Queen's University
PHGY 215 Principles of Mammalian Physiology I

The focus of this course is on the central and peripheral nervous systems, muscle physiology, the heart, and the vascular system.

This course is intended to be paired with PHGY 216/3.0 to achieve an introductory physiology full course (6.0 unit) equivalent and designed to meet the needs of those wishing to pursue professional programs. This is an online course that makes use of six online learning modules, supplemented with discussion forums.

Note: Offered as an online course. Although it is recommended to take PHGY215/3.0 first, this course can be taken before, after, or concurrently with PHGY 216/3.0.

Minimum 2nd year (Level 2) standing.

IDIS 150/6.0, PHGY 210/6.0, PHGY 214/6.0, KNPE 125(3.0)/225(3.0)

Online format with materials, communication, and assignment submission all via BrightSpace (onQ).

After completing PHGY 215, students will be able to:

  1. Define homeostasis and apply feedback loops to predict and understand the control of physiological systems in the face of a variable and changing environment. (PLO1; Assessments 1,3,4)
  2. Understand physiology at the molecular, cellular, and system levels in order to explain their combined role in integrative physiology. (PLO1,2; Assessments 1-4)
  3. Describe the physiology of the nervous system, muscles, and the cardiovascular system to identify and explain pathophysiological states. (PLO2; Assessments 1-4)3. Describe the physiology of the nervous system, muscles, and the cardiovascular system to identify and explain pathophysiological states. (PLO2; Assessments 1-4)
  4. Apply analytical skills to further your knowledge of physiological systems. (PLO8; Assessment 1,2)

Note: PLO refers to the program learning outcomes to which each course learning outcome matches to.

The assessments that correspond with the program competencies are indicated below:

  • Communicator (Assessments 1-4)
  • Advocate (Assessment 1)
  • Leader (Assessment 1)
  • Scholar (Assessment 2)
  • Professional (Assessment 1)
  • Collaborator (Assessment 1)

Assessment 1: Case Study Discussion Boards (10%; LO 1-4)

Students will be placed in small groups and assigned biweekly case studies and a corresponding set of questions. For each assigned case study, one member of the group will be the Discussion Group Leader with the other members being the Discussion Group Participants (each student will only be the Leader once). The Discussion Board Leader is responsible for answering the proposed questions and facilitating discussion through posting his/her own thought-provoking question. The Discussion Board Participants are then required to respond, providing their feedback to one of the Leader’s answers or by answering the Leader’s proposed question.

Assessment 1 will be graded using marking rubrics.

Assessment 2: Integrated Physiology Assignment (25%; LO 2-4)

Working individually, students will be required to analyze a case study accompanied by real physiological data to answer a set of problems online.

Assessment 2 will be graded using marking rubrics.

Assessment 3: Midterm Exam (25%; LO 1-3)

The exam will be conducted online and will consist of multiple choice and short answer questions.

Assessment 4: Final Proctored Exam (40%; LO 1-3)

The final exam will include well-designed, case-based multiple choice and short answer questions that will test the students’ overall understanding and application of the course material, rather than rote memorization.

Two tutorials will be run by the instructor during the course, one before the midterm and one before the final exam, providing students with an opportunity to clarify any concepts or questions.

Students can expect to spend approximately 10-11 hours a week in study/practice and online activities for PHGY 215.

PHGY215 course notes via modules posted online.

Required Textbook: Available from Queen’s Campus Bookstore (http://www.campusbookstore.com): Sherwood, L. & Ward, C. (2015) Human Physiology: From Cells to Systems (3rd Canadian edition).

Dr. Christopher Ward

Meet Dr. Christopher Ward

Academic integrity is constituted by the six core fundamental values of honesty, trust, fairness, respect, responsibility, and courage (see www.academicintegrity.org). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community can thrive. Adherence to the values expressed through academic integrity forms a foundation for the “freedom of inquiry and exchange of ideas” essential to the intellectual life of the University; see Senate Report on Principles and Priorities
http://www.queensu.ca/secretariat/policies/senate/academic-integrity-policy-statement 

Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Bachelor of Health Sciences (Honours) Program Calendar (see Academic Regulation 1 https://bhsc.queensu.ca/academic-calendar-page/academic-regulations-and-university-policies/), and from the instructor of this course. Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen’s. Given the seriousness of these matters, actions which contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.

Specifically, students must express themselves in their own words, and cite sources when they use outside information. Verbatim copying of the module text or textbook is considered plagiarism and is a breach of academic integrity. Further, lying and misrepresentation are dishonest and violate the six core values of academic integrity.

All components of this course will receive numerical percentage marks. The final grade received for the course will be derived by converting the student’s numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale.