Texas State University-San Marcos
Department of Physical Therapy
College of Health Professions
Course Number:
Course Title:
Academic Unit:
PT 3400
Human Structure and Function
Department of Physical Therapy
Instructor:
James Lorenz, PT, MSPT
Lecturer: Department of Physical Therapy
2nd Floor, Health Professions Building, Room 220
Office Hours: By appointment only 9:00-10:00 AM M-W-F
512-245-4789 HPB 313 in the PT dept.
Email: jl64@txstate.edu
Semester Offered
Prerequisites:
Total Credit Hours
Fall 2010
None
4 (2 hours lecture and 6 hours lab each week)
Course description:
A study of the structure and basic function of the human body with emphasis on the skeletal,
muscular, and nervous systems. Course focuses on anatomy and physiology of body systems of
special interest to students preparing to be health professionals. Laboratory study of the human
cadaver is included.
Goals and Objectives:
Upon successful completion of this course the student will be able to:
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Overall Course Objectives
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Identify specified bony landmarks on the bones of the human skeleton.
Palpate bony and surface landmarks on the human body.
Demonstrate the ability to assess/interpret vital signs and reflexes.
Demonstrate the ability to perform/interpret sensory and motor screens.
Recall the joint type, available motion, degrees of freedom, specific joint physiological
function and supportive ligamentous structures associated with each joint.
Identify the anatomical course followed by the major nerves, arteries, and veins to the
adjacent structures.
Identify and discuss the principal anatomical structures and physiological functions of
the following systems: Nervous, skeletal, cardiovascular, respiratory, digestive,
urinary, reproductive, musculoskeletal
Demonstrate an appreciation for the dynamic nervous system and its response to
internal and external environmental changes.
Demonstrate and recall the physiological function of the cellular types of the skeletal,
muscular, digestive, respiratory, cardiovascular, and urinary systems
Demonstrate effective communication skills (both verbal and written) in all classroom,
interactive laboratory, and practical examination sessions.
Gain an introductory understanding of diagnostic tests required to assess specific
injuries/disorders found in the body, and are used to identify variances in
physiological functional changes of the body
Specific Course Objectives
o Introduction
 Appreciate normal anatomical variations between textbooks and individuals.
 Identify the position of anatomic neutral.
PT 3400 Spring 2010
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Describe and identify anatomical planes of the body and its parts.
Describe and identify terms of relationship and comparison.
Understand and describe the basic anatomy of the neuron.
Identify the different categories of the nervous system.
Describe the central and peripheral nervous systems.
Recognize the structural and physiological functional differences between the
CNS and PNS.
Understand the clinical relevance of damage to the nervous system.
Identify and contrast the effects of injury to the central and peripheral
nervous systems (UMN vs. LMN lesions).
Define white and gray matter and relate their appearance to their
physiological functional anatomy.
Define nerves, ganglia, nuclei, and tracts, and the specific physiological
function of each.
Understand the different types and physiological function of muscle.
Identify the components of skeletal muscle.
Identify the factors that contribute to force production of skeletal muscle.
Relate the size and shape characteristics of skeletal muscle to physiological
function.
Describe the basic physiology of muscle contraction.
Describe the basic physiology of nerve conduction and the neuromuscular
junction.
Identify the major tracts of the spinal cord and the type of information
conducted in each tract.
Identify and describe the basic components of bone and cartilage.
Identify and name the structure and physiological function of the following on
specimens and pictures:
Lobes of the brain, divisions of the brainstem, cerebellum, parts of the
diencephalon, vasculature
Recognize the general physiological function of the whole brainstem and of
each separate portion: medulla, pons, midbrain
Recognize and identify sulci and gyri
Associate physiological functions with the major lobes and landmarks of the
brain
Identify the three layers of cranial meninges on specimens and pictures
Know the physiological purpose each meningeal layer serves
Recognize the names and anatomy of various bleeds within the meningeal
layers
Identify the blood supply to the brain structures.
Describe and contrast the effects of injury to the brain's blood supply.
Identify the gross anatomical structures comprising the CSF system.
Identify the various cellular types and their specific physiological function of
the cerebrum and cerebellum.
Trace the production and flow of CSF.
Describe the general sensory and motor areas of the telencephalon.
Describe the special sensory areas, the projection areas and the association
areas of the cerebral hemispheres.
Identify the specific and non-specific projection areas of the cerebral cortex in
relation to the thalamic connections.
Differentiate between several brain injuries and explain their immediate/long
term effects.
PT 3400 Spring 2010
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Cranial Nerves
 Identify and name, location, and physiological function of the 12 pairs of
cranial nerves on specimens and pictures.
 Know the categorization, entry and exit foramina of each cranial nerve.
 Demonstrate the ability to correctly test cranial nerves.
 Demonstrate the ability to interpret the results of a cranial nerve examination.
 Understand the physiological function of each cranial nerve and the
consequences of injury thereof
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Neck
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Identify and describe the bones and joints of the neck and relate their
anatomic structure to physiological function.
Identify and describe the musculature, innervation, attachments, and
physiological actions of the neck muscles.
Identify and describe the vasculature of the neck, relate it to the circulation in
the heart and rest of the body.
Identify and describe the anatomic neck structures involved in respiration and
relate their structure and physiological function to the lungs.
Determine and identify the physiological relationship of the bones, joints,
muscles, vasculature, and respiratory structures of the neck to each other.
Identify and understand the physiological function and identification of the
endocrine glands and their role on homeostasis in the body
Identify the sensory and motor components of reflex activities of the spinal
cord.
Identify the bones, joints, ligaments, discs, and muscles of the back and
relate their structure to physiological function.
Describe the attachments, actions, and innervations of the back musculature
as it relates to the physiological function of the back.
Identify and describe the structure and physiological function of the spinal
cord (and its blood supply), spinal nerves, and meninges.
Identify and describe the regional characteristics of vertebrae and relate their
structure to physiological function.
Describe the principal structural features of the spinal cord.
Describe the components of a typical spinal nerve.
List the distribution of the 31 pairs of spinal nerves.
Relate spinal cord level with dermatomal and myotomal level
Identify the ascending and descending tracts of the spinal cord in pictures
and on specimens.
Compare the physiological functions and anatomical relationships of the
ascending tracts of the spinal cord.
Differentiate between several types of spinal cord injuries and list their
location and immediate/long term effects (UMN vs. LMN lesions).
Thorax
 Identify the bones, joints, and muscles of the thorax and relate their structure
to physiological function.
 Describe the attachments, actions, and innervations of the thoracic
musculature as it relates to the physiological function of the thorax.
 Identify the anatomy of the heart including chambers, valves, muscles, and
blood vessels and relate their structure to physiological function.
 Describe the physiology and function of the circulation of blood to and from
the heart, lungs, and the rest of the body.
 Understand the physiology and function of gas exchange in the blood
system, and compare the differences of internal vs. external respiration.
PT 3400 Spring 2010
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Understand and describe the relationship of the type of blood (oxygenated
vs. deoxygenated) carried in the blood vessels and relate the blood type to
physiological function of the structure supplied.
Identify the anatomy of the lungs including surfaces, lobes, fissures, bronchi
and blood vessels and relate their structure to physiological function.
Relate the anatomic structure and physiological function of the thorax, heart,
and lungs to each other.
Identify and describe structure and physiological function of the thoracic
pleura.
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Abdomen
 Identify the relationship of the abdominal cavity to the thoracic and pelvic
cavities.
 Identify the major components and physiological functions of the abdominal
cavity including bone, muscle, ligament, viscera, fascia, vasculature,
lymphatic, and nerve supply.
 Relate the structure of the component parts to physiological function.
 Demonstrate the relationships of the component parts to each other.
 Recognize and demonstrate understanding of the relationship of the
abdominal viscera to the regions and quadrants of the abdomen.
 Demonstrate an understanding of the components, location, innervation,
vasculature, and physiological function of the abdominal musculature and
viscera.
 Relate the anatomy of the abdominal cavity to clinical findings and pathology.
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Pelvis
 Identify the relationship of the pelvic and perineal cavities to each other and
to the abdominal cavity.
 Identify the major components and physiological functions of the pelvic and
perineal cavities including bone, muscle, ligament, viscera, fascia,
vasculature, lymphatic, and nerve supply.
 Relate the structure of the component parts to physiological function.
 Demonstrate an understanding of the relationships of the component parts to
each other.
 Demonstrate an understanding of the components, location, innervation,
vasculature, and physiological function of the pelvic/perineal musculature
and viscera.
 Demonstrate an understanding of the male and female urinary and
reproductive systems including component parts and anatomical differences
between males and females.
 Demonstrate an understanding of the physiological relationships (similarities
and differences) between the male and female perineum.
 Relate the anatomy of the pelvic and perineal regions to clinical findings and
pathology.
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Upper extremity and lower extremity
 Identify the major bony landmarks of the extremities and relate these
landmarks to their clinical physiological significance.
 Identify the major fascias, muscles, ligaments, blood vessels, and nerves of
the extremities and relate their structure to physiological function.
 Identify the relationships between the above structures and determine the
consequences of injury to these structures.
 Demonstrate a basic understanding of common extremity injuries,
mechanisms, and healing potential.
 Demonstrate the physiological function and differences of the flexor muscles
as compared to the extensor muscles
PT 3400 Spring 2010
Course Outline:
 Session
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1
2
3
4
5
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9
Introduction / Review
Head and Brain
Cranial Nerves
Back
Thoracic / Heart / Lungs
Upper Extremity
Lower Extremity
Abdomen
Pelvis
Description of Instructional Methodologies:
This course will be a combination of lecture, discussion, inquiry and cadaver dissection.
Assessment of Student Learning:
Students will be assessed on the basis of quizzes, testing of material, and attendance.
Attendance – attendance is expected due to the nature of this course. Participation is expected
from all members of the class. In addition to assigned readings, students are expected to read
widely and introduce their readings into class discussion.
Suggested Textbooks:
Moore, KL and AF Dalley. Clinically Oriented Anatomy, 6th Ed. Lippincott Williams & Wilkins,
Philadelphia, 2010.
Netter, FH and JT Hansen. Atlas of Human Anatomy, 4rd Ed. Icon Learning Systems, St.
Louis, 2006.
Evaluation Criteria
Written Exam I: 12%
Written Exam II: 12%
Written Exam III: 12%
Written Cumulative Final Exam IV: 17.5%
Lab Exam I: 12%
Lab Exam II: 12%
Lab Exam Cumulative III: 17.5%
Lecture and Lab Quizzes: extra credit
Participation, Attendance and Assignments: 5%
Grades will be based on the following scale:
A
B
C
D
F
89.50- 100%
79.50 – 89.49%
69.50 – 79.49%
59.50 – 69.49%
below 59.50%
Additional Course Information
Accommodations for Qualified Students with Disabilities – Please contact the class
instructor as soon as possible if you are a student with a disability who will require an
accommodation(s) to participate in this course, field placement, internship or residency. You will
be asked to provide documentation from the Office of Disability Services. Failure to contact the
PT 3400 Spring 2010
class instructor and provide the necessary documentation in a timely manner may delay your
accommodations. ODS is located in the LBJ Student Center, phone 245-3451.
Academic Honesty Statement – The Department of Physical Therapy commits itself to the
preparation of physical therapy professionals and scholars. Such a mission demands the highest
standard of academic honesty and integrity. Violations of academic honesty, including but not
limited to plagiarism, collusion, deception, conflict of interest and theft, are not tolerated and can
lead to severe penalties. Disciplinary actions are outlined in the Texas State Academic Honesty
Statement.
Attendance Policy - Attendance at all lecture, lab, and examination sessions is expected. If you
are ill or otherwise incapacitated, you are required to notify the professor prior to the beginning of
class via an email or phone call. Failure to notify prior to the beginning of class will be considered
an unexcused absence. Likewise, students are expected to arrive on time for class. Lateness
will not be tolerated. If a student arrives after attendance is recorded the student will be not be
considered in attendance that day.
Students who will miss class due to University functions must notify the professor in writing by the
end of the first week of classes. Otherwise the absence may be considered an unexcused
absence.
Classroom exams and activities missed due to an unexcused absence will result in a zero grade
and may seriously affect a student's success in the class. There will be no make-ups for
unexcused missed exams, regardless of the reason. The student is responsible for obtaining the
information presented if a session is missed. Submitted documentation for an absence must be
professional and legible. The responsibility for the written information documenting an excused
absence is the students. Missed exams must be made up within one week, otherwise, the student
forfeits the makeup and will be given a zero. Quizzes missed, regardless if excused or
unexcused, may not be made up.
Backpacks / Cell phones: All backpacks and cell phones must be placed at head of class
during all tests. No material is allowed at test time except for pencil and eraser. NO
EXCEPTIONS.
Lab Attire - Students must wear appropriate lab clothes so that their partners can practice the
palpation skills covered in lab. Shorts and T-shirts are recommended. Hospital gowns and/or
sports bras may be required in some instances.
For anatomy labs, goggles and closed toed shoes are required. If a student is not prepared with
goggles and closed toed shoes, they may not be permitted to enter the lab, and this may be
considered an unexcused absence. Long pants and long sleeved shirts are recommended.
Failure to be appropriately prepared for any lab activities may be considered an unexcused
absence.
Quizzes: All quizzes have been predetermined and randomized as to when given. These
quizzes may be given at any time during any class / lab period. Quizzes can not be made up.
Quizzes posted on TRACS / Blackboard must be taken from a secure source. No resets will be
made on any quizz, NO EXCEPTIONS. If you should begin to take a quizz and the connection is
disconnected, no resets will be made. I urge you to take all on-line quizzes from a campus
computer.
Tests taken in class: Absolutely no caps/hats allowed during test taking, whether class or lab.
PT 3400 Spring 2010