|View Resources||Scroll down to view the resources in this collection.|
5.0 out of 5 stars from 2 ratings.
|Rate It!||To add ratings, you must log in or register.|
|Comment On It!||
To add comments, you must log in or register.
|Save It!||To save the collection to a folder, please log in or register.|
|Embed It!||Click here to get code to embed this collection on your blog or web site.|
This collection contains activities and articles that an instructor can use at undergraduate level, to supplement the Urinary System lecture.
How were the items in this collection used?
The suggested use is to have students play (study) the first assignment before class (and maybe watch a video/animation on renal function, either on web or form the textbook publisher). The second assignment can be post lecture or in class activity after the system is discussed. The third assignment can be utilized as extra credit (extra effort for applying the concept). Fourth resource can be added as a lab activity. Finally the renal jeopardy can be used to motivate the students to study harder (or can be used as graded assessment). The article is for instructor considerations.
Who used this collection?
College level, introductory renal physiology. Undergraduate, anatomy and physiology students taking the class as per-requisite for allied health courses.
Which of the V&C Core Concepts does this collection address?
Evolution ('The diversity of life evolved over time by processes of mutation, selection, and genetic change.')
mention of evolution- from aquatic to land to drier areas- longer nephrons in land animals…..
Structure & Function ('Basic units of structure define the function of all living things.')
Nephrons, PCT, DCT, CT- different types of cells at different locations, for different jobs (functions)!
Information Flow, Exchange, and Storage ('The growth and behavior of organisms are activated through the expression of genetic information in context.')
Information regarding the degree of hydration is predominantly detected in the hypothalamus and remedial action if needed is expressed in the kidney (tubules).
Pathways and Transformations of Energy and Matter ('Biological systems grow and change by processes based upon chemical transformation pathways and are governed by the laws of thermodynamics.')
Hormones: Information exchange at the macula densa regulates the amount of urine formed. Membrane dynamics- moving of the ions form one side of the membrane to the other.
Systems ('Living systems are interconnected and interacting.')
Dynamic -interaction between the Glucose level and urine…..especially when the level of glucose is abnormal.
Which of the V&C Core Competencies and Disciplinary Practices does this collection address?
Ability to Apply the Process of Science ('Biology is evidence based and grounded in the formal practices of observation, experimentation, and hypothesis testing.')
The presentation of the process of science with (ready made) sequence of events and its final application.
Ability to Use Quantitative Reasoning ('Biology relies on applications of quantitative analysis and mathematical reasoning.')
• Material/particles moving from high concentration to low passively, and moving against the gradient actively. • Effect of high (blood) pressure on the movement of the particles. • Tm
Ability to Tap into the Interdisciplinary Nature of Science ('Biology is an interdisciplinary science.')
Nutrition and renal physiology (amount of salt, sugar or water in diet). And Healthcare/medical connection.
Ability to Communicate and Collaborate with Other Disciplines ('Biology is a collaborative scientific discipline.')
Math- concentrations and gradients. Medicine- diabetes.
Ability to Understand the Relationship between Science and Society ('Biology is conducted in a societal context.')
•Diet (affected by cultural and geographical factors) and urinary system. •Should we (academic society) really beat our heads, to teach the counter current exchanger and the multiplier system to 200 level A&P students in detail?
Please enter suggestions for colleagues.
The collection can be used in the following sequential manner: 1. general working of the kidneys followed by a quiz, 2. concept map (fill in the blanks) for the summary of urinary system function, 3. case study using diabetes and renal handling of glucose, 4. suggested lab exercise (depending on the class setting- hybrid, F2F, wet lab, etc any other lab exercise can also work) and 5. finally renal jeopardy. 6. An article that can tip the instructor in adding a little fun to the explanation of overly complex mechanisms involved in renal physiology.
|Type of Resource||Annotated Collection|
Neelima Bhavsar, St. Louis Community College
Undergraduate lower division (Grades 13-14)
Undergraduate upper division (Grades 15-16)
|Learning Time||4-6 hours|
|Type of Review||Reviewed by Partner Organization|
To add comments, you must log in or register.
This collection contains a number of activities to encourage active learning. While the "Renal Jeopardy" is mainly for review of memorized information, other activities encourage students to think about what is happening in the kidneys in various situations. I'll be incorporating some of the activties in this collection into my Anatomy and Physiology course.
Janice Fritz, St. Clair County Community College
A very good collection which covers many areas of renal system. Especially renal jeopardy and concept map can be really helpful for students to have a better understanding of the system.
Muhammad Adnan Kanpurwala, Karachi Institute of Medical Sciences