Unit convenor and teaching staff |
Unit convenor and teaching staff
Stephanie Marhoff-Beard
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This is an introductory unit which presents the basic concepts in gross anatomy, histology and embryology. All systems of the human body are introduced and described at the microscopic and macroscopic levels. The unit also focuses on clinical and surface anatomy. Anatomical models, histology slides and medical imagery are used in the practical sessions and tutorials.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Participation
Participation in practical classes is a hurdle task (see assessment policy for more information on hurdle assessment tasks).
It is a condition of passing the unit that students must actively participate in a minimum of 80% of the practical classes for the semester. This means you must participate in a minimum of at least 7 out of 9 practicals/tutorials for the semester. Students are expected to present their lab manuals to their tutors at the conclusion of the morning and afternoon practical/tutorial classes for each on campus session and will be marked on the completion of the activities.
Please contact the unit convener as soon as possible if you have difficulty attending and participating in any classes throughout the semester. There may be alternatives available to make up the work. If there are circumstances that mean you miss a class, you can apply for a Special Consideration. If you do not meet the participation requirement, regardless of your accumulative marks, you will be unable to receive a passing grade for this unit.
Special Consideration
The University is committed to equity and fairness in all aspects of its learning and teaching. It recognises that students may experience events beyond their control that adversely affect their academic performance in assessment activities. Special Consideration applies only to short-term, serious and unavoidable circumstances that arise after a study period has commenced, and where specific assessment task/s have been affected. Students are expected to plan their work so that they can meet assessment deadlines at the same time as other obligations which they may have, both inside and outside the University.
Serious and Unavoidable circumstances: the University classifies circumstances as serious and unavoidable if they:
Students with a pre-existing disability/health condition or prolonged adverse circumstances may be eligible for ongoing assistance and support. Such support is governed by the Student Disability Support Policy and may be sought and coordinated through Campus Wellbeing. It is recognised that students with chronic/long-term conditions may experience an acute episode of their condition, and that it may not always be possible for the University to put sufficient arrangements in place to provide a reasonable adjustment at the time of assessment. Such eventualities are covered by this policy.
If you receive special consideration for the final exam, a supplementary exam will be scheduled in the interval between the regular exam period and the start of the next session. By making a special consideration application for the final exam you are declaring yourself available for a resit during the supplementary examination period and will not be eligible for a second special consideration approval based on pre-existing commitments. Please ensure you are familiar with the policy prior to submitting an application. You can check the supplementary exam information page on FSE101 in iLearn (bit.ly/FSESupp) for dates, and approved applicants will receive an individual notification one week prior to the exam with the exact date and time of their supplementary examination.
Macquarie University operates under a ‘Fit to Sit’ model. This means that, in sitting an examination and/or in-class test or otherwise submitting an assessment, a student is declaring that they are fit to do so. It is the responsibility of the student to determine whether they are fit to sit an examination or test, or otherwise submit an assessment. Therefore, if a student is feeling unfit to sit the examination or test, or otherwise submit the assessment, they should not do so.
Nonetheless, a student may submit an application for Special Consideration if they can demonstrate that:
In cases where a student is taken ill during an examination/class test, the student must advise the examination supervisor, who will record the case on the Examination Room Report Form.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Online Quizzes | 20% | No | Weeks 2, 4, 7, 8, 10 and 12 |
Practical Test 1 | 20% | No | Week 7 |
Practical Test 2 | 20% | No | Week 12 |
Final Theory Exam | 40% | No | University Examination Period |
Participation | 0% | Yes | Weeks 2, 5, 7, 8, 10 and 12 |
Due: Weeks 2, 4, 7, 8, 10 and 12
Weighting: 20%
Six on-line quizzes related to selected learning outcomes.
This Assessment Task relates to the following Learning Outcomes:
Due: Week 7
Weighting: 20%
Practical test (related to models and histology slides used during the practicals and tutorials). Test one will cover weeks 1-6.
This Assessment Task relates to the following Learning Outcomes:
Due: Week 12
Weighting: 20%
Practical test (related to models and histology slides used during the practicals and tutorials). Test two will cover weeks 7-12.
This Assessment Task relates to the following Learning Outcomes:
Due: University Examination Period
Weighting: 40%
This will cover the content of the entire semester. Questions will include multiple choice questions, short answer questions, short essay questions or annotate the diagram questions. The final exam covers weeks 1-13.
This Assessment Task relates to the following Learning Outcomes:
Due: Weeks 2, 5, 7, 8, 10 and 12
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students are expected to present their lab manuals to their tutors at the conclusion of the morning and the afternoon sessions of each on campus session and will be marked on the completion of the activities. Students must actively participate in a minimum of 80% of the on campus sessions for the semester (7 out of 9 practical/tutorial classes).
This Assessment Task relates to the following Learning Outcomes:
This unit is characterized by a moderate degree of flexibility. It incorporates a variety of learning tools and media. It will comprise:
1. One 1-hour and one 2-hour lecture per week (3-hours total), weeks 1-13. All lectures are pre-recorded and are available on iLearn. There are no face-to-face lectures.
2. Six on campus weekend practical and tutorial sessions, ranging from four to eight hours in length. In the tutorials, discussions will be carried out; histology slides, anatomy models and flow charts will be used. The practicals will be held in the anatomy laboratories; histology slides and anatomy models will be used.
Participation in practical classes is a hurdle requirement for this unit. It is a condition of passing the unit that students must actively participate in a minimum of 80% of the practical classes for the semester. Students are expected to present their lab manuals to their tutors at the conclusion of the morning and afternoon on campus classes and will be marked on the completion of the activities. If you do not meet the participation requirement, regardless of your accumulative marks, you will be unable to receive a passing grade for this unit.
All lectures for this unit are pre-recorded and are available to be viewed on iLearn. Students must ensure they have watched the appropriate lectures prior to attending the on campus practical/tutorial sessions.
WEEK |
LECTURE |
LOCATION |
1 30 July |
Terminology and Orientation Cells, Basic Tissues, Epithelium |
Online |
2 6 August |
Connective Tissue Axial Skeleton Appendicular Skeleton QUIZ 1 |
|
Saturday August 11, 9-1pm Practical 1 Practical topics: cell biology, epithelium, bones, connective tissue, Tutorial topics: terminology and orientation, cell biology and connective tissue, |
On campus |
|
3 13 August |
Joints Bone Tissue Muscle Tissue |
Online |
4 20 August |
Embryology Skeletal Muscles QUIZ 2 |
|
5 27 August |
Skin Cardiovascular System |
|
Saturday September 1, 9-5pm Practical 2 Practical topics: joints, specialised connective tissues, skeletal muscles, muscle tissue, blood vessels, heart |
On campus |
|
6 3 September |
Blood Revision |
Online |
7 10 September |
Lymphatic System Nervous Tissue Brain (Part 1) QUIZ 3 |
|
Saturday September 15, 9-5pm Practical 3 Tutorial topics: bones, joints, embryology, muscles, skin Practical Test 1 |
On campus |
|
17-28th September Session 2 Recess |
||
8 1 October |
Brain (Part 2) and Cranial Nerves Spinal Cord and Spinal Nerves Autonomic Nervous System QUIZ 4 |
Online |
Saturday October 6, 9-5pm Practical 4 Practical topics: Nervous system histology and anatomy Tutorial topics: blood, blood vessels, lymphatics, nervous system |
On campus |
|
9 8 October |
Endocrine System Respiratory System |
Online |
10 15 October |
Digestive System 1 Digestive System 2 QUIZ 5 |
|
Saturday October 20, 9-5pm Practical 5 Practical topics: respiratory system histology and anatomy, digestive system histology and anatomy, urinary system histology and anatomy, reproductive system histology and anatomy |
On campus |
|
11 22 October |
Special Senses Urinary System |
Online |
12 29 October |
Somatic Senses and Motor Control Reproductive System QUIZ 6 |
|
Saturday November 3, 9-1pm Practical 6 Tutorial topics: special senses, urinary and reproductive systems, endocrine system, respiratory system, digestive system Practical Test 2 |
On campus |
|
13 5 November |
Surface Anatomy |
Online |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: