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Viewing: PHY 504 : General Physiology II

Last approved: Sat, 24 Mar 2018 08:00:53 GMT

Last edit: Fri, 23 Mar 2018 20:51:13 GMT

Formerly Known As: ZO 504


Change Type
Major
PHY (Physiology)
504
017382
Dual-Level Course
No
Cross-listed Course
No
General Physiology II
Gen Physiology II
College of Agriculture and Life Sciences
Physiology (11PHY)
Term Offering
Spring Only
Offered Every Year
Spring 2019
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 cardiovascular, respiratory, and renal 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 textbooks (available at NCSU library reserve and as classroom handouts):

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

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

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

Berne & Levy Physiology. Koeppen 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) Discuss the process of excitation/contraction coupling in cardiac muscle, including the pathway of excitation and the timing of contraction of the different heart chambers.


(2) Draw, in correct temporal relationship, the pressure, volume, heart sound, and ECG changes in the cardiac cycle. Identify the intervals of isovolumic contraction, rapid ejection, reduced ejection, isovolumic relaxation, rapid ventricle filling, reduced ventricular filling and atrial contraction.


(3) Evaluate the effects of changes to resistance, compliance, and conductance on overall hemodynamics at different blood vessel levels, including the endocrine and neural regulation of such parameters.


(4) Understand normal pulmonary mechanics and how pathological conditions alter these parameters.


(5) Evaluate changes to ventilation and perfusion to describe the integration of blood flow and oxygen flow through the body.


(6) Discuss the mechanisms of neural control of breathing and the mechanisms of reflexes triggered in response to changes in blood oxygen and carbon dioxide levels.


(7) Demonstrate knowledge of the anatomy of the kidney and nephron, including the flow of materials across epithelia at each nephron segment.


(8) Explain the clearance principle and give examples of how clearance changes indicate pathological conditions.


(9) Outline the role of the kidney in body fluid and pH regulation, including the endocrine and neural regulatory effects on the kidney.


(10) Integrate knowledge of the functions of cardiovascular, respiratory, and renal conditions to describe how these systems work together to maintain homeostasis in the body (e.g. blood pressure, chemistry, and volume).


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.
mlnosbis (Wed, 31 May 2017 17:02:17 GMT): I'm editing the workflow to include approvals from College of Sciences. This action should have routed through the college because it is dropping a ZO cross-listing. The Graduate School will review after both colleges.
Key: 4403