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Viewing: PHY 503 : General Physiology I

Last approved: Sat, 24 Mar 2018 08:00:52 GMT

Last edit: Fri, 23 Mar 2018 20:49:54 GMT

Formerly Known As: ZO 503


Change Type
Major
PHY (Physiology)
503
017380
Dual-Level Course
No
Cross-listed Course
No
General Physiology I
Gen Physiology I
College of Agriculture and Life Sciences
Physiology (11PHY)
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Elaine Bohorquez, Ph.D.
Teaching Assistant Professor
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture130130NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

P: BCH451 and BCH553 (or equivalents) and one year each of college-level physics and chemistry
Is the course required or an elective for a Curriculum?
No
Physiology is the study of the how living systems function from the molecular to organismal level. As such, this course will build on your knowledge of anatomy, biochemistry, and cell biology and also presumes a working knowledge of the basics of college level physics and chemistry. Students will learn the fundamental mechanisms underlying normal function of cells, tissues, organs, and organ systems of the human body and be able to integrate knowledge and concepts from various organ systems to explain function in the human body. In this course, we will address cellular, neural, muscular, and gastrointestinal physiology in humans.

PHY 503 and PHY 504 cover most of the physiological systems.  The specific systems covered in each semester have been rearranged to improve the flow of concepts between related systems.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

Recommended Resources (available in NCSU Library online reserves or as class handouts):

Textbook of Medical Physiology. Guyton and Hall. 13th Edition (2016).

Physiology Review. Guyton and Hall. 3rd Edition (2016).

Medical Physiology. Boron and Boulpaep. 3rd Edition (2017).

Berne & Levy Physiology. Keoppen and Stanton. 6th Edition (2018).

Physiology. Costanzo. 6th Edition (2018).

The primary objectives for students in this course are to demonstrate an integrative understanding of human physiological systems and to explain the impact of disease on normal physiological processes.


Student Learning Outcomes

By the end of this course, students will be able to do the following:


(1) Differentiate between the terms osmole, osmolarity, osmolality and tonicity and apply that knowledge to scenarios to assess the direction of fluid flow.


(2) Demonstrate an understanding of the functions of electrically excitable cells and evaluate the effects of functional changes in response to alterations in the system.


(3) Summarize the functions of sensory and motor nervous responses and analyze the integration of sensory stimuli through transduction to a motor output, including the anatomy of the nervous system regions that are responsible for each action.


(4) Compare and contrast terms and concepts related to the sympathetic and parasympathetic systems, including: the central location of cell body of origin, number of synapses between CNS and effector organs, degree of myelination, and general effects on target tissues.


(5) Discuss the mechanisms for sensory transduction in the nervous system and the consequences of disruption of normal transduction pathways (e.g. lesion studies, nerve degeneration, etc.).


(6) Explain the molecular mechanisms of striated and smooth muscle contraction and how contraction and relaxation are regulated in response to molecular and neural signals.


(7) For major classes of nutrients (carbohydrates, proteins, fats), differentiate the processes of ingestion, digestion, absorption, secretion, and excretion, including the location in the GI tract where each process occurs.


(8) Demonstrate an understanding of the integrated regulation (neural, endocrine, luminal) that drives digestion and absorption of nutrients after a meal and the temporal sequence of regulatory events during digestion


Evaluation MethodWeighting/Points for EachDetails
Multiple exams75%/100pts.N/A
Quizzes25%/100pts.N/A
Consultation with COS in Additional Documentation

mlnosbis 10/17/2017:
1) Effective date should be Spring 2018 or later. Too late for Fall 2017.
2) Course goals should be listed in the CIM form.
3) Syllabus notes-
-include the price of textbook
-prerequisite on syllabus does not match CIM form
-syllabus should include item 14 from the syllabus checklist (attached under additional documentation) regarding the NC State PRR statement
-provide grading scale to illustrate how grades are determined
-there are 2 attachments for syllabi- delete the one that is not the correct syllabus.

cohen 1/18/2018:
Except for two minor word changes, PHY 503 and 504 have the same catalog description. I would suggest modifying the catalog descriptions to distinguish between the two courses.

ebohorquez 3/8/2018:
Letter grades for the course are curved based on class statistics. Therefore, actual percentage values for letter grade ranges vary between semesters. The typical ratio for denoting +/- grades on a standard 10-point scale is 3:4:3 (ex. 80-82.999=B-: 83-86.999=B: 87-89.999=B+). This ratio is applied to the standard deviation for the class statistics to distinguish +/- letter grades in this course. The mean is centered in the B letter grade range and is set to the equivalent of an 85%, because this is the midpoint for grades that constitute credit at the graduate level. This results in ~30% of students in the A range, ~40% in the B range, ~25% in the C range, and ~5% in the D-F range.

ABGS Reviewer Comments 3/19/2018:
-The syllabi on these courses aren't clear on the structure of the class. The schedule suggests that the course is lecture-based with no required readings and with days set aside for team-based learning, but I didn't see an explicit statement of the course structure.
-"recommended prereqs" seem a contradiction in terms. UPDATED
mlnosbis (Wed, 31 May 2017 16:59:10 GMT): I'm editing the workflow to include steps from the College of Sciences. This should have routed through Sciences since the action is removing a ZO cross-list. The Graduate School will review after both colleges.
Key: 4401