VET SC 2510BRW - Veterinary Anatomy & Physiology II
Roseworthy Campus - Semester 2 - 2017
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 Available for Study Abroad and Exchange N 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 Describe the anatomy and physiological processes of domestic species using proper terminology. 2 Describe the gross anatomical and histological structures of the body systems covered in vertebrates with an emphasis on domestic species 3 Describe normal physiological functions of vertebrates with an emphasis on domestic species. 4 Demonstrate practical dissection skills. 5 Collect, analyse and interpret data on normal physiological processes 6 Apply theoretical knowledge of anatomy and physiology to clinical scenarios. 7 Demonstrate interpersonal and communication skills and ability to work within a team. 8 Apply the scientific method and critical thinking as it relates to body 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,5,6,8 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
4,6,8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4,7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4,7 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
- 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. 8th Edition. Saunders (Elsevier).
- Sjaastad, Sand & Hove. 2010. Physiology of Domestic Animals, 3rd 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: The Student Union 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 and farm boots for all livestock handling.
- Wellington boots for all Anatomy 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. The clinical case studies will be delivered through 2 x 1 hour tutorials every two weeks.
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 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.
Due to the nature of some of the activities undertaken in practical classes and on field trips students enrolled in Veterinary Bioscience must be vaccinated for Q fever. It is also recommended that students are up-to-date with their tetanus booster.
Other vaccinations that you may consider, depending on your own personal circumstances and following consultation with your medical practitioner are:
• 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 Theory exams Summative Exam week in each semester Yes 55% 1, 4, 5, 6, 7 Semester 1: June (25%)
Semester 2: Nov (30%)
Practical tests Formative & Summative 2 tests per
No 38% 3, 5 Semester 1: Test 1 & 2 (14%)
Semester 2: Test 3 & 4 (24%)
ILA Formative & Summative 2 MCQs per semester No 7% 4, 7 Semester 1: MCQ 1 & 2 (3.5%)
Semester 2: MCQ 3 & 4 (3.5%)
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 Theory exams Cumulative 50% minimum Yes Additional Assessment Theory Exam offered
Assessment DetailTheory exams (55%): Students sit two theory exams (Parts A & B) in each of the official June (25%) 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 (38%): 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 (7%): 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:
· 40% teamwork & professionalism awarded by their tutor at the end of each semester
· 60% 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
If an extension is not applied for, or not granted then a penalty for late submission will apply. A mark of zero will be allocated to late submitted assessment.
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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