Week01_Homeostasis & Development.pdf

Tutorial 01: Introduction to homeostasis BIO1208– Foundations in Human Anatomy and Physiology B Dr Nikita Walz Email: [email protected] This content is protected and may not be...

Tutorial 01: Introduction to homeostasis BIO1208– Foundations in Human Anatomy and Physiology B Dr Nikita Walz Email: [email protected] This content is protected and may not be shared, uploaded, or distributed. [BIO1208] Declaration By attending this in-person class, you are declaring that you: Are well Do not have, or are experiencing symptoms of COVID-19 or any ‘flu-like symptoms Are not a close contact of anyone currently with COVID-19 or in COVID-19 isolation If you are unwell or experiencing symptoms such as fever, sore throat, headache, vomiting etc, then you must not take place in this session and you should seek medical advice Follow the Queensland Health directives regarding COVID-19 (https://www.qld.gov.au/health/conditions/health-alerts/coronavirus- covid-19)  COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been copied and communicated to you by or on behalf of The University of Southern Queensland pursuant to Part VA of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Please respect the University’s ownership of copyright. Do not share any course content on any online platform for any reason or purpose.  References Chruścik A et al (2021) Fundamentals of Anatomy and Physiology. 1st Australian edition, USQ Freely available at https://usq.pressbooks.pub/anatomy/chapter/14-1-an-overview-of-the-endocrine-system/ Tortora et al (2022) Principles of Anatomy and Physiology, 3rd Asia-Pacific edn, Wiley Chapter 1: An introduction to the body  Ice breaker activity  Tutorials and what to expect Two-hour tutorial sessions will be held every week – these will be based on the week’s recorded content Attendance is expected and will be recorded The weekly tutorial will consist of: The main tutorial A group activity to complete (Crossword, Kahoot etc) A brief revision of key points from the lecture These tutorials will be facilitated ie you will be expected to do the ‘work’ and the tutor is there to guide you to ask the right questions to get the correct answer (through discussion) Students should maintain professional behaviour at all time (Student Code of Conduct) Tutorial content can be included in online assessments (quizzes)  Tutorial Structure Week Date Theme 1 2nd-6th Sept Homeostasis & Development 2 9th-13th Sept Immune system 3 16th-20th Sept Cardiovascular system: Blood 4 23rd-27th Sept Cardiovascular system: The heart 5 30th Sep - 4th Oct Cardiovascular system: Blood pressure 6 7th-11th October Respiratory system: Asthma 7 14th-18th October Flexible learning period 8 21st-25th October Flexible learning period 9 28th Oct -1st Nov Respiratory system: Oxygen transport 10 4th-8th November Digestive system: Stomach 11 11th-15th November Digestive system: Small intestine 12 18th-22nd November Skeletal system: Food for your bones 13 25th-29th November Musculoskeletal system: Muscle dysfunction 14 2nd-6th December Musculoskeletal system: Exercise adaptions  Themes for BIO1208 Homeostasis and the body’s cells/tissues Medical and anatomical terminology Lymphatic system & immunity Cardiovascular system Respiratory system Digestive system Musculoskeletal system  BIO1208 Course Learning Outcomes 1 2 3 4 5 Describe the structure Describe the gross Explain the basic Explain the integration of Demonstrate skills and and function of body anatomy of major organ physiology of major organ systems to knowledge required to cells, tissues and organs; systems of the human organ systems of the maintain homeostasis; perform laboratory body; human body; experiments safely with appropriate equipment, including computer software and hardware for data acquisition and analysis.  Assessment details Group Course learning Item Wtg (%) Due Date Assessment outcomes Practical* No 12 ** 1,2,3,4,5 Online Quiz A1 of 4 No 8 1,2,3,4 Online Quiz A2 of 4 No 15 1,2,3,4 Check StudyDesk for Online Quiz A3 of 4 No 20 1,2,3,4 due dates Online Quiz A4 of 4 No 15 1,2,3,4 Case study No 30 1,2,3,4 ** The due date for the practical assessment is a placeholder. You will attend fortnightly laboratory sessions if you are enrolled on-campus or if you are an external student you will attend one 3-day residential school. * Attendance and participation at practical classes or residential schools is mandatory (80% attendance). Note: Students are required to attempt and submit all assessment items.  Mandatory Practical sessions Attendance and participation at practical classes or residential schools is mandatory. Please be aware that non-attendance at the practical sessions will result in a Fail grade for the course. There will be 6 practical sessions as: Fortnightly as scheduled for on-campus students (Laboratories in Toowoomba) 3 day scheduled residential schools for external students (Laboratories in Toowoomba or Springfield) For entry to each practical session you will need: A laboratory coat, safety glasses, closed in shoes, printed or digital (editable) laboratory practical manual, mobile device, student ID card or student number Completed answers to the pre-practical questions (these will be checked on entry) To have read the practical (so you know what you will be doing) To be allocated the full marks for each practical you will need to: Complete answers to the pre-practical questions Fully engage and participate in all the activities Attempt Knowledge Check at the end of each practical session  Online Quizzes 4 quizzes total based on tutorial, lab and lecture content All quizzes contain MCQ’s Quiz 2 & 3 also contain SAQ’s  Case study These assessments will be online and will be available early in trimester from a bank of case studies Students can choose which case study they would like to do This is an individual assessment You will need to source high quality information & correctly cite this information Focus on homeostasis  Weekly Zoom consultation hours Zoom consultation hours will be scheduled weekly (see StudyDesk for time) to allow you to ‘drop-in’ to ask a question or seek clarification or if you have a concern. If you need an individual consult, email Kara Stuart ([email protected]) to organise a time Check Study desk for times  The week in review… Week 1 Lecture 1, 2, 3, 4  Learning Chruścik A et al (2021) Figure 1.2.1 Objectives and ❖ Identify and classify major components of the focus for this body (cells and tissues) week ❖ Explain the concept of homeostasis and how the body regulates this via feedback loops ❖ Investigate how cells in the body work  Roots, Prefixes, Suffixes & Roman numerals Root (eg body components, quantity, description, etc): Roman Numerals o Cranial nerves Body part Greek root Latin root Blood vessel angi(o)- vascul-, vas- Colour Greek root Latin root French root yellow xanth(o)- flav- jaun- Description Greek root Latin root fast tachy- celer- Prefix: gastr(o)- (of or pertaining to the stomach eg gastric bypass) Suffix: -graphy (process of recording eg angiography)  Basic roles of cells Prokaryotic cells and eukaryotic cells have same basic roles: Genetic information Interacting with environment (sending and receiving signals) Energy production Metabolism Defence Movement (within, into, out of cell AND movement of cell itself) But may have different strategies to accomplish these  Cell types Specific examples Sex cells Spermatozoa Ova Types of human cells Stem cells Embryonic stem cells Adult stem cells Red blood cells Erythrocytes White blood cells Granulocytes (neutrophils, eosinophils, basophils) Agranulocytes (monocytes, lymphocytes) Platelets Fragments of megakaryocytes Nerve cells Neurons Neuroglial cells Muscle cells Skeletal Cardiac Smooth Cartilage cells Chondrocytes Bone cells Osteoblasts Osteoclasts Osteocytes Skin cells Keratinocytes Melanocytes Merkel cells Langerhans cells Endothelial Lining blood vessels Epithelial cells Lining body cavities https://www.thoughtco.com/types-of-cells-in-the-body-373388 Fat cells White adipocytes Brown adipocytes  Case Study A 65-year-old male John Mandell with a known history of chronic heart failure (CHF) presents to the emergency department with escalating dyspnoea, orthopnoea, and bilateral lower extremity oedema. The patient reports a sudden worsening of symptoms over the past 48 hours, with increased fatigue and reduced exercise tolerance. Upon examination, the patient presents with tachypnoea, elevated jugular venous pressure, and crackles on lung auscultation. Initial investigations reveal worsening renal function.  Primary Resources What is a primary resource? Immediate, first-hand accounts of a topic, from people who had a direct connection with it. Primary sources can include: - Texts of laws and other original documents. - Newspaper reports, by reporters who witnessed an event or who quote people who did. - Speeches, diaries, letters and interviews - what the people involved said or wrote. - Original research. - Datasets, survey data, such as census or economic statistics. - Photographs, video, or audio that capture an event. What do you think would be some examples of secondary resources?  Finding Primary Resources We will be using our case study topic chronic heart failure as an example to find primary resources Four important steps/aspects to consider: 1) Creating a search using key terms - What terms would you use to search information for today’s case study? 2) Using a database - PubMed, Google scholar 3) Evaluating article metrics - Relevance of article, year published, retracted? 4) Evaluating journal metrics - Q1 journal ranking (check Scimago)  Clinical Reasoning Cycle Clinical reasoning cycle Please use the guide below to make notes during the tutorial Stages of the clinical reasoning cycle Document your findings CONSIDER THE SCENARIO Who is the scenario about? COLLECT CUES/INFORMATION What are the clinical signs and symptoms? PROCESS INFORMATION What are the clinical findings/results and what do they mean?  Case Study Identify any unfamiliar terms. What regions/cavities are of interest in John’s case? Identify his clinical signs and symptoms. Follow up questions: Who would and wouldn’t be involved in John’s care? What disruptions in homeostasis has John experienced? What would John need to return to homeostasis?  Clinical Reasoning Cycle (cont.) Please use the guide below to make notes during the tutorial IDENTIFY PROBLEMS/ISSUES What are the problems presented in terms of the disruption to homeostasis? ESTABLISH GOALS What needs to happen in this case to return the individual back to homeostasis? TAKE ACTION Who would be involved in the care? EVALUATE OUTCOMES What do you think the outcome would be with medical intervention? End of Tutorial Activity Do you know how much your body is worth? The price is right game show style Students will have to guess the correct price for each of the body parts to see how much they are worth The group with the closet answer without going over will be the winners https://www.youtube.com/watch?v=8lAJZMF830s End of Tutorial Activity 1) Guess (without going over) the price of each body part. To give you a clue: the most expensive is $200,000 and the least expensive is $300. 2) List the following body parts into the correct order from the most expensive to the least expensive Bonus question: Which of these can you legally sell for profit?  End of Tutorial Activity Liver $157,000 $200,000 Kidney $300 Blood (pint) $5,000 Oocytes (eggs) $119,000 Heart Cornea $30,000 $1,800 Ligament $3,000 Bone marrow  Questions or Need Help? If you have questions, please ask Discussion forum Online consultations – Tuesdays 1-2pm starting week 1 Directly email the course coordinator Kara Stuart ([email protected])  Wrap Up & Next Week Summary of today: Introduction to the course Introduction to homeostasis What’s up next week: Lecture Focus: Lymphatic system & immunity Tutorial Topic: Flu and vaccination 12:30 What do students like most about PASS? Connecting with fellow students, feeling like I was part of a community. A chance to hear students ideas, put forward ideas and questions in a safe space aimed at learning together. The relaxed and welcoming environment. I like the ability to gain more knowledge through general chat and discussion. It also helps hearing the course information in another person’s words. It makes you think harder and put more concepts together. Meeting other students, getting tips on how to manage content. It helps to get an indication of if you are on the right track or not in your study.