VET SC 3520ARW - Veterinary Anatomy & Physiology III

Roseworthy Campus - Semester 1 - 2018

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 endocrine, urinary, reproductive, nervous and sensory systems. 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.

  • General Course Information
    Course Details
    Course Code VET SC 3520ARW
    Course Veterinary Anatomy & Physiology III
    Coordinating Unit School of Animal and Veterinary Sciences
    Term Semester 1
    Level Undergraduate
    Location/s Roseworthy Campus
    Contact Up to 14 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites VET SC 2510RW
    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 endocrine, urinary, reproductive, nervous and sensory systems. 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 Staff

    Course Coordinator: Dr Todd McWhorter

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    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 research projects.
    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)
    1,3,4,5,6
    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
    5,6,8
    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
    6,7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4.5,8
    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
    7
  • Learning Resources
    Required Resources
    Textbooks:
    1. Dyce, K.M., Sack, W.O. and Wensing, C.J.G. 2010. Textbook of Veterinary Anatomy. 4th Edition. Saunders (Elsevier).
    2. Evans, H.E. & De Lahunta, A. 2010. Guide to the Dissection of the Dog. 7th Edition. Saunders (Elsevier).
    3. Sjaastad, Sand & Hove. 2010. Physiology of Domestic Animals, 2nd edition. Oslo: Scandinavian Veterinary Press, 804 pp. ISBN: 978-82-91743-97-3.
    4. Zao, P., Stabler, T., Smith, L.A., Lokuta, A. & Griff, E. 2012. PhysioEx(TM) 9.0: Laboratory Simulations in Physiology. Benjamin Cummings Publ.
    Equipment:
    1. Dissection Kits: Unibooks has Veterinary Dissection Kits for sale. These are required for all dissection based practicals.
    2. 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.
    3. Coveralls for all livestock handling.
    4. Wellington boots or farm boots for all laboratory practicals.
    Recommended Resources
    Books:
    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 Learning
    It 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 Modes
    Semester 1: This course will be delivered as 4 hours  lecture, 8 hours practical per week, split over 2 to 3 teaching days.  Students will be given dedicated scheduled project work time through 2 x 1hr tutorials per week.

    Semester 2: The course will be delivered as 3 hours lecture, 3 hours practical per week, split over 2 to 3 teaching days. Students will be given dedicated project work time through 1 x 1hr tutorial perweek.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The workload in this course differs between semesters.

    Semester 1:
    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).

    Semester 2:
    A student enrolled in a 3 unit course, such as this, should expect to spend , on average 12 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 Summary
    Lecture topics cover the following areas, including both anatomical and physiological aspects:

    Urinary System
    Reproductive System
    Endocrine System
    Nervous System
    Special Senses

    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.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting HURDLE Learning Outcome
    Practical tests Formative & Summative Semester 1- weeks 4
    & 12

    Semester 2- week 12
    30% No  1, 2, 3, 5, 8
    Major project Formative & Summative End of semester 1, weeks 4-12 of semester 2. 25% No 1, 2, 3, 4, 6, 7, 8
    Theory exams Summative June & Nov examination periods 45% Yes 1, 2, 3, 5, 6, 8
    Assessment Related Requirements
    HURDLE REQUIREMENTS

    Assessment Item Requirement for hurdle Is additional assessment available if student
    does not meet hurdle requirement?
    Details of additional assessment, if known
    Theory
    exams

    Accumulative 50% minimum Yes Additional assessment
    Assessment Detail
    Practical tests (Total of 30%): 3 practical tests will occur over the year (weighted at 5% for the first, 15% for the second and 10% for the third practical test), 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.

    Major project (Total of 25%): Students will complete a major project throughout the year, which is presented in the later part of 2nd semester. Tutorial slots will be used throughout the course for project work development and opportunities exist for students to gain feedback throughout the course. The project comprises of 2 parts:

    ·  A learning resource which consists of either an anatomical specimen (prosection, dissection, etc) or physiological or integrative component (e.g. quiz, model, enhanced online learning module)
    ·  Presentation session where students will have to present their projects to academic staff and
    peers and answer questions related to their presentations.

    Academic staff will mark all components based upon a standard rubric for the anatomical specimen,
    the physiological/integrative component and performance in the presentation session (including ability to answer questions).

    Theory exams (Total of 45%): Students sit two theory exams in the official June (25% total weighting) and one theory exam in the November (20% total weighting) examination periods. The November exam will cover all material but is weighted towards untested material. The exams will consist of a variety of questions, including MCQs, short answer and essay/long answer.

    Submission
    Late Submission

    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.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    NOG (No Grade Associated)
    Grade Description
    CN Continuing

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.