VET SC 2510BRW - Veterinary Anatomy & Physiology II
Roseworthy Campus - Semester 2 - 2014
General Course Information
Course Code VET SC 2510BRW Course Veterinary Anatomy & Physiology II Coordinating Unit School of Animal and Veterinary Sciences Term Semester 2 Level Undergraduate Location/s Roseworthy Campus Units 12 Contact Up to 14 hours per week Prerequisites BIOLOGY 1510, BIOLOGY 1520 & PHYSICS 1501 or PHYSICS 1508 Restrictions Available to B Sc (Veterinary Bioscience) students only Course Description The course will introduce anatomical and physiological terminology and principles using a body systems approach in a comparative context, with an emphasis on domestic species. Body systems covered are the musculoskeletal, cardiorespiratory, digestive systems as well as the integument and basic concepts in physiology and anatomy. In anatomy practical classes students will develop skills in dissection and learn to appreciate variation in structure due to species, age, and sex. Students will also study the embryology and histology of body systems and use microscopy and digital resources in some practicals. In physiology practical classes students will study physiological mechanisms and principles using a blending of live animal, isolated animal tissue, human measurements and computer simulations.
Course Coordinator: Dr Rachel NorrisCourse Co-ordinator:
Dr Rachel Norris (Program Coordinator for Veterinary Bioscience)
Rm 1-12 Eastick Bld (upstairs)
Phone: 8313 7901
Other Academic Staff:
Dr Todd McWhorter
Rm 1-11 Eastick Bld (upstairs)
Phone: 8313 7896
Assoc. Prof. Samantha Franklin
Equine Building, admin area
Phone: 8313 7931
Dr Natasha Speight (ILA Coordinator)
Rm G2 Corridor Block
Phone: 8313 0655
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Knowledge of the terminology used in describing the anatomy and physiology of organ systems 2 Development of interpersonal and communication skills and ability to work within a team. 3 Development of practical dissection skills. 4 Understand the range of variations in structure due to age, sex, species and physiological status. 5 Knowledge of gross anatomical and histological structures/systems covered. 6 Knowledge of normal body functions and the principle of homeostasis. 7 Familiarity with cellular and molecular processes in the normal animal 8 Application of scientific method and critical thinking as it relates to system structure and function
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 3, 4, 5, 6, 7 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 8 Skills of a high order in interpersonal understanding, teamwork and communication. 2 A proficiency in the appropriate use of contemporary technologies. 3 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 8 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 3, 8 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 8
- Dyce, K.M., Sack, W.O. and Wensing, C.J.G. 2010. Textbook of Veterinary Anatomy. 4th Edition. Saunders (Elsevier).
- Evans, H.E. & De Lahunta, A. 2010. Guide to the Dissection of the Dog. 7th Edition. Saunders (Elsevier).
- Sjaastad, Sand & Hove. 2010. Physiology of Domestic Animals, 2nd edition. Oslo: Scandinavian Veterinary Press, 804 pp. ISBN: 978-82-91743-97-3.
- Zao, P., Stabler, T., Smith, L.A., Lokuta, A. & Griff, E. 2012. PhysioEx(TM) 9.0: Laboratory Simulations in Physiology. Benjamin Cummings Publ.
- Dissection Kits: Unibooks has Veterinary Dissection Kits for sale. These are required for all dissection based practicals.
- Stethoscopes: There will be some practicals where stethoscopes will be needed. If you own a stethoscope please bring it, the School has a limited number to share.
- Coveralls for all livestock handling.
- Wellington boots or farm boots for all laboratory practicals.
Cunningham, J.G. and Klein, B.G. 2007. Textbook of Veterinary Physiology, 4th Edition. Saunders (Elsevier).
Done, S.H, Goody, P.C, Evans, S.A & Stickland, N.C. 2009. Color Atlas of Veterinary Anatomy: The Dog and Cat. Vol 3. 2nd Edition. Mosby/Elsevier.
Young, B., Lowe, J.S., Stevens, A. And Heath, J.W. 2006. Wheater's Functional Histology. 5th Edition. Elsevier Publ. Available online via the BSL: http://www.mdconsult.com.proxy.library.adelaide.edu.au/das/book/body/234550727-2/0/1787/0.html
Online LearningIt is important that all students maintain active communication channels throughout the year. The primary communication channels to students in this course are as follows:
MyUni: Students should regularly login to the MyUni website (http://myuni.adelaide.edu.au/) for important course-related announcements. Teaching materials and course documentation will also be posted on this site.
Learning & Teaching Activities
Learning & Teaching ModesThis course will be delivered as 4 hours lecture, 8 hours practical per week, split over 2 teaching days. The clinical case studies will be delivered through 2 x 1 hour tutorials per week.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A student enrolled in a 6 unit course, such as this, should expect to spend, on average 24 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).
Learning Activities SummaryLecture topics cover the following areas, including both anatomical and physiological aspects:
Practical classes follow the lecture topics and are a combination of anatomical and physiological-based practicals, depending on the area being covered at the time. For example, respiratory systems includes physiology pracs based around horse exercise physiology as well as anatomical dissections of respiratory systems from a variety of specimens.
ILA clinical cases are structured to complement the system being covered in the lectures and practicals to assist students with understanding the relevance of the material to clinical situations. For example, a clinical case regarding a horse caught in a stable fire is used while discussing the skin and associated systems. There are 2 clinical cases covered each semester.
Specific Course RequirementsFor practical classes within laboratories students must wear any required safety or protective clothing as directed. For Anatomy practical classes students are required to wear either their farm boots (cleaned) or Wellington boots (clean), a laboratory gown (supplied) and gloves (supplied). You will also need to display your provided name tag at all times.
There will be laboratory inductions for both Anatomy and Physiology labs in the 1st practical.
For more detailed information regarding appropriate dress please read the “School of Animal & Veterinary Sciences Student Guidelines” document which can be found on the course MyUni website under General Information: Course Information.
Due to the nature of some of the activities undertaken in practical classes and on field trips it is recommended that students are up-to-date with their tetanus booster.
Other vaccinations that you should consider, depending on your own personal circumstances and following consultation with your medical practitioner are:
* Q Fever
* Swine Flu
Attendance at practicals and tutorials is compulsory. Students are able to apply for an allowed absence from a class by submitting the application form, with appropriate supporting documentation, to the Course Co-ordinator. Application forms can be downloaded from http://www.sciences.adelaide.edu.au/current-students/forms/savs-allowed-leaveofabsence-tute-prac.pdf
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Hurdle Weighting Learning Outcome Semester ILA Formative & Summative 4 MCQs per semester No 10% 2, 8 Semester 1: June (20%)
Semester 2: Nov (30%)
Practical tests Formative & Summative 2 tests per
Yes 40% 3, 5 Semester 1: Test 1 & 2 (15%)
Semester 2: Test 3 & 4 (25%)
Theory exams Summative Exam week in each semester Yes 50% 1, 4, 5, 6, 7 Semester 1: MCQ 1 & 2 (5%)
Semester 2: MCQ 3 & 4 (5%)
Assessment Related RequirementsAttendance at practicals and tutorials is compulsory. Students are able to apply for an allowed absence from a class by submitting the application form, with appropriate supporting documentation, to the Course Co-ordinator. Application forms can be downloaded from http://www.sciences.adelaide.edu.au/current-students/forms/savs-allowed-leaveofabsence-tute-prac.pdf
Assessment Item Requirement for hurdle Is additional assessment available if student
does not meet hurdle requirement?
Details of additional assessment, if known
Cumulative 50% minimum Yes Additional Assessment Test offered Theory exams Cumulative 50% minimum Yes Additional Assessment Exam offered
Assessment DetailTheory exams (50%): Students sit two theory exams (Parts A & B) in each of the official June (20%) and November (30%) examination periods. The November exams will cover all material but is weighted towards untested material. All exams will consist of a variety of questions, including MCQs, short and long answer.
Practical tests (40%): Four practical tests will occur over the year, during standard practical times. Practicals tests are also formative assessment items as students receive feedback on their current level of knowledge and receive an indication of areas where they need to improve.
ILAs (10%): Students participate in small groups (up to 8 students) in a series of Interactive Learning Activities (ILAs) across the year. Each clinical case session occurs every two weeks across a 6 week cycle. Students will receive formative feedback from their peers (based on their teamwork capacity) and their tutor (based on their problem solving skills) at the end of each clinical case. Summative assessment is based on:
· 4% teamwork & professionalism awarded by their tutor at the end of each semester
· 6% problem solving skills and ability to relate knowledge to clinical cases through answers to a short MCQ test at the end of each clinical case
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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