (Small group conference)
Circulation (arteries and veins)
Chapter 19
Circulation (capillaries)
Circulation (regulation, and disease)
Case study 7 (Small group conference)
Heart mechanical function
Chapter 18
Heart electrical function
Regulation of heart function
Case study 8 (Small group conference)
Lung mechanics and function
Chapter 20
Pulmonary circulation and gas exchange
Chapter 21
Gas exchange and control of breathing and disease
Case study 9 (Small group conference) and Examination 2
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Tentative Lecture Schedule for OT/PT Module
Week Lecture
Ken Rodnick
XI. 31
32
33
XII. 34
35
36
XIII. 37
38
39
XIV.
XV. 40
41
42
XVI. 43
44
45
Date
Topic
Readings
10/31
111
11/2
11/4
11/7
11/8
11/9
11/11
11/14
11/15
11/16
11/18
11/21
11/22
11/23
11/25
11/28
11/29
11/30
12/2
12/5
12/6
12/7
12/9
12/12
Kidney structure and function
Kidney structure and function
Formation of urine and micturition
Case study 10 (Small group conference)
Regulation of kidney function and fluid balance
Electrolyte balance
Acid-base physiology
Case study 11 (Small group conference)
Calcium and bone homeostasis
Bone disease
Gastrointestinal system
Case study 12 (Small group conference)
Thanksgiving Break
Thanksgiving Break
Thanksgiving Break
Thanksgiving Break
The immune response and body healing
The immune response and body healing
Endocrine control mechanisms
Case study 13 (Small group conference)
Pituitary hormones
Endocrine pancreas
Physiology of aging
Case study 14 (Small group conference)
Final Exam
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Chapter 23
Chapter 24
Chapter 25
Chapter 26
Chapter 28
Chapter 12
Chapter 13
Chapter 15
Tentative Laboratory Schedule for Fall 2005:
Week
Date
Topic
I.
8/26
Information gathering (Ken)
II.
9/2
Information gathering, somatosensory, reflexes – BioPac (Ken & Curt)
III.
9/9
Neurosensory – BioPac (Curt)
IV.
9/16
EEG – BioPac (Curt)
V.
9/23
EMG – BioPac (Curt & Ken)
VI.
9/30
EMG experiment – BioPac (Curt & Ken)
VII.
10/7
Skeletal muscle performance – BioPac (Ken)
VIII.
10/14
EKG and cardiac function – BioPac (Ken)
IX.
10/21
EKG interpretation and blood pressure – BioPac (Ken)
X.
10/28
Blood pressure – BioPac (Ken)
XI.
11/4
Pulmonary function and spirometry – BioPac (Ken)
XII.
11/11
Pulmonary function and spirometry – BioPac (Ken)
XIII.
11/18
Independent experiments – BioPac (Curt & Ken)
11/25
Thanksgiving Break
XIV.
12/2
Independent experiments – BioPac (Curt & Ken)
XV.
12/9
Presentations (Curt & Ken)
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