Modules

Due to Covid-19 restrictions, learning and teaching activities on campus as described in the module descriptors are currently restricted. Learning and teaching will be enabled through a mixture of scheduled online activity where you will be able to engage with your tutor and classmates in real-time and unscheduled guided activity where you will be required to complete activities and tasks at a time which best suits you. Teaching will take place on campus, wherever possible, and where this is safe to happen.

Definitive information on module delivery during 2020/21 will be provided on Module Moodle Sites. For specific enquiries please contact the module leaders directly.

Module title:	Physiology, adaptation and disease
SCQF level:	08:
SCQF credit value:	20.00
ECTS credit value:	10
Module code:	BMS08106
Module leader:	David Smith
School	School of Applied Sciences
Subject area group:	Biomedical Science

Prerequisites

Students will be expected to have an understanding of anatomy and physiology (human or other animal), at level 7.

2020/1, Trimester 2, FACE-TO-FACE,

Occurrence:	001
Primary mode of delivery:	FACE-TO-FACE
Location of delivery:	SIGHTHILL
Partner:
Member of staff responsible for delivering module:	David Smith
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:

Teaching on this module will be by lectures, tutorials and workshops. The workshops may be run in the laboratory. Students are expected to participate in all sessions and are encouraged to form study groups to aid their learning.

Tutorials and workshops will build on information covered in the lectures and will include examples of case studies for students to work through and to get formative feedback prior to their summative assessment.

Formative Assessment:

Tutorial sessions will be used throughout the module in weeks 2,4,6,8 and 10, to work through case studies which demonstrate what happens in a variety of animal species when the internal environment is disrupted. The information will consist of data on physiology and on pathophysiological changes which occur and can be identified through a variety of techniques eg blood sampling, urine sampling, histology, immunohistochemistry.
These case studies will be written in the same format as the summative assessment, and so will provide feedback to students as they work through the questions about the cases. The formative case studies will culminate in a summative assessment which will be a case study.

Summative Assessment:

A case study using data from a human or non-human species. The data will contain “normal” parameters and also data from a disease state. Students will be expected to interpret the data and to explain what it means in terms of normal and abnormal physiology. They will also be asked to explain the aetiology of the condition. The case study will consist of a data interpretation and a series of questions; students are required to reference their information.

Students will have a choice of case studies from which they choose one case.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activity	Learning & Teaching Activity	NESH (Study Hours)
Face To Face	Lecture	24
Face To Face	Tutorial	6
Face To Face	Practical classes and workshops	9
Independent Learning	Guided independent study	161
	Total Study Hours	200
	Expected Total Study Hours for Module	200

Assessment
Type of Assessment	Weighting %	LOs covered	Week due	Length in Hours/Words
Report	100	1,2,3,4 & 5	12	HOURS= 0, WORDS= 1800
Component 1 subtotal:	100
Component 2 subtotal:	0
Module subtotal:	100

Description of module content:

The module introduces students to the physiological variations which allow animals to survive in a range of environmental conditions and environments, including regulators (ie those which maintain an internal environment) conformers (those in which the internal state matches that of the environment). The examples used to illustrate physiological variability and adaptation are drawn from a wide variety of species. Temperature control and osmoregulation in marine and estuarine species, in birds and in mammals are used as examples to illustrate control in different animal groups.
Homeostasis in mammals is then examined in more detail, with reference to feedback loops, the role of sensors, effectors and a central control. The role of the nervous system and endocrine system in mammals in homeostasis is explained as are the different receptor types involved. The hypothalamic/pituitary axis in mammals is described and the examples of thyroid function, reproduction and control of blood glucose are used as specific examples in mammals. This leads on to explanation of homeostatic disruption leading to disease, with thyroid disorders and diabetes mellitus examined in detail in different mammalian species. The aetiology, pathophysiology and diagnosis of the conditions will be explained.

Learning Outcomes for module:

Upon completion of this module you will be able to
LO1: Explain the different ways in which animals are able to regulate their internal environment
LO2: Compare thermoregulation and osmoregulatory systems in different animal species
LO3: Demonstrate understanding of how the endocrine and nervous system operate to maintain homeostasis
LO4: Describe the hypothalamic/pituitary axis and its role in homeostasis and reproduction
LO5: Use the examples of diabetes mellitus and thyroid dysfunction to explain how homeostatic disruption leads to disease.

Indicative References and Reading List - URL:

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