Human Physiology

A review of prerequisite knowledge of basic concepts of cell biology, including cell

transport processes and cell to cell communication, basic principles in physiology, and an
in-depth study of the human nervous, muscular, blood and cardiovascular, respiratory,
renal, gastrointestinal, and endocrine systems. Emphasis on the neural and endocrine
regulation of physiological system functions with simulated physiological experiments.
Introduction
Welcome to CLFS 640, Human Physiology On-Line. The course is divided into Units of
Study as also described in the Syllabus. Each Unit of Study contains a series of Learning
Modules. Each Learning Module provides the following:
Objectives: A statement of knowledge and comprehension goals is provided at the
beginning of each Learning Module.
Reading and Interactive Physiology Simulation Assignment: The Reading
Assignment is the required background reading from the course textbook listed by
chapter(s) and pages. The Interactive Physiology Simulations are provided on the CD
included with the course textbook. Directions for installation of the CD on your home or
office computer are also provided with the CD. The Interactive Physiology Simulations
will first be used when we begin the study of our first physiological system, the Nervous
System.
Discussion Notes: The Discussion Notes are provided as a supplement to the Reading
Assignment and are designed to clarify and/or expand concepts described in the course
textbook. The Discussion Notes should be reviewed after study of the Reading
Assignment. The Discussion Notes may also include additional reading assignments from
other sources, such as internet sites.
Exercises: The Exercises within each Learning Module include Review Questions,
Problem Solving, and Threaded Discussion. Only Problem Solving and Threaded
Discussion are graded exercises.
Review Questions: The Review Questions section of the Exercises within each Learning
Module should be considered after you have completed the Reading Assignment, the
Interactive Physiology Simulation, as applicable, and the Discussion Notes. The Review
Questions are not a graded Exercise, but are designed to enhance your knowledge and
comprehension of concepts in physiology.
Problem Solving: The Problem Solving questions are designed to test and improve a
higher learning skill; the application of knowledge and comprehension to solve a new
problem or complete a new learning task. Problem Solving is a graded Exercise (10
points each) and is individual work submitted by each student. The Due Date for
each Problem Solving Exercise of each Learning Module is given in the Syllabus and in
the Calendar. The Problem Solving Exercises of the Learning Modules may be located
using the following procedure described for Learning Module 1:
From the Course Menu, click on Course Modules.
Next click on Unit 1.
Next click on Module 1 and then click Problem Solving. A list of all of the CLFS 640
Problem Solving Exercises will be seen. Under Module I, click the blue Problem
Solving link.
Click on Assignment: Module 1. When the file download screen appears, click Save.
Change the file name to the following; Mod1_Problem_Your Last Name (e.g.,
 Mod1_Problem_Student) and then save the file to your Desktop[Note; when the
file download screen appears, DO NOT click OPEN]. You will work with the file
locally (from your desktop).
Once you are satisfied with your answers to the problem solving exercise questions, the
Problem Solving Exercise should be submitted to the Instructor by using the following
procedure.
From the Course Menu click Course Work.
Next click Assignments.
Next, under Module 1, click the blue View/Complete Assignment.
Click on Browse to locate the completed Problem Solving file on your desktop. Select
the file and then open the selected file.
Finally, click SUBMIT. You must click SUBMIT for your file to be submitted for
grading.
An Answer Key for the Problem Solving Exercises will be available under Course
Work(from the home Page click on Course Work and then click on Problem Solving) or
will be posted in Discussions under the Ask the Instructor Topic immediately after the
due date for the specific Problem Solving Exercise.
Threaded Discussion: In the Threaded Discussion section of the Exercises, a discussion
question is posted to Discussions and each team or group of 4 – 5 class members attacks
the question. To access the Threaded Discussion question for a Learning Module, click
Communication in the course menu. Next, click Groups on the Communication page.
Click on the link for your assigned group, then click on the Discussions link. Under Topic
on the Discussions page, click the appropriate Module in the first column.
The Threaded Discussion questions are research and reply questions and are designed to
promote student comment and interaction. The questions are, therefore, not intended to
elicit right or wrong answers, only thoughtful debate. Indeed, the study of physiology
might be considered "a point of view" supported by scientific research. Threaded
Discussion is a graded Exercise (5 points each) and the due date is given in the
Syllabus and the Calendar.
You will be assigned to a Threaded Discussion Group with 4 – 5 members per group.
Each member of the group is expected to make at least one posting that contains
information useful to the construction of the final document (submission). Near the end
of the time allotted for the assignment, one member of the group assembles the submitted
wisdom from the group's postings and constructs ONE final coherent, concise (brief!)
final answer. Every member of the team can earn 2 points for their own contributing
posting and 3 points for the final answer (every group member gets the same score out of
the possible 3 for the final response).
Your entries for the Threaded Discussion question for a Learning Module, including the
required citations, should be posted as a Reply to the specific Threaded Discussion
question for that Learning Module.
Research - Minimum requirement is a total of two supporting citations for your
individual entry(or entries) from a source other than the textbook. Citation formats are
described in Appendix 1.
Discussion Tool: This general course discussion board should be used to post questions
that you may have during the Session. To use the Discussion Tool to post a question, first
click on Communication in the course menu . Next click on Discussions on the
Communication page. A list of Topics will appear in the first column on the Discussions
page. Click on Ask the Professor and then post your question in the text box. The
Instructor will post a response to your question as a Reply within twenty-four hours of
the original posting. In this way all students will have access to the posted question and
the Instructor's response. The above format for posting student questions has proven to be
more useful and effective than a "chat room" format. Students in the course often form
chat rooms as a study group and students are certainly encouraged to do so. Please
recognize that the Threaded Discussion postings (other than the Group Summaries), the
Problem Solving Exercises, and the Learning Assessments are individual assignments in
this course and are to be completed and submitted as individual work. Please review the
University of Maryland Code of Academic Integrity Pledge that is found as a link in the
course Syllabus. As a student in this course, you agree to abide by the Code of Academic
Integrity.
Please note that you may also email John or Bill directly if there are issues or questions
of a more personal nature and not appropriate for distribution to the entire class.
Learning Assessment: Learning Assessments are also graded and individual
assignments submitted by each student (150 points each) Each Learning Assessment
provides a series of questions that review knowledge and comprehension of important
principles from all of the Learning Modules of a given Unit of Study and assess your
ability to apply this knowledge and comprehension to problem solving questions. The
problem solving questions are derived from practice sets completed in the Learning
Module Problem Solving Exercises of the specific Unit of Study. The Learning
Assessments may be accessed using the following procedure described for Learning
Assessment 1.
From the course menu, click on Course Work.
Next, click on Assessments and Evaluations.
Under Learning Assessment1, click the blue Learning Assessment 1 link. When the file
download screen appears, click Save.
Change the file name to the following; CLFS 640_LA1_Your Last Name and then save
the file to your Desktop. [Note; when the file download screen appears, DO NOT
click OPEN].
You will work with the file locally (from your desktop). Once you are satisfied with your
answers to the Learning Assessment questions, the Learning Assessment should be
submitted to the Instructor by using the following procedure.
From the course menu click Course Work.
Next, click Assessments and Evaluations.
Next, under Learning Assessment 1, click the blue View/Complete Assignment.
Click on Browse to locate the completed Learning Assessment file on your desktop.
Select the file and then open the selected file.
Finally, click SUBMIT. You must click SUBMIT for your file to be submitted for
grading.
The due dates for the Learning Assessments are given in the Syllabus and in the
Calendar. An Answer Key for the Learning Assessment will be posted to the Assignment
Tool after the due date for the Learning Assessment.
Teaching Innovation Project(TIP):The Teaching Innovation Project is a graded
exercise(250 points) and is a Threaded Discussion Group Project. A generic Teaching
Innovation Project Model is provided in Appendix 2 and follows a familiar lesson plan
model. The audience for the Project will be your students. Recognizing that other models
may work just as well, please feel free to use a different model that your Threaded
Discussion Group feels will be more effective or useful for developing the Project for
your Threaded Discussion Group's specific topic. A list of recommended topics and
references is provided in Appendix 3. Use of the listed resources is not a requirement of
the TIP assignment, but is intended to provide some direction in the event your Threaded
Discussion Group decides to develop the selected topic in more detail than is provided in
the course textbook .If your Group prefers to develop a different topic(not in Appendix
3), please submit your Group's proposed topic by email to either Instructor for prior
approval. The TIP will be due on August 21th, 2009. For posting of your Teaching
Innovation Project, Elms version 8.0 now includes Teams LX, a wiki tool for web page
development and publication. Each Group will be assigned separate space within Teams
LX at the beginning of the course. To access your Group’s space, click on Course Work
and then click on Teaching Innovation Projects(TIP). The link to a brief animated "how
to" tutorial created by OIT(May Kot-Jansen) is provided under Course Work found on
the Home Page. Grading Criteria for the Teaching Innovation Project: Content, including
Title, Objectives, Procedure, and Summary, is 70% of the TIP grade. The remaining 30%
is based on the inclusion of Motivation(5%), Assessment(15%), and Extension(10%).
SUMMARY
The best approach to successful use of each Learning Module is to first briefly review the
Objectives given at the beginning of the Learning Module. Next read the assigned
chapter(s) in the textbook and complete the assigned Interactive Physiology simulation,
as applicable. The Discussion Notes should then be read. Please note that Problem
Solving and Learning Assessment questions are directed toward the textbook reading
assignment and the Discussion Notes. Next use the Review Questions as an informal
feedback tool to assess the foundation knowledge that you have gained through your
reading of the textbook and Discussion Notes. As previously described, the Review
Questions are not a graded exercise. Once you have completed the assigned Reading, the
Interactive Physiology Simulation, and the Discussion Notes and considered the Review
Questions, you will be ready to complete the Problem Solving Exercise and the Threaded
Discussion question. The Learning Assessments will be available no earlier than 5 days
prior to the published due dates.

CLFS 640: Human Physiology

A review of prerequisite knowledge of basic principles in cell biology, fundamental
concepts of physiology, and an in depth study of the human nervous, muscular, blood and
cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. Emphasis on
the neural and endocrine regulation of system functions. Includes interactive physiology
exercise.
Objectives:
Discuss the function and regulation of the organ systems of mammals.
Come to an understanding of these systems through a series of self-paced,
comprehensive learning modules and interactive computer simulations of
 physiological systems that generate active learning and independent investigation.

Understand the basis for selected common diseases.

Textbook:
Silverthorn, Dee Unglaub. (2007) Human Physiology An Integrated Approach, Fourth
Edition, Pearson Benjamin Cummings, 1301Sansome Street, San Francisco, CA
94111(ISBN 0-8053-6851-5).
Includes Interactive Physiology, an interactive CD of nine physiological system
simulations. Please confirm with your vendor that your order includes the Interactive
Physiology CD.

Unit I: Cell Biology Review and Fundamental Concepts of Physiology --Module

1:Prerequisite Principles of Cell Biology
--Module 2: Fundamental Concepts Applied to Physiology
Problem Solving and Threaded Discussion Exercises for Learning Modules 1 and 2 are
due by midnight,
Unit II: The Nervous System and Muscular System
--Module 3: The Nervous System; Neuron Function
--Module 4: Organization and Function of the CNS and PNS
--Module 5: The Muscular System
Problem Solving and Threaded Discussion Exercises for Learning Modules 3-5 are due
by midnight,
LEARNING ASSESSMENT 1 (Units 1 and 2) is due by midnight December 21st
Unit III: The Cardiovascular System

-Module 6: Design and Mechanics of the Cardiovascular System

--Module 7: Blood--Components, Changes Reflective of Disease, Capillary Structure and
Function
--Module 8: The Heart--Anatomy, As a Pump
--Module 9: Regulation of Blood Flow and Pressure
--Module 10: Cardiovascular Disease--Cardiovascular Shock, Hypertension
Problem Solving and Threaded Discussion Exercises for Learning Modules 6-8 and for 9

and 10 are due on the dates in the Calendar

Unit IV: The Respiratory System
--Module 11: Respiratory Structures--Principles of Gas Exchange, The Mechanics of
Breathing - -Module 12: O2 and CO2 Transport--Hemoglobin, Carbonic Anhydrase and
CO2 --Module 13: Control of Respiration and Pulmonary Blood Flow

Problem Solving and Threaded Discussion Exercises for Learning Modules 11-13 are due
on the date indicated in the Calendar.

LEARNING ASSESSMENT 2 (Units 3 and 4) is due by midnight January 18th

Unit VII: The Endocrine System

Problem Solving and Threaded Discussion Exercises for Learning Modules 21-23 are due
by midnight, February 20th

Module 21: Hormones and Receptors --Module 22: The Pituitary Gland and
Hypothalamus - -Module 23: Endocrine Subsystems

LEARNING ASSESSMENT 3 (Units 6 and 7) is due by

CLFS 640 Unit of Study & Learning Module Design

Unit of Study
Learning Modules
Objectives
Reading Assignment and Interactive Physiology CD Assignment
Discussion Notes
Exercises
Review Questions
Problem Solving
Threaded Discussion

Learning Assessments:
Learning Assessment 1 is due by midnight (11:55pm) December 21, 2008 (Units 1 &
2)
Learning Assessment 2 is due by midnight (11:55pm) January 18, 2009 (Units 3 & 4)
Learning Assessment 3 is due by midnight (11:55pm) February 21, 2009 (Units 6 & 7)

The Teaching Innovation Project(TIP) Assignment Is Due February 22, 2009 

Grading:
Graded Exercises (Problem Solving Exercises = 10 points each and Threaded
Discussions = 5 points each) Subtotal= 300 points
 Learning Assessments (Each of the three Learning Assessments = 150 points) Subtotal
= 450 points
Teaching Innovation Project = 250 points

TOTAL = 1000 points

Introduction to the Course
Appendix 1
Please read the attached Pledge regarding the University of Maryland Code of Academic
Integrity.