VET SC 3520BRW - Veterinary Anatomy & Physiology III
Roseworthy Campus - Semester 2 - 2014
General Course Information
Course Code VET SC 3520BRW Course Veterinary Anatomy & Physiology III Coordinating Unit School of Animal and Veterinary Sciences Term Semester 2 Level Undergraduate Location/s Roseworthy Campus Units 9 Contact Up to 7 hours per week Prerequisites VET SC 2510ARW 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 Coordinator: Dr Todd McWhorter
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 high level of interpersonal and communication skills and ability to work within a team. 3 High level 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 Advanced understanding and 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
Learning & Teaching Activities
Learning & Teaching ModesSemester 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.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A student enrolled in a 3 unit course (please note 6 units in semester 1), 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 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, the reproductive system includes physiology pracs based around gamete analysis and oestrous detections as well as
anatomical dissections of reproductive systems from a variety of specimens.
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 Weighting HURDLE Learning Outcome Practical tests Formative & Summative Semester 1- weeks 4
Semester 2- week 12
30% Yes 3, 5 Major project Formative & Summative End of semester 1, weeks 4-12 of semester 2. 25% No 1, 2, 3, 5, 6, 8 Theory exams Summative June & Nov examination periods 45% Yes 1, 4, 5, 6, 7
Assessment Related RequirementsHURDLE REQUIREMENTS
Assessment Item Requirement for hurdle Is additional assessment available if student
does not meet hurdle requirement?
Details of additional assessment, if known Practical tests Accumulative 50% minimum Yes Additional assessment Theory
Accumulative 50% minimum Yes Additional assessment
Assessment DetailPractical 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.
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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