PSC2019 : Renal and Respiratory Physiology
PSC2019 : Renal and Respiratory Physiology
- Offered for Year: 2024/25
- Module Leader(s): Dr Alison Howard
- Lecturer: Dr Simon Wilkinson, Dr Hannah Gillespie, Dr Matthew Wilcox, Professor Kevin Marchbank, Mrs Helen Banks, Dr Michele Sweeney, Dr Tim Cheek, Professor John Sayer, Dr Iram Haq, Professor Christopher Ward
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 20 |
ECTS Credits: | 10.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Code | Title |
---|---|
PSC1002 | Physiology |
Pre Requisite Comment
Students require basic knowledge of physiology of the renal and respiratory systems, equivalent to that taught in PSC1002 (Physiology).
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
This module aims to develop knowledge and understanding of the physiology of the renal and respiratory systems, involving a thorough grounding on the integrated and cellular aspects of system performance. This includes the mechanisms by which the two systems co-ordinate activity to maintain a constant internal environment (including control of acid-base balance) and respond to changes in internal and external stimuli. Consideration will be given to changes in structure and function in different physiological conditions, including ageing, exercise and altitude. Specific malfunctions will be described at appropriate points within the module and the resultant pathophysiological conditions discussed.
Outline Of Syllabus
This module is taught as two strands, and considers:
- 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, 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.
- 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 and disease states.
Learning Outcomes
Intended Knowledge Outcomes
On completion of this module students will be able to:
K1 Describe the main control systems involved in regulating renal function and ventilation
K2 Explain the importance of structure to kidney function
K3 Explain mechanisms involved in regulating renal blood flow and glomerular filtration and the role of the proximal tubule in modifying the initial filtrate
K4 Explain Na+, K+ and H2O balance, focusing on the importance of urinary concentration and Na+ balance in maintaining homeostasis
K5 Describe the anatomy of peripheral chemoreceptors, central chemoreceptors and respiratory centres, and explain experimental methods for investigation of each
K6 Describe the generation of respiratory rhythm
K7 Discuss the importance of peripheral and central chemoreceptors in control of ventilation and the cellular mechanisms involved in O2-sensing and CO2-sensing
K8 Explain the acute adaptations that occur in ventilation during exercise and hypoxia
K9 Describe and interpret the consequences of remodelling of the respiratory system in training, chronic exposure to hypoxia and ageing
K10 Describe and interpret how remodelling of the renal and respiratory systems leads to control of whole-body acid-base balance and how disturbances may lead to chronic imbalance and impact upon the health of an individual
K11 Describe the processes involved in maintaining Ca2+, Mg2+ and phosphate balance
Intended Skill Outcomes
On completion of this module students will be able to:
S1 Perform simple renal and respiratory function tests, at a basic level of competence
S2 Analyse, present and interpret experimental data, using commonly available software
S3 Critically analyse and appraise literature relevant to the module
S4 Communicate effectively in a written format
S5 Work effectively within a team and critically analyse and assess their own and others contributions to joint work
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 1 | 10:00 | 10:00 | Preparation and completion of renal strand practical report. Group work |
Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Interpretation & analysis of scientific paper, written report. |
Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Preparation and completion of respiratory strand practical report. Group work |
Scheduled Learning And Teaching Activities | Lecture | 22 | 1:00 | 22:00 | In person lectures |
Structured Guided Learning | Academic skills activities | 1 | 3:00 | 3:00 | In person - Respiratory Practical Phase 1. Design and plan experiments |
Scheduled Learning And Teaching Activities | Practical | 1 | 6:00 | 6:00 | In person - Respiratory Practical Phase 2. Students work independently but share experimental data |
Scheduled Learning And Teaching Activities | Practical | 1 | 4:00 | 4:00 | In person - Renal practical. Provide skills to collect valid and reliable data to advance understanding |
Scheduled Learning And Teaching Activities | Small group teaching | 4 | 1:00 | 4:00 | In person. Seminars to facilitate discussion of module content and understanding (Renal Strand) |
Scheduled Learning And Teaching Activities | Small group teaching | 3 | 1:00 | 3:00 | In person. Seminar to facilitate discussion of module content & understanding (Respiratory strand) |
Guided Independent Study | Independent study | 1 | 107:00 | 107:00 | Preparing lecture material, note taking, general reading and revision |
Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | In person. Introduction to the module. |
Total | 200:00 |
Teaching Rationale And Relationship
Lectures provide the core information and an indication of the scope of the course as a basis for guided independent study. The small group teaching and drop in sessions will encourage increased understanding of the material through discussion. The 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.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
Description | Length | Semester | When Set | Percentage | Comment |
---|---|---|---|---|---|
Written Examination | 60 | 2 | A | 45 | PIP invigilated handwritten exam - 2 questions in each strand, students complete 1 essay from 2 in each strand & invigilated Inspera Digital exam Quiz format max 60 questions. Exams scheduled together. Inspera to be open for the duration of exam 120mins. |
Digital Examination | 60 | 2 | A | 25 | PIP invigilated Inspera digital exam Quiz format max 60 questions & invigilated handwritten exam - 2 questions in each strand, students complete 1 essay from 2 in each strand. Exams scheduled together. Inspera to be open for duration of exam 120mins. |
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Written exercise | 2 | M | 15 | Analysis of Scientific Paper on Renal topic - 750 words |
Practical/lab report | 2 | M | 15 | Respiratory practical written report. Group mark will be assigned and adjusted for individual contribution 2500 words |
Assessment Rationale And Relationship
The end of semester examination assess knowledge and understanding of the course material and the ability to work under time limited conditions.
The practical assessments will judge the students’ ability to design and perform experiments, analyse and present experimental data in a scientific manner (using computer-based programs), and to draw appropriate conclusions. These 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 examination essays will test the students’ understanding of the material, examine their ability to integrate and explore the relationships between the various themes within the module, and test their ability to develop scientific arguments.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSC2019's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- PSC2019's past Exam Papers
General Notes
N/A
Welcome to Newcastle University Module Catalogue
This is where you will be able to find all key information about modules on your programme of study. It will help you make an informed decision on the options available to you within your programme.
You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.
Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.