PSC2017 : Advanced Systems Physiology: Cardiovascular, Respiratory and Renal
- Offered for Year: 2017/18
- Module Leader(s): Dr Colin Brown
- Lecturer: Dr Michele Sweeney, Dr Matthew Wilcox, Dr Timothy Cheek, Dr Christopher Ward, Professor Michael Taggart, Dr Christopher Eggett
- Owning School: Biomedical Sciences
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||30|
This module aims to develop knowledge and understanding of the physiology of the cardiovascular, respiratory and renal systems, involving a thorough grounding on the integrated and cellular aspects of behaviour of each system. This incorporates how the three systems co-ordinate to maintain a constant internal environment (including control of blood pressure and acid-base balance) and changes in response to internal and external stimuli. Consideration will be given to changes in structure and function in different physiological conditions, including ageing, exercise and altitude.
Outline Of Syllabus
This module is taught as three strands, and considers:
- The importance of structure and function of heart and blood vessels; excitation-contraction coupling in cardiac and vascular muscle cells; mechanisms regulating cardiac and vascular function; remodelling of excitation-contraction coupling in exercise, ageing, pregnancy and disease states.
- The importance of structure and function in the respiratory system; chemical control of ventilation, including chemoreceptor function; neural and reflex control of ventilation; control, adaptations and remodelling in exercise, altitude, ageing, pregnancy and disease states.
- The importance of structure and function of the kidney; control systems regulating renal function, filtration, urine concentration; central role of the kidney in homeostasis, water balance and whole body acid base balance and their importance in maintaining health; effects of remodelling cardiovascular, respiratory and renal systems on control of whole body acid-base balance and how disturbances may lead to chronic imbalance and impact upon health.
|Scheduled Learning And Teaching Activities||Lecture||34||1:00||34:00|
|Scheduled Learning And Teaching Activities||Practical||1||7:00||7:00||Respiratory Practical Phase 2|
|Scheduled Learning And Teaching Activities||Practical||1||3:00||3:00||Respiratory Practical Phase 1: Design|
|Scheduled Learning And Teaching Activities||Practical||1||3:00||3:00||Renal Practical|
|Scheduled Learning And Teaching Activities||Practical||1||3:00||3:00||Cardiovascular Practical|
|Scheduled Learning And Teaching Activities||Small group teaching||3||1:00||3:00||Three one hour seminars for the Renal Strand|
|Scheduled Learning And Teaching Activities||Small group teaching||3||1:00||3:00||Three one hour seminars for the Respiratory Strand|
|Scheduled Learning And Teaching Activities||Small group teaching||2||1:00||2:00||Two one hour seminars for the Cardiovascular Strand|
|Guided Independent Study||Independent study||242||1:00||242:00||N/A|
Teaching Rationale And Relationship
Lectures provide the core information and an indication on the scope of the course as a basis for guided independent study. The seminar sessions will encourage increased understanding of the material through discussion. Practical classes will provide experience in recording and analysing biological data to support the core knowledge, carrying out scientific calculations, computer-based presentation skills and working as part of a small group. Written exercises will encourage analysis and discrimination of the scientific literature at a deeper level than that presented in lectures, promoting individual creative work and also providing an opportunity to learn through collective study.
The format of resits will be determined by the Board of Examiners
|Written Examination||180||2||A||70||50% EMI, 50% written. Three essay questions to be answered. One from each strand from a possibile choice of three.|
|Module Code||Module Title||Semester||Comment|
|PSC2026||Cardiovascular Systems for Pharmacologists||2||N/A|
|Computer assessment||2||M||5||Cardiovascular EMI via blackboard|
|Practical/lab report||2||M||5||Cardiovascular Practical Report, students to answer set questions on practical data|
|Essay||2||M||6||Timed Essay 30 minutes - Respiratory|
|Practical/lab report||2||M||1||Respiratory Practical Design|
|Practical/lab report||2||M||3||Respiratory Practical, students to answer set questions on practical data|
|Practical/lab report||2||M||5||Renal Practical, students to answer set questions on practical data|
|Written exercise||2||M||5||Analysis of Scientific Paper on Renal topic|
Assessment Rationale And Relationship
The in-course and end of semester EMI examinations assess knowledge and understanding of the course material. The practical assessments will judge the students’ ability to perform experiments, analyse and present experimental data in a scientific manner (using computer-based programs), and to draw appropriate conclusions. The group tasks will also test their ability to work effectively as a team and to develop their scientific thinking using verbal and written communication skills. The analysis of a scientific paper tests skills in critically interpreting and evaluating scientific data. The coursework and examination essays will test the students’ understanding of the material learned in the module, examine their ability to integrate and explore the relationships between the various themes within the module, and test their ability to develop scientific arguments. The coursework timed essay and EMI will also provide experience of examination conditions and provide an opportunity to promote revision, consolidate knowledge and identify areas of weakness in knowledge and understanding.
- Reading List Website : rlo.ncl.ac.uk