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ARCHIVE ADDITIONS
The APS Archive of Teaching Resources is a repository of case histories, simulations, figures, lectures, and course syllabi, animations, and links to physiology teaching resources for use by APS members and other educators. The Archive is a searchable database that can be used by teachers at all levels (K-12, undergraduate, graduate and medical school) to enhance and supplement their current teaching resources and is part of the National Science Digital Library Project and the BiosciEd Net collaborative (http://www.biosciednet.org). The APS Archive of Teaching Resources was established as an initiative of the APS Education Committee and APS Council with additional support from the National Science Foundation (DUE 0226185). Authors submitting materials to the Archive for review and inclusion have the option of developing an abstract for publication in Advances. The following abstracts are from items that have been accepted into the Archive following peer review.
Alcoholic Cirrhosis (Learning Object #102) Catherine Dallemagne PhD, School of Life Sciences, Queensland University of Technology, Brisbane Qld 4001, Australia
Advanced Physiology units provide the opportunity to explore consequences of disorders of homeostasis and explore pathophysiology. Case histories make an interesting introduction to the discussion of pathophysiology. This learning object, Alcoholic Cirrhosis, presents such a case history. The case includes the history and results of physical examination and tests. Questions are posed and suggested answers given. Instructors can expand on the questions and the answers depending on the level of their students. The case may also be used in a problem-based format, introducing concepts of liver anatomy and physiology. Some possibilities for expanding the answers are given. Links with other systems are formulated in the answers. Specifically the case offers discussion of malfunction of the liver, with resulting effects on bilirubin metabolism, coagulation, and ascites. Results of an ultrasound and liver scan are provided with diagnosis. The link to the cardiovascular system is introduced by the case history subject developing hematemesis. This also offers the opportunity to discuss the anatomy of blood vessels in the GI tract.
Convective/Osmotic Water Movement (Learning Object #253) Michael J. Davis PhD, Dept. of Medical Physiology, College of Medicine, Texas A&M University System Health Science Center, College Station, TX 77843
This Learning Object is a computer simulation designed to explain the quantitative interaction between osmotic and hydrostatic convective forces controlling water movement. The simulation is based around an animated U-tube system, with solute solutions on the two halves separated by a semipermeable membrane. Slide controls allow adjustment of the initial volumes and solute concentrations on each side of the membrane. When the simulation is run, the Van’t Hoff and Starling equations compute the volumes and concentrations after water movement occurs. The equations are solved iteratively as water movement from one side alters solute concentrations (and therefore osmotic pressures) on both sides. This process is illustrated qualitatively by animating the U-tube solution levels and quantitatively by displaying the exact volumes and concentrations of the solutions on each side of the membrane. The simulation demonstrates the interplay between osmotic and hydrostatic forces and can dramatically illustrate how small concentration differences generate large osmotic gradients. Controls are also provided to control membrane permeability to water, leakiness of the membrane to the solute, and type of solute (using various compounds that would dissociate into different numbers of particles). The simulation is supported on both Macintosh and Windows platforms. Also available is a worksheet that can be used to guide students through various exercises to illustrate the impact of changing each parameter. The simulation is appropriate for upper-class undergraduate, medical, and first-year graduate students, either as a lecture tool or as self-directed exercise.
Double-Pulse Voltage-Clamp Experiments (Learning Object #262) Michael J. Davis PhD, Dept. of Medical Physiology, College of Medicine, Texas A&M University System Health Science Center, College Station, TX 77843
This Learning Object is a computer simulation to illustrate several basic types of voltage-clamp experiments used by electrophysiologists. The simulation is based on the original equations formulated by Hodgkin and Huxley to represent Na+ and K+ currents in squid axon. Also included in the present model is a Ca2+ current that is slower to activate/inactivate than Na+. The model allows investigation of voltage-dependent activation and inactivation of the three different currents by allowing the user to configure the stimulus protocol for either multiple test steps, multiple conditioning steps, or multiple time steps. The user then specifies the holding potential, conditioning potential, test potential, and associated times for each, along with the number of steps or the voltage increment, as appropriate. The model uses these aggregate stimulus parameters to determine and display the magnitudes and time courses of the individual ionic currents and conductances. For analysis and display of current-voltage relationships, the user positions cursors on a voltage vs. time plot for automatic measurement of currents or conductances at the respective voltage intervals. Included with the computer model is a worksheet that guides the user through various scenarios to 1) determine current-voltage relationships for whole cell Na+, K+, and Ca2+ currents, 2) illustrate the use of tail current analysis, 3) measure voltage-dependent activation and inactivation curves for each channel, and 4) determine the time course for removal of inactivation. The simulation is supported on both Macintosh and Windows platforms and is appropriate for graduate students, either as a lecture tool or as self-directed exercise.
Visualization of Microcirculatory Flow in Rabbit Ear Chambers (Learning Object #335) James M. Norton PhD, University of New England College of Osteopathic Medicine, Biddeford, ME 04005
The movie clips depicting microcirculatory flow accessible through this Learning Object were taken from several hours of videotape recordings of microcirculatory flow through chronically implanted rabbit ear chambers. A thin layer of connective tissue growing through a 0.1-mm-thick space within the optically clear Lucite ear chamber allows microscopic observation of the living microcirculation in an unanesthetized animal. The 30-second movie clips included on the site, each accompanied by a written description, were chosen to illustrate specific hemodynamic concepts, to demonstrate the basic rheology of erythrocytes and leukocytes, and to provide a rare glimpse into the wonder of the living microcirculation. Although the ear chambers create a confined and unnatural environment for blood vessel growth, resulting in a somewhat artificial vascular architecture, the basic blood flow patterns in large and small blood vessels and the behavior of erythrocytes and leukocytes in the microcirculation are still clearly evident. The movie clips could be used to illustrate specific hemodynamic principles for college and graduate-level physiology courses or could be used by high school biology teachers for visual enrichment in the circulatory system portions of their courses. Viewing the video clips requires the QuickTime viewer. The movies are reproduced with the kind permission of Peter W. Rand MD, formerly Director of the Research Laboratory of the Maine Medical Center, where the original video recordings were made during 1979 and 1980.
Comparing the Nervous and Endocrine Systems (Learning Object #382) Barbara E. Goodman PhD, Physiology/Pharmacology Division of Basic Biomedical Science, University of South Dakota School of Medicine, Vermillion, SD 57069
This analogy may help to explain the similarities and differences between the nervous and endocrine systems using up-to-date comparisons with technology. The analogy may be helpful for students in middle school through undergraduate institutions. The organs of the body communicate with each other to coordinate their activities. People use instant messaging and the postal service; our bodies use the nervous and endocrine systems. The body’s nervous system is comparable to instant messaging via the internet because it sends fast, direct messages. The endocrine system is made up of hormones, their releasing organs, and their target organs. Hormones are chemicals produced by specific tissues in the body and released into the bloodstream. Thus the endocrine system is comparable to snail mail because the delivery of the message is much slower. Like bulk mail, the message is more diffuse (reaches a greater area) and affects many organs. A hormone travels through the body via the blood but affects only the cells with receptors for that specific hormone. Although mail is sent to a specific address, snail mail is useful only if the target has a box for it to be put in. Thus hormones are similar to snail mail as a slower method of communication than nervous impulses.
Body Fluids: Faculty and Student Versions (Learning Objects #418 and 419, respectively) Bruce M. Koeppen MD, PhD, Div. of Nephrology, University of Connecticut Health Center, Farmington, CT 06032
Body Fluids consists of nine questions and clinical vignettes that focus on the volume and composition of the body fluid compartments and how these change in certain clinical situations. The questions are designed for use by medical and dental students studying renal physiology for the first time. They could also be used by undergraduate as well as graduate physiology students. The questions can be answered by students working on their own, but they are better suited for small group discussion (2 hours are required for in-depth coverage of the material). The faculty version includes complete yet concise model answers. The questions and vignettes cover the following topic areas: capillary Starling forces, localized and generalized edema, consequences of administration of common intravenous solutions, disturbances of body fluid volume and composition secondary to vomiting and diarrhea, and the impact of renal water and solute excretion on the volume and composition of the body fluids.
Acid-Base Balance: Faculty and Student Version (Learning Objects #420 and 421, respectively) Bruce M. Koeppen MD, PhD, Div. of Nephrology, University of Connecticut Health Center, Farmington, CT 06032
Acid-Base Balance consists of eight questions and clinical vignettes that illustrate important physiological concepts related to whole body acid-base balance. There is an emphasis on the role of the kidneys in the maintenance of acid-base balance, as well as their response to acid-base disorders. The questions are designed for use by medical and dental students studying renal physiology for the first time. The questions can be answered by students working on their own, but they are better suited for small group discussion (2 hours are required for in-depth coverage of the material). The faculty version includes complete yet concise model answers. The questions cover the following topic areas: analysis of arterial blood gases, understanding the body’s defense mechanisms related to acid-base disorders, and the excretion of net acid by the kidneys. Clinical vignettes include metabolic acidosis secondary to diarrhea, distal renal tubular acidosis, diabetic ketoacidosis, metabolic alkalosis secondary to vomiting, respiratory acidosis secondary to asthma, and metabolic acidosis of renal failure.
Urinary Dilution & Concentration: Faculty and Student Versions (Learning Objects #422 and 423, respectively) Bruce M. Koeppen MD, PhD, Div. of Nephrology, University of Connecticut Health Center, Farmington, CT 06032
Urinary Dilution & Concentration consists of five questions and clinical vignettes that examine in detail the mechanism by which the kidneys dilute and concentrate the urine. The impact of water balance on the osmolality of the body fluids and the role of antidiuretic hormone (ADH) is also considered. The questions are designed for use by medical and dental students studying renal physiology for the first time. They could also be used by undergraduate as well as graduate physiology students. The questions can be answered by students working on their own, but they are better suited for small group discussion (2–3 hours are required for in-depth coverage of the material). The faculty version includes complete yet concise model answers. The questions and vignettes cover the following topic areas: the mechanisms of polyuria associated with water ingestion, central diabetes insipidus, nephrogenic diabetes insipidus, osmotic diuresis and administration of a loop diuretic, the impact of daily solute load on urine volume, the effects of loop and thiazide diuretics on urine dilution and concentration, distinguishing between causes of hyponatremia, and osmotic control of ADH secretion.
Fluid & Electrolytes: Faculty and Student Versions (Learning Objects #424 and 425, respectively) Bruce M. Koeppen MD, PhD, Div. of Nephrology, University of Connecticut Health Center, Farmington, CT 06032
Fluid & Electrolytes consists of six questions and clinical vignettes that examine the role of the kidneys in the maintenance of fluid and electrolyte balance. The questions are designed for use by medical and dental students studying renal physiology for the first time. They could also be used by undergraduate as well as graduate physiology students. The questions can be answered by students working on their own, but they are better suited for small group discussion (2 hours are required for in-depth coverage of the material). The faculty version includes complete yet concise model answers. Questions and vignettes cover the following topic areas: the renin-angiotensin-aldosterone system, the concept of effective circulating volume, osmotic and nonosmotic control of antidiuretic hormone (ADH) secretion, the effects of diuretics on fluid and electrolyte balance, the syndrome of inappropriate ADH secretion (SIADH), and maintenance of a normal serum calcium concentration.
Clearance: Faculty and Student Versions (Learning Objects #426 and 427, respectively) Bruce M. Koeppen MD, PhD, Div. of Nephrology, University of Connecticut Health Center, Farmington, CT 06032
Clearance consists of five questions and clinical vignettes that illustrate and explain the concept and principles of renal clearance. The questions are designed for use by medical and dental students studying renal physiology for the first time. They could also be used by undergraduate as well as graduate physiology students. The questions can be answered by students working on their own, but they are better suited for small group discussion (2 hours are required for in-depth coverage of the material). The faculty version includes complete yet concise model answers. The questions and vignettes examine the clearance of inulin and creatinine to determine the glomerular filtration rate (GFR). The use of clearance to examine the renal handling of substances that are filtered and then transported by the nephron is also explored.
Web-HUMAN: A Comprehensive Systems Physiology Teaching Simulation (Learning Object #450) Roy S. Meyers PhD and Leo Geoffrion PhD, Biology and Strategic Communications Depts., Skidmore College, Saratoga Springs, NY 12866
Skidmore College’s Web-HUMAN site (http://www.skidmore.edu/academics/human) provides educators with a no-fee, web browser-accessible full implementation of Tom Coleman’s classic systems physiology simulation HUMAN. The Web-HUMAN model is comprehensive, encompassing six major core systems (cardiovascular, respiratory, renal, fluid balance, acid-base balance, and thermoregulatory) and aspects of three other systems (nervous, endocrine, and muscle metabolism). In each one-minute iteration, 137 user-assessable physiological variables can be monitored; simulated experiments can be run by changing one or more of 67 user-alterable physiological, environmental and clinical parameters. Web-HUMAN has been employed as an interactive adjunct to systems physiology lecture as a tool for teaching physiology laboratory and as a vehicle for independent student work at the undergraduate and graduate levels. On-site resources allow users to become familiar with the Web-based interactive operation and manipulation of the model itself, with the relative educational effectiveness of various output formats, including tabular and graphic outputs, and with the use of the online user help features and the teaching resources sections (including online lab exercises). Instructions and examples in setting up and executing comparative (e.g., high-altitude), adaptive (e.g., endurance exercise), basic (e.g., thermoregulation, CO2 response) and clinical (e.g., fever, renal hypertension) physiological simulations are included. The site use log for 2004 reveals online lab use by courses ranging from high school advanced placement through medical and graduate school.
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