PSC2019 : Renal and Respiratory Physiology
- Offered for Year: 2024/25
- Module Leader(s): Dr Alison Howard
- Lecturer: Dr Simon Wilkinson, Dr Hannah Gillespie, Dr Matthew Wilcox, Professor Kevin Marchbank, Mrs Helen Banks, Dr Michele Sweeney, Dr Tim Cheek, Professor John Sayer, Dr Iram Haq, Professor Christopher Ward
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module aims to develop knowledge and understanding of the physiology of the renal and respiratory systems, involving a thorough grounding on the integrated and cellular aspects of system performance. This includes the mechanisms by which the two systems co-ordinate activity to maintain a constant internal environment (including control of acid-base balance) and respond to changes in internal and external stimuli. Consideration will be given to changes in structure and function in different physiological conditions, including ageing, exercise and altitude. Specific malfunctions will be described at appropriate points within the module and the resultant pathophysiological conditions discussed.
Outline Of Syllabus
This module is taught as two strands, and considers:
- The importance of structure and function of the kidney; control systems regulating renal function, filtration, urine concentration; central role of the kidney in homeostasis, water balance, whole-body acid-base balance and their importance in maintaining health; effects of remodelling cardiovascular, respiratory and renal systems on control of whole-body acid-base balance and how disturbances may lead to chronic imbalance and impact upon health.
- The importance of structure and function in the respiratory system; chemical control of ventilation, including chemoreceptor function; neural and reflex control of ventilation; control, adaptations and remodelling in exercise, altitude, ageing and disease states.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 10:00 | 10:00 | Preparation and completion of renal strand practical report. Group work |
| Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Interpretation & analysis of scientific paper, written report. |
| Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Preparation and completion of respiratory strand practical report. Group work |
| Scheduled Learning And Teaching Activities | Lecture | 22 | 1:00 | 22:00 | In person lectures |
| Structured Guided Learning | Academic skills activities | 1 | 3:00 | 3:00 | In person - Respiratory Practical Phase 1. Design and plan experiments |
| Scheduled Learning And Teaching Activities | Practical | 1 | 6:00 | 6:00 | In person - Respiratory Practical Phase 2. Students work independently but share experimental data |
| Scheduled Learning And Teaching Activities | Practical | 1 | 4:00 | 4:00 | In person - Renal practical. Provide skills to collect valid and reliable data to advance understanding |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 1:00 | 4:00 | In person. Seminars to facilitate discussion of module content and understanding (Renal Strand) |
| Scheduled Learning And Teaching Activities | Small group teaching | 3 | 1:00 | 3:00 | In person. Seminar to facilitate discussion of module content & understanding (Respiratory strand) |
| Guided Independent Study | Independent study | 1 | 107:00 | 107:00 | Preparing lecture material, note taking, general reading and revision |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | In person. Introduction to the module. |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures provide the core information and an indication of the scope of the course as a basis for guided independent study. The small group teaching and drop in sessions will encourage increased understanding of the material through discussion. The practical classes will provide experience in recording and analysing biological data to support the core knowledge, carrying out scientific calculations, computer-based presentation skills and working as part of a small group. Written exercises will encourage analysis and discrimination of the scientific literature at a deeper level than that presented in lectures, promoting individual creative work and also providing an opportunity to learn through collective study.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 60 | 2 | A | 45 | PIP invigilated handwritten exam - 2 questions in each strand, students complete 1 essay from 2 in each strand & invigilated Inspera Digital exam Quiz format max 60 questions. Exams scheduled together. Inspera to be open for the duration of exam 120mins. |
| Digital Examination | 60 | 2 | A | 25 | PIP invigilated Inspera digital exam Quiz format max 60 questions & invigilated handwritten exam - 2 questions in each strand, students complete 1 essay from 2 in each strand. Exams scheduled together. Inspera to be open for duration of exam 120mins. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 15 | Analysis of Scientific Paper on Renal topic - 750 words |
| Practical/lab report | 2 | M | 15 | Respiratory practical written report. Group mark will be assigned and adjusted for individual contribution 2500 words |
Assessment Rationale And Relationship
The end of semester examination assess knowledge and understanding of the course material and the ability to work under time limited conditions.
The practical assessments will judge the students’ ability to design and perform experiments, analyse and present experimental data in a scientific manner (using computer-based programs), and to draw appropriate conclusions. These group tasks will also test their ability to work effectively as a team and to develop their scientific thinking using verbal and written communication skills.
The analysis of a scientific paper tests skills in critically interpreting and evaluating scientific data.
The examination essays will test the students’ understanding of the material, examine their ability to integrate and explore the relationships between the various themes within the module, and test their ability to develop scientific arguments.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSC2019's Timetable