Cardiovascular, Renal, and Respiratory Physiology

Biology 401 Syllabus Cardiovascular, Renal, and Respiratory Physiology

Spring 2017 CUNY/CCNY Department of Biology

Prof. Shlomoh Simchon [email protected] Web site: : www.columbia.edu/~ss45/b401.htm

Cardiovascular, Renal, and Respiratory Physiology Spring 2017 Lectures: MR 702 Labs: MR 820 Course Faculty and Staff Lecturer and lab instructor Prof. Shlomoh Simchon (212) 545-7478 [email protected] Laboratory maintenance Andrew Blake [email protected] 212-650-8463 Lab Design and Development The lab component of this course was developed Daniel Lemons, Shlomoh Simchon, and Jonathan Levitt from the department of Biology.

We hope you will find it stimulating and enjoyable.

Lecture and Exam Bio 401 Schedule Spring 2017

Prof. Simchon

Wed, 11:00AM-2:00 PM Room J702 Lecture

Date

Topic

1

02/01

Introduction to course; heart as a pump, cardiac action potentials, automaticity, conduction Cardiac Conduction

2

02/08

Control of the heart; control Cardiac output, extrinsic

02/15

Class follow a Monday schedule

3

02/22

Cardiac Cycle and Cardiac Output

4

03/01

Review for exam, Vascular system introduction, blood flow mechanics: resistance, capacitance, Vascular regulation: local control Vascular system

5

03/08

Kidney; Mass balance, Tubular reabsorption, Secretion, clearance

6

03/15

Loop of Henle, Water flow, ADH; Juxtaglomerular apparatus

03/22

Exam I: Lectures 1-4

7

03/29

Volume regulation: fluid compartments; Angiotensin II, Aldosterone. long-term blood pressure regulation Professor presentation Case

8

04/05

Kidney, Review conference Lung mechanics, Pulmonary gas exchange, The breathing rhythm: medullary mechanisms

04/12

Spring Recess

04/19

Prof. out of town – no class

04/26

Exam II Kidney Lectures 5-8

9

05/03

Lung mechanics 2; Ventilation perfusion matching; recruitment

10

05/10

Lung Diffusion

11

05/17

General Review, Control of respiration, Acid Base, Conference, office hour

05/24

FINAL: Respiration + some review questions cardiovascular and renal.

Textbook: Marieb and Hoehn: Human Anatomy & Physiology 8th Edition

Laboratory Bio 401 schedule Spring 2017

Prof. Simchon

Thu: 2:00 – 4:50 PM or 5:00 – 7:50 PM Room J-820

Lab

Date Topic

Quiz -Date

1

02/01

Lab 1: Introduction to course + Introduction to Labs, Blood

1 - 02/08

2.

02/08

Lab 2: The heart as a pump, Heart anatomy (dissection)

2 - 02/22

02/15

Class follow a Monday schedule

02/22

Lab 3: Extrinsic and Intrinsic regulation of the heart.

3

3 - 03/01

Lab report on this lab due on 03/08 4

03/01

Lab 4: Circulation: Flow in tubes and vessels; Arteries and veins, rat and human circulatory anatomy

5

03/08

Lab 5: ECG and Blood Pressure: (Posture, cold stress, skin capillaries) .

4 - 03/08

Lab report on this lab due on 03/22 03/15

CV Practical exam CV Case presentations (limit 15 min each table) Write up due on 03/29

6

03/22

Lab 6: Kidney overview, ultrafiltration, flow balance. Lab report

5 - 03/29

on this lab due on 04/05 7

03/29

Lab 7: Kidney II: The nephron and renal function: structure

6 - 04/05

8

04/05

Lab 8: Fluid Balance: Problem-solving and data interpretation

7 - 04/26 with the exam

04/12

Spring Recess

04/19

Prof. out of town – no class

9

04/26

Lab 9: Pulmonary I: lung mechanics and organization

8 - 05/03

10

05/03

Lab 10: Pulmonary II: lung volumes and regulation-breath holding

9. -05/10

11

05/10

Lab 11: CV and pulmonary integrated responses - Respiration, blood Pressure and EKG control. Lab report on this lab 05/17

05/17

Renal and Respiratory Practical exam Write up due “final Renal and Respiratory Case.

Note: All quizzes will be taken after the lecture of the following week Total:

9 Lab quizzes, 4 lab reports, 2 Case Study presentation, 2 write-up, and 2 Practical exam

Cardiovascular, Renal, and Respiratory Physiology Biology 401 - Spring 2017 Instructor: Dr. Shlomoh Simchon

Office Hours: TBA

email: [email protected] Introduction This course covering is intended for biology majors, pre-medical students and students preparing for allied health careers such as nursing, PT, OT, Med. Tech. and PA. I have attempted to integrate learning of the topic across lectures, laboratories, reading and workshops. The goal is to learn how the human body functions, and each part of the course is important in achieving the goal. Although there are many facts and details that you need to memorize in order to finish this course with a firm grasp of human function, the primary emphasis of the course is on the processes to which those facts relate. Throughout your postcollege career many "facts" will be modified as a result of new research and you will always need to update your memory banks. This will not be so difficult to do if you have mastered the fundamental processes of the body. As Thoreau said, "Education is what is left after you have forgotten everything you've learned." In this class your education will consist of understanding basic processes, solving problems, interpreting data and putting the many pieces of information you accumulate into a coherent picture of how the human body works. If you stick with it, I am sure that in the future when you see things which you never "learned,” you will know how to go about understanding them. In this term we will study three physiological systems: cardiovascular, respiratory and renal. The course syllabus, which is included in this handout and is kept in its most up-to-date form on the class web site, gives the topics to be covered on each day. Time will not allow us to explore every aspect of these systems and there will be important aspects left untouched; ones that you may some day need to understand in depth. However, if you master what we do cover, you will have no difficulty adding those other aspects of human function to your understanding. All of the fundamental concepts and, more importantly, ways of thinking will be familiar to you. What you will learn, is how to learn about how the body works. In the lecture time, which will hopefully include as much time for you and your classmates to talk as for me, we will cover the basics of each of these areas, emphasizing the parts that are more conceptually challenging. The laboratory sessions are designed for learning that is not possible in class or through reading, and it is also intended to give you the important experience of seeing first hand the processes we are studying. The lab is integral to the course and you will find that it prepares you for what will be discussed in lecture. Attendance at each lab in its entirety is absolutely essential and attendance will be taken. If you miss two lab sessions you will be automatically dropped from the course.

What do I expect from you? I will be asking you to think about and tell me what you expect from me in this course and what you expect to learn. This is my chance to say what I expect from you. First of all, I expect you to be present. I don’t mean just physically occupying a seat in class - I mean mentally present. I will not give you facts that you can write down, scribe-like, for later consideration and deciphering. Little that is discussed in lecture or lab will make any sense later if it doesn’t make sense in the moment you hear it. In every moment of class time, I will be prepared to respond to your questions, and I will expect many of them. If you come to class or lab unprepared to ask questions about the topic you will probably leave with very little gain. What you bring in is what you will take out - enriched, hopefully, by our discussion.

Prof. Simchon

1

Second, I expect you to change your way of thinking. Initially you are probably going to find this approach to be unfamiliar. We will start with simple processes. Don’t try to memorize them as a series of steps; rather, think about what the process is for; what purpose does it serve. After you have read a little and attended a class on the topic, sit down with a blank sheet of paper and see if you can represent the process in a diagram of your own design. Then, ask yourself what would happen if some aspect of the process were changed: increased or decreased. You may not know the answer - that’s fine. Think it through and apply the logic you know. See where it takes you, and see where the holes are in the logic you are applying. You are going to be learning a kind of logic, physio-logic, the logic of the body. You have to begin to practice it from the first day of the course. If you try to bypass this approach with memorization you will be disappointed. Third, I expect you to change your way of studying. You may have found that intense memorization before exams is sufficient for success in many courses you have taken. In this course such an approach will doom you to failure. I know that the memorization habit is difficult to break. However, processes as involved and intertwined as the ones we will study cannot be learned in a day or two or even a week, and they can’t be memorized. They have to be understood. They must be thought about, questioned and reviewed in many ways over a period of time. That is why you will study them in several ways (labs, lectures, reading). If you follow the study schedule and come to class prepared, you will be ready to think along with me as I apply this physio-logic with you. If you approach the class this way you will almost not need to study for any of the exams. Finally, I suppose it goes without saying that I expect you to invest your time. You should plan for 10 hours of out-ofclass study time per week. I strongly recommend that you plan that time into your weekly schedule now, and that if you find you can’t allocate that much time, that you consider taking the course at a later time when you can. I will try to help you make your available study time efficient and productive, but there is no substitute for quantity time.

How do you know what you are really supposed to learn? Since you will learn material in reading, lecture, lab and out-of-class problem sets, you are no doubt going to wonder what you are really expected to learn. To help you answer that question, you will have a guide for every part of the course that defines the learning objectives. There are two levels to these learning objectives for each unit we study. The first level, called the Unit Objective, is general and often contains the word “understand”. The unit on the heart for instance, has five unit objectives, one of which is to, “Understand the mechanical activity of the heart and the relationship between rate, filling and emptying.” Since understanding can mean very different things depending upon your point of view, each Unit Objective has another set of defining statements, called Benchmarks. Benchmarks indicate specifically what mentioned, there are six Benchmark statements, one of which says, “Predict cardiac output based on variation of heart rate, stroke volume, end diastolic volume and end systolic volume.” This is a very specific task that you will be expected to be able to do as a part of demonstrating that you “understand the mechanical activity of the heart...”. How should you use the Unit Objectives and Benchmarks? When you study, you should write at least one question for yourself for each Benchmark. Better yet, write them for some of your classmates and share and discuss them. If you aren’t clear about what a Benchmark really means be sure to ask.

Textbooks First of all, don’t read and re-read the text book! You can read through it once, but after that use it like a reference book. Reading is largely a passive activity and you are going to have to actively construct your understanding. Reading is usually a highly inefficient substitute for active, productive study. Ask yourself a question, outline or diagram the answer on a blank sheet of paper, and then use the textbook to check your answer for accuracy and completeness. You will be receiving handouts which will guide you to helpful portions of these books. Can you use another book? Probably you can, but I would caution you about using a standard Human A&P textbook which may be weak on the functional aspects that are central to this class.

Laboratory The laboratories are full, active sessions that are tightly integrated into the course and are designed to help you master the learning Benchmarks. It is essential that you prepare for the laboratory ahead of time by reading the Introduction and the

Prof. Simchon

2

reference reading in the Activities Table. Many labs also have a Pre-lab activity which you must complete before you come to class. Your weekly lab quizzes will also cover the materials that are preparatory for the lab. When you prepare for lab sessions you insure that you will maximize your time investment. Trying to understand a lab session after the fact will take three times as much of your time, and there is a good chance you will never really understand it. The staff puts a great deal of energy into making the laboratory a clean and pleasant place for us all to work. Please help keep it that way. When you use shared equipment, solutions or other resources, put them back as soon as you are done with them. Take time to find out where paper, glass and other waste is to be disposed of. And please remember, NO FOOD of DRINK of any kind is ever allowed in the lab.

Examination Because the course is integrated across lecture, reading and laboratory activities, testing will not be neatly divided between them. Also note, that there will be NO makeup exams for lab or lecture unless you have made arrangements at least 24 hours prior to the exam (acceptable reasons are serious illness or death in the family - a slip from doctor or an official notice are required). The exams will be of the following three kinds: 1. Lecture exams will be given two times in the term on the dates indicated in your schedule and a final exam will be given finals week. These examinations will be multiple choice, some short answer, calculations, and paragraph answer questions. Exams will cover all lecture, lab, reading and other material. Most importantly, all of the questions will be derived exclusively from the lectures. Exam questions will often involve some reasoning or problem solving as many of the Benchmarks indicate. So, pay close attention to the Benchmarks when preparing for exams. 2. Laboratory quizzes will be given at the beginning of each lab session. These 10 minute quizzes will cover the previous lab session, and will also have questions about the lab to be done that day. The emphasis will be approximately half from the previous lab and half from the current lab. Quizzes will include problems to be solved that are similar to those from the previous lab, explanations of experimental procedures, graphing, analysis and interpretation of results of similar experiments and application of information gained in the lab. Since the quiz is the first activity of the lab session it is essential that you arrive on time. If you are late you will not be given extra time. Since occasionally an unforeseeable problem may prevent your arrival on time you will have one reprieve in that you can drop your lowest and highest quiz grades if you wish. 3. One Laboratory practical exam will be given. They will cover the material from slides, dissections and models that you have studied. There will be approximately 15 stations with one or two questions per station for a total of 30 points. You will have two minutes at each station. There will be models and computer images for you to study and review in the resource center on the fifth floor of the Science building. The questions on the practical will often require that you explain or understand the function of the structures displayed; simply naming the structures in such cases will not be acceptable. Again, arrive on time, because you will have no extra time and may completely miss some lab stations if you are late.

Office hours I am available during posted office hours. I will be happy to help you with any aspect of the course and will be available as much as I can. Just as you do, I have many other obligations in addition to this course and cannot be available all the time. Please respect the office hours I have listed and if you cannot come at those times make an appointment with me after class or by phone. You can always email me, and I will try to respond as quickly as possible.

Prof. Simchon

3

Assessment Assessment is based entirely on the Learning Benchmarks. All quiz, practical and exam questions are derived from the Benchmarks. The table below summarizes the contribution of the three types of examinations and the case study presentations to the grade. Points

Number

Total Pts

1st – exams Lct

110

1

110

2nd - exams Lct

150

1

150

Final Lectures

260

1

260

Lab quizzes

20

9

160

Practical exams

40

2

80

Case Studies

40

2

80

Case write up

15

2

30

Lab reports

30

4

120

Extra credit

10

Total

1000

Prof. Simchon

(remove lowest grade)

4