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Study Guide Basic Physiology
~TABLE OF CONTENTS~
Page
Table of Content
1
Introduction
2
Planner team & Lecturers
3
Facilitators
4
Time Table (Regular Class)
5
Time Table (English Class)
7
Meeting of the students’ representative
9
Assessment Method
9
Student’s Project
9
References
10
Learning Programs
11
Practical Guidelines
23
Curriculum Mapping
24
Udayana University Faculty of Medicine, DME, 2015
1
Study Guide Basic Physiology
~INTRODUCTION~
Physiology is the study of the functions of living organisms and how they are
regulated and integrated. A concept of homeostasis is necessary for normal cell function, to
maintenances of the steady states in the body by coordinated physiologic mechanism.
Negative and positive feedback are used to modulate the body’s response to changes in the
environment.
In this block, we will learn about the basic of physiology. The function of human body
processes at the cellular, organ and system level.
This block will takes 15 meeting, each meeting consist of introductory lecture, individual
learning, small group discussion, practical, student project and ending with plenary session.
Planners
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
~PLANERS TEAM AND LECTURERS ~
No
1
2
3
4
4
5
6
7
8
9
10
11
Name
Dr. dr.Susy Purnawati,MKK.
Department
Phone
Physiology
08123989891
dr. I Dewa Ayu Inten Dwi Primayanti,M.Biomed
Physiology
Prof.Dr.dr Nyoman Adiputra,MOH
Physiology
Dr. Ketut Karna,M.Kes
Physiology
Prof. dr.I Dewa Putu Sutjana,M.Erg
Physiology
Prof.dr. Ketut Tirtayasa,M.Sc
Physiology
Prof.Dr.dr I Putu Gede Adiatmika,M.Kes
Physiology
Dr. dr. Made Muliarta,M.Kes
Physiology
Dr. Luh Made Indah Sri handari,S.Psi.,M.Erg
Physiology
dr. Putu Adiartha Griadhi,M.Fis
Physiology
dr. Luh Putu ratna Sundari,M.Biomed
Physiology
dr. Made Krisna Dinata,M.Erg
Physiology
081337761299
0811397971
08123814104
08123924477
08123623422
08123811019
081338505350
081337095870
081999636899
081933070077
08174742566
~FACILITATORS ~
NO
NAME
GROUP
DEPT
1
dr. I Putu Bayu Mayura, S.Ked
1
Microbiology
2
2
Biochemistry
3
Psychiatry
4
dr. Ida Ayu Dewi Wiryanthini, M
Biomed
dr. I Gusti Ayu Indah Ardani,
Sp.KJ
dr. Tjahya Aryasa E M, Sp.An
4
Anasthesi
5
dr. Ni Made Susilawati, Sp.S
5
Neurology
6
dr. Ni Luh Putu Ariastuti, MPH
6
Public Health
7
dr. Putu Yuliandari, S.Ked
7
Microbiology
8
dr.Ni Putu Ekawati, M.Repro,
Sp.PA
dr. Ida Bagus Wirakusuma,
MOH
dr. I Putu Adiartha Griadhi,
M.Fis, AIFO
8
9
Anatomy
Pathology
Public Health
10
Fisiology
3
9
10
Udayana University Faculty of Medicine, DME, 2015
PHONE
082236165801
081239990399
08123926522
081339713553
08124690137
0818560008
089685415625
08113803933
08124696647
081999636899
VENUE
2nd floor:
R.2.01
2nd floor:
R.2.02
2nd floor:
R.2.03
2nd floor:
R.2.04
2nd floor:
R.2.05
2nd floor:
R.2.06
2nd floor:
R.2.07
2nd floor:
R.2.08
2nd floor:
R.2.21
2nd floor:
R.2.22
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Study Guide Basic Physiology
ENGLISH CLASS
NO
1
GROUP
1
DEPT
Interna
2
Opthalmology
3
NAME
dr. Pratihiwi Primadharsini,
M.Biomol, Sp.PD
dr. I Wayan Eka Sutyawan,
Sp.M
dr. Lisna Astuti, Sp.Rad(K)
3
Radiology
4
dr. Sianny Herawati, Sp.PK
4
5
dr. Gusti Ngurah Mayun, Sp.HK
5
Clinical
Pathology
Histology
6
dr. Lely Setyawati , Sp.KJ
6
Psychiatry
7
dr. I Kadek Swastika , M Kes
7
Parasitology
8
dr. Jaqueline Sudirman,
GrandDipRepSc, PhD
dr. I Gde Haryo Ganesha
8
Obgyn
9
DME
dr. I Wayan Gede Sutadarma,
M Gizi
10
Biochemistry
2
9
10
Udayana University Faculty of Medicine, DME, 2015
PHONE
081805530196
081338538499
081337934497
0818566411
08155715359
08174709797
08124649002
082283387245
081805391039
082144071268
VENUE
2nd floor:
R.2.01
2nd floor:
R.2.02
2nd floor:
R.2.03
2nd floor:
R.2.04
2nd floor:
R.2.05
2nd floor:
R.2.06
2nd floor:
R.2.07
2nd floor:
R.2.08
2nd floor:
R.2.21
2nd floor:
R.2.22
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Study Guide Basic Physiology
~TIME TABLE~
REGULAR CLASS
DAY/
DATE
1
Monday
30 Nov 15
2
Tuesday
1 Dec 15
Wednesday
2 Dec 15
TIME
08.00 - 09.00
09.00 – 10.00
10.00 – 11.00
11.00 – 12.30
12.30 – 13.00
13.00 – 15.00
08.00 - 09.00
09.00 – 10.00
10.00 – 11.00
11.00 – 12.30
12.30 – 13.00
13.00 – 15.00
09.00 – 10.00
4
Friday
4 Dec 15
5
Monday
7 Dec 15
10.00 – 11.00
11.00 – 12.30
12.30 – 13.00
13.00 – 15.00
08.00 – 09.00
09.00 – 10.00
10.00 – 11.00
11.00 – 12.30
12.30 - 13.00
13.00 – 15.00
08.00 – 09.00
09.00 – 11.30
11.30 – 12.30
12.30 - 15.00
08.00 - 09.00
6
Tuesday
8 Dec 15
7
Wednesday
9 Dec 15
Lecture 1 : Introduction of Physiology
Lecture 2 : Muskuloskeletal System
Individual Learning
SGD
BREAK
Student Project (SP)
Lecture 3 : Human blood, Immunity
and blood clotting
Lecture 4 : Respiratory system
Individual Learning
SGD
BREAK
SP
CONVEYER
VENUE
Prof.Adiputra
Prof. Adiatmika
Class R.
Class R.
Facilitator
Disc. R.
Facilitator
dr. Inten
Disc. R.
Class R.
Dr. Susy
Class R.
Facilitator
Facilitator
Disc. R.
Disc. R
Prof.Dewa Pt Sutjana
Class R.
Dr. Muliarta
Class R
Fasilitator
Fasiliator
Disc R.
Disc.R
Lecture 7 : The Digestive System
Lecture 8 : The Neuroscience System
Individual Learning
SGD
Break
SP
Lecture 9: Metabolism and
Temperature
regulation
Practical lecture 2 (group A1)
(group A2 : Independent Learning/ SP)
Break
Practical lecture 2 ( Group A2)
(group A1 : individual Learning / SP)
Dr.Susy
Dr. Indah
Fasilitator
Fasilitator
dr. Adiarta
Class R.
Class R.
Disc.R.
Disc R.
Class R.
Team
Lab.
Physiology
Lecture 10: Endocrinology 1
(introduction, general endocrinology)
Individual Learning
SGD
Break
SP
Lecture 11 : Endocrinology 2 (growth
hormone and other pherifer
hormone)
Practical lecture 3&4 (group A1)
(group A2 : Independent Learning/ SP)
Break
dr.Karna
Fasilitator
Fasilitator
Class R.
Disc R.
Disc R.
dr. Karna
Class R.
Team
Lab.
Physiology
Libur
pagerwesi
08.00 - 09.00
3
Thursday
3 Dec 15
ACTIVITY
09.00 – 10.00
10.00 – 12.00
12.00 – 13.00
13.00 – 15.00
08.00 – 09.00
09.00 – 11.30
11.30 – 12.30
Lecture 5 : Cardiovascular system 1
- Heart as a pump
Lecture 6 : Cardiovascular System 2
- The circulation
Individual Learning
SGD
BREAK
SP
Udayana University Faculty of Medicine, DME, 2015
Team
Team
5
Study Guide Basic Physiology
8
Thursday
10 Dec 15
12.30 - 15.00
Practical lecture 3&4 ( Group A2)
(group A1 : individual Learning / SP
08.00 - 09.00
09.00 – 10.00
10.00 – 12.00
12.00 – 13.00
13.00 – 15.00
Lecture 12 : Female Reproductive
system
Individual learning
SGD
Break
SP
Lecture 13 : The Male Reproductive
Practical lecture 7 (group A1)
(group A2 : Independent Learning/ SP)
Break
Practical lecture 7 ( Group A2)
(group A1 : individual Learning / SP
08.00 – 09.00
09.00 – 11.30
9
Friday
11 Dec 15
10
Monday
14 Dec 15
11
Tuesday
15 Dec 15
12
Wednesday
16 Dec 15
13
Thursday
17 Dec 15
14
Friday
18 Dec 15
11.30 – 12.30
12.30 - 15.00
dr. Inten
Fasilitator
Fasilitator
Class R.
Disc.R
Disc R
Dr. Inten
Team
Class R.
Team
Lab
physiology
08.00 - 09.00
09.00 – 10.00
10.00 – 12.00
12.00 – 13.00
13.00 – 15.00
Lecture 14 : The Urinary System
Individual learning
SGD
Break
SP
Prof. Tirtayasa
Class R.
08.00 – 09.00
Lecture 15 : The Special senses
dr. Krisna Dinata
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 13.00
14.00 – 15.00
08.00 – 09.00
Plenary Lecture: endocrinology
Individual learning
Break
Student project presentation
Student project presentation
Plenary Lecture : Cardio 1 & 2
dr. Karna
Class R.
Class R.
Class R.
Class R.
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 13.00
14.00 – 15.00
08.00 – 09.00
Plenary Lecture : Urinary system
Individual learning
Break
Student project presentation
Student project presentation
Plenary Lecture : Neuroscience and
special senses
Plenary Lecture : Neuroscience and
special senses
Individual learning
Break
Student project presentation
Student project presentation
FINAL EXAM
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 13.00
14.00 – 15.00
08.00 – 12.00
Udayana University Faculty of Medicine, DME, 2015
Dr.dr. Muliartha & Prof
Sutjana
Prof Tirtayasa
Class R.
Class R.
Class R.
Class R.
Dr. Karna & dr. Krisna
Class R.
Class R.
Class R.
Class R.
LB
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Study Guide Basic Physiology
~TIME TABLE~
ENGLISH CLASS
DAY/
DATE
1
Monday
30 Nov 15
2
Tuesday
1 Dec 15
Wednesday
2 Dec 15
TIME
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 12.30
12.30 – 14.00
14.00 – 16.00
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 12.30
12.30 – 14.00
14.00 – 16.00
pagerwesi
09.00 – 10.00
10.00 – 11.00
3
Thursday
3 Dec 15
4
Friday
4 Dec 15
5
Monday
7 Dec 15
6
Tuesday
8 Dec 15
11.00 – 12.00
12.00 – 12.30
12.30 – 14.00
14.00 – 16.00
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 12.30
12.30 – 14.00
14.00 – 16.00
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 14.00
14.00 – 16.00
08.00 – 09.00
09.00 - 10.00
10.00 - 12.30
12.30 – 13.30
13.30 - 16.00
09.00 – 10.00
7
Wednesday
9 Dec 15
10.00 - 11.00
11.00 – 12.00
12.00 – 14.00
14.00 – 16.00
ACTIVITY
Individual Learning
Lecture 1 : Introduction of Physiology
Lecture 2 : musculoseletal system
BREAK
SGD
SP
Individual Learning
Lecture 3: Human blood, immunity and
blood clotting
Lecture 4: The respiratory system
BREAK
SGD
SP
Individual Learning
Lecture 5: Cardiovascular system
- Heart as a pump
Lecture 6: Cardiovascular system
- Circulation
BREAK
SGD
SP
Individual Learning
Lecture 7: The Digestive system
Lecture 8 : Neuroscience system
BREAK
SGD
SP
Individual Learning
Lecture 9: Metabolism and Temperatu
regulation
BREAK
SGD
SP
Individual Learning
Lecture 10: Endocrinology 1 (introduction,
general endocrinology)
Practical lecture 2 (group B1)
(group B2 : Independent Learning/ SP)
Break
Practical lecture 2 ( Group B2)
(group B1 : individual Learning / SP)
Lecture 11 : Endocrinology 2 (growth
hormone and other pherifer
hormones)
Individual learning
Break
CONVEYER
VENUE
Prof. Adiputra
Prof.Adiatmika
Facilitator
Facilitator
dr. Inten
Class R.
Class R.
Disc. R.
Disc. R.
Class R.
Dr. Susy
Facilitator
Facilitator
Class R.
Disc. R.
Disc. R
Prof. Sutjana
Class R.
Dr.Muliarta
Class R.
Fasilitator
Fasilitator
Dr. Susy
dr. Karna/Indah
Facilitator
Fasilitator
Dr. Adiarta
Disc. R
Disc R.
Class R.
Class R
Disc R
Disc R.
Class R.
Facilitator
Facilitator
dr. Karna
Disc. R.
Disc. R
Class R.
Team
Lab.
Physiology
Team
dr. Karna
Fasilitator
Fasilitator
Class R.
Disc R.
Disc R.
SGD
SP
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
8
Thursday
10 Dec 15
9
Friday
11 Dec 15
10
Monday
14 Dec 15
11
Tuesday
15 Dec 15
12
Wednesday
16 Dec 15
13
Thursday
17 Dec 15
14
Friday
18 Dec 15
09.00 – 10.00
10.00 – 12.30
12.30 – 13.30
13.30 – 16.00
09.00 – 10.00
10.00 – 11.00
11.00 – 12.00
12.00 – 14.00
14.00 - 16.00
09.00 – 10.00
10.00 – 12.30
Lecture 12 : Female Reproductive system
Practical Lecture 3&4 Group B1
( Group B2 : Independent Learning/SP)
Break
Practical Lecture 3&4 Group B2
( Group B1 : Individual learning/SP)
Lecture 13 : Male Reproductive system
Individual learning
Break
SGD
SP
09.00 – 10.00
10.00 – 12.00
12.00 – 13.00
13.00 - 14.00
14.00 – 16.00
Lecture 14 : The Urynary System
Practical lecture 7 group B1
( Group B2 : individual learning/SP)
BREAK
Practical lecture 7 Group B2
( Group B1 : individual learning/SP)
Individual learning
Lecture 15 : The special senses
Break
Plenary lecture endocrinology
Student project presentation
09.00 – 10.00
10.00 – 12.00
12.00 – 13.00
13.00 – 14.00
14.00 – 15.00
Individual learning
Plenary Lecture : cardio 1 & 2
Break
Plenary lecture : Urinary system
Student project presentation
09.00 – 10.00
10.00 – 12.00
14.00 – 16.00
Individual learning
Plenary Lecture : neuroscience & special
senses
Break
Plenary Lecture : neuroscience & special
senses
Student project presentation
08.00-12.00
FINAL EXAM
12.30 – 13.30
13.30 - 16.00
12.00 – 13.00
13.00 – 14.00
dr. Inten
Team
Team
Class R.
Lab
Physiology
dr. Inten
Facilitator
Fasilitator
Class R.
Disc R
Disc R.
Prof. Tirtayasa
Team
Class R.
Lab
physiology
Team
dr. Krisna Dinata
Dr. Muliartha & Prof
Sutjana
-.
Class R.
Class R.
-.
Class R.
Class R.
Prof Tirtayasa
dr. Karna & dr
Krisna
Class R.
Class R.
LB
There are several types of learning activity:
 Lecture
 independent learning
 Small group discussion
 Practical
 Student project
Lecture, Plenary and student project presentation will be held at room 402,
practical session at Lab. Physiology 2nd floor, while discussion rooms
available at 3rd floor (room 3.09-3.17&3.19)
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
~MEETING OF THE STUDENTS’ REPRESENTATIVE~
In the middle of block schedule, a meeting is designed among the student
representatives of each small group discussion, facilitators, and resource persons. The
meeting will discuss the ongoing teaching learning process, quality of lecturers and
facilitators as a feedback to improve the learning program. The meeting will be held based
on schedule from Department of Medical Education.
~ASSESSMENT METHOD~
Assessment in this theme consists of:
SGD
: 5%
Practical Exam
: 40%
Final Exam
: 40%
Student Project
: 15%
Total result will contribute as much as 35 % to overall score of The Cell as
Biochemical Machinery Block
~STUDENT PROJECT~
Each group should write a paper about certain topics related to basic physiology. This paper
should be discussed with the related lecture and would be presented/collected at the end of
this block.
The topics are:
NO
SGD
TITTLE
EVALUATOR
1
A1, B1
Shock hypovolemia and fluid intake ballance
Dr. Muliarta
2
A2, B2
Hemostasis ( Blood clotting)
dr. Inten
3
A3, B3
Control of body movement
dr Karna
4
A4, B4
Cardiovascular Response to exercise
Prof Sutjana
5
A5, B5
Respiratory / breathing sound, normal and
abnormal
dr. Susy
6
A6, B6
Fever and mechanism
Dr. Indah
7
A7, B7
Factors influence on defecation and mechanism
dr Adiartha
8
A8, B8
Urine formation
Prof. Tirtayasa
9
A9, B9
Transfer of Stimulus from neuron to skeletal
muscle and its factors.
Prof Adiatmika
10
A10,B10
Colour Weakness
Dr Krisna Dinata
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
Format of the paper :
1. Cover 
Tittle
Name
Student Registration Number
Faculty of Medicine, Udayana University 2015
2.
3.
4.
5.
Introduction
Content
Conclusion
References (minimal 3 references)
Example :
Journal
Porrini M, Risso PL. 2011. Lymphocyte Lycopene Concentration and DNA
Protection from Oxidative Damage is Increased in Woman. Am J Clin Nutr
11(1):79-84.
Textbook
Abbas AK, Lichtman AH, Pober JS. 2011. Cellular and Molecular Immunology. 4th
ed. Pennysylvania: WB Saunders Co. Pp 1636-1642.
Note.
5-10 pages; 1,5 spasi; Times new roman 12
~REFERENCES~
Standard reference:

Guyton & Hall, 2006. Medical Physiology. 11th ed. Philadelphia : Elsevier Saunders
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
~LEARNING PROGRAMS~
LECTURE 1: INTRODUCTION OF PHYISIOLOGY
Prof.Dr. dr.Nyoman Adiputra,MOH
Introduction
“The physiology of today is the medicine of tomorrow.”
Ernest H. Starling, Physiologist (1926)
Human physiology is the science of the mechanical, physical, and biochemical
function of humans, and serves as the foundation of modern medicine. As a discipline, it
connects science, medicine, and health, and creates a framework for understanding how
the human body adapts to stresses, physical activity, and disease. Human physiology is
closely related to anatomy, in that anatomy is the study of form, physiology is the study of
function, and there is an intrinsic link between form and function. The study of human
physiology integrates knowledge across many levels, including biochemistry, cell
physiology, organ systems, and the body as a whole. Contemporary research in human
physiology explores new ways to maintain or improve the quality of life, development of new
medical therapies and interventions, and charting the unanswered questions about how the
human body works.
Human physiology seeks to understand the mechanisms that work to keep the human body
alive and functioning, through scientific enquiry into the nature of mechanical, physical, and
biochemical functions of humans, their organs, and the cells of which they are composed.
The principal level of focus of physiology is at the level of organs and systems within
systems.
The body comprises of a number of systems including the: Cardiovascular system,
Digestive system, Endocrine system, Muscular system, Neurological system, Respiratory
system and the Skeletal system.
Learning Tasks:
1.
Describe the general phase in the medical education, based on the departments
must be followed by every medical students
2.
Describe the preclinical science in the medical education process.
3.
Describe the science categorized into a preclinical department.
4.
Describe function and place of physiology among the preclinical sciences.
5.
Describe the definition of physiology.
6.
General classification of physiology as a science.
7.
Describe a general principle how medical physiology can be applied for an
individual or as a community.
8.
Describe what doest it mean by the pathophysiology.
9.
Describe the future’ roles of physiology.
___________________________________________________________
LECTURE 2 : MUSCULOSKELETAL SYSTEM
Prof. Dr.dr.I Putu Gede Adiatmika,M.Kes
Introduction
The musculoskeletal system consists of the bones, muscles, ligaments and tendons.
The function of the musculoskeletal system is to: (1) protect and support the internal
structures and organs of the body; (2) allow movement; (3) give shape to the body; (4)
produce blood cells; (5) store calcium and phosphorus; (6) produce heat.
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
The muscular system allows us to move and you will need to learn about the muscles of the
body in order to understand how this system contributes to the overall design of the human
body. The human body is composed of over 500 muscles working together to facilitate
movement. It is very important to understand the muscular system and how it works in
conjunction with the skeletal system to allow us to move and maintain our posture.
The major function of the muscular system is to produce movements of the body, to
maintain the position of the body against the force of gravity and to produce movements of
structures inside the body. Muscles contract (shorten) and relax in response to chemicals
and the stimulation of a motor nerve. Some examples of muscles are the triceps, deltoid and
the biceps in the upper arm and the gluteal muscle, the hamstrings and the quadriceps in
the buttocks and the top of the leg.
Learning Task:
1. Explain about contraction of skeletal muscle!
2. Explain about neuromuscular transmission and excitation-contraction coupling!
____________________________________________________
LECTURE 3 : HUMAN BLOOD, IMMUNITY & BLOOD CLOTTING
dr. I Dewa Ayu Inten D.P.,M.Biomed
Introduction
Blood forms about 79% of the body weight consisting of Plasma, Corpuscles and
Platelets. Erythrocyte (red blood cells) transport oxygen and carbon dioxide, leucocytes
(white blood cells), produced in red bone marrow (myeloid tissue), and lymphocytes fight
infection and thrombocyte (platelet) are essential to blood clotting at the site of an injury.
Plasma is a clear slightly alkaline yellow fluid in which the following are dissolved - blood,
proteins, salts, waste materials, gases, enzymes, hormones and vitamins. The blood has
three main functions, transport, regulation, and protection.
Erythrocyte have the shape of biconcave disk, with diameter of about 7 μm and a
maximum thickness of 2,5 μm. Erythrocytes are responsible for providing oxygen to tissue
and for recovering carbondioxide as waste. White blood cells, or leukocytes are delivered by
the blood to cites of infection or tissue disruption, where that defends to body against
infecting organism. Leukocytes comprise five cell types, neutrophil, eosinophils, basophils,
lymphocytes and monocytes. Neutrophils defend against bacterial and fungal infection
through phagocytosis. Basophils release histamine, causing the inflammation of allergic and
antigen reaction monocytes migrate from the blood stream and become macrophages.
Lymphocytes comprise three cell types participating in the immune system. Thrombocytes
are irregularly shaped, small, anuclear, control blood clotting and promote wound healing.
Blood cell production ( hematopoiesis) is the development of circulating blood cells
from the uncommitted multipotent stem cell of bone marrow. Hematopoises begins with the
proliferation of multipotent stem cell. Promoted by hematopoietins and other cytokines.
The immune system is a complex system that is responsible for protecting us
against infections and foreign substances. There are three lines of defense: the first is to
keep invaders out (through skin, mucus membranes, etc), the second line of defense
consists of non-specific ways to defend against pathogens that have broken through the first
line of defense (such as with inflammatory response and fever). The third line of defense is
mounted against specific pathogens that are causing disease (B cells produce antibodies
against bacteria or viruses in the extracellular fluid, while T cells kill cells that have become
infected). The immune system is closely tied to the lymphatic system, with B and T
lymphocytes being found primarily within lymph nodes.
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
Hemostasis, the cessation of blood loss from a damaged vessel; can be organized
into four process : vasoconstriction, the formation of a temporary loose platelet plug,
formation of the more stable fibrin clot and finally, clot retraction and dissolution.
Learning Tasks
1. List the cellular elements found in blood and describe the characteristic and function
of each!
2. Describe about osmotic changes to red blood cell shape! Mention the clinical
conditions that contribute to the change as an example!
3. Explain about the production and development of blood cells ? List the cytokines that
involved in hematopoiesis; which cells produced and its role!
4. What is the role of each type of leucocytes in host defenses? How do they
participate in host defense?
5. Female, 20 years old, she complained prolonged bleeding after got toots extraction.
What are possible thing that happened to this patient?
6. Explain three major steps of hemostasis!
7. Describe the main steps in the process of clot formation; what factors involved?
What keeps it from continuing until the entire circulation has clotted?
LECTURE 4 : THE RESPIRATORY SYSTEM
Dr.dr. Susy Purnawati,M.KK
Introduction
The respiratory system is crucial to every human being. Without it, we would cease
to live outside of the womb. Let us begin by taking a look at the structure of the respiratory
system and how vital it is to life. During inhalation or exhalation air is pulled towards or away
from the lungs, by several cavities, tubes, and openings.
The organs of the respiratory system make sure that oxygen enters our bodies and carbon
dioxide leaves our bodies.
The four processes of respiration. They are: breathing or ventilation, external respiration,
which is the exchange of gases (oxygen and carbon dioxide) between inhaled air and the
blood, internal respiration, which is the exchange of gases between the blood and tissue
fluids, cellular respiration.
In addition to these main processes, the respiratory system serves for: regulation of blood
ph, which occurs in coordination with the kidneys, and as a defense against microbes,
control of body temperature due to loss of evaporate during expiration.
Inspiration is initiated by contraction of the diaphragm and in some cases the
intercostals muscles when they receive nervous impulses. During normal quiet breathing,
the phrenic nerves stimulate the diaphragm to contract and move downward into the
abdomen. This downward movement of the diaphragm enlarges the thorax. When
necessary, the intercostal muscles also increase the thorax by contacting and drawing the
ribs upward and outward.
As the diaphragm contracts inferiorly and thoracic muscles pull the chest wall
outwardly, the volume of the thoracic cavity increases. The lungs are held to the thoracic
wall by negative pressure in the pleural cavity, a very thin space filled with a few milliliters of
lubricating pleural fluid. The negative pressure in the pleural cavity is enough to hold the
lungs open in spite of the inherent elasticity of the tissue. Hence, as the thoracic cavity
increases in volume the lungs are pulled from all sides to expand, causing a drop in the
pressure (a partial vacuum) within the lung itself (but note that this negative pressure is still
not as great as the negative pressure within the pleural cavity--otherwise the lungs would
pull away from the chest wall). Assuming the airway is open, air from the external
environment then follows its pressure gradient down and expands the alveoli of the lungs,
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where gas exchange with the blood takes place. As long as pressure within the alveoli is
lower than atmospheric pressure air will continue to move inwardly, but as soon as the
pressure is stabilized air movement stops.
During quiet breathing, expiration is normally a passive process and does not require
muscles to work (rather it is the result of the muscles relaxing). When the lungs are
stretched and expanded, stretch receptors within the alveoli send inhibitory nerve impulses
to the medulla oblongata, causing it to stop sending signals to the rib cage and diaphragm
to contract. The muscles of respiration and the lungs themselves are elastic, so when the
diaphragm and intercostal muscles relax there is an elastic recoil, which creates a positive
pressure (pressure in the lungs becomes greater than atmospheric pressure), and air
moves out of the lungs by flowing down its pressure gradient.
Although the respiratory system is primarily under involuntary control, and regulated
by the medulla oblongata, we have some voluntary control over it also. This is due to the
higher brain function of the cerebral cortex. When under physical or emotional stress, more
frequent and deep breathing is needed, and both inspiration and expiration will work as
active processes. Additional muscles in the rib cage forcefully contract and push air quickly
out of the lungs. In addition to deeper breathing, when coughing or sneezing we exhale
forcibly. Our abdominal muscles will contract suddenly (when there is an urge to cough or
sneeze), raising the abdominal pressure. The rapid increase in pressure pushes the relaxed
diaphragm up against the pleural cavity. This causes air to be forced out of the lungs.
Another function of the respiratory system is to sing and to speak. By exerting conscious
control over our breathing and regulating flow of air across the vocal cords we are able to
create and modify sounds.
There are two pathways of motor neuron stimulation of the respiratory muscles. The
first is the control of voluntary breathing by the cerebral cortex. The second is involuntary
breathing controlled by the medulla oblongata. There are chemoreceptors in the aorta, the
carotid body of carotid arteries, and in the medulla oblongata of the brainstem that are
sensitive to pH. As carbon dioxide levels increase there is a buildup of carbonic acid, which
releases hydrogen ions and lowers pH. Thus, the chemoreceptors do not respond to
changes in oxygen levels (which actually change much more slowly), but to pH, which is
dependent upon plasma carbon dioxide levels. In other words, CO2 is the driving force for
breathing. The receptors in the aorta and the carotid sinus initiate a reflex that immediately
stimulates breathing rate and the receptors in the medulla stimulate a sustained increase in
breathing until blood pH returns to normal.
Learning tasks:
“I Must Stop Running”
Dewi, 18 y.o has decided to reduce her body weight through do an aerobic program. At the
first day she did her running program at Lapangan Puputan Renon, after 10 minute she felt
very hard to breath. Then, she stopped running and continue her aerobic programs with just
do walking.
Discus with your group about:
1. The terms and words of above scenario that you don’t understand.
2. The mechanism of quite breathing and forced inspiration and expiration.
3. Oxygen and Carbon-dioxide transport
4. Gas diffusions
5. Controls of respiratory system
___________________________________________________________________
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LECTURE 5: THE CARDIOVASCULARSYSTEM 1 : HEART AS A PUMP
Prof.dr. I Dewa Putu Sutjana,M.Erg
Introduction
Introduction”
The cardiovascular system serves a number of important
functions in the body. Most of these support other physiological systems. The major
cardiovascular functions divided into five categories: 1.delivery; 2. removal; 3. transport; 4.
maintenance; 5. prevention. Any system of circulation requires three component : 1. a
pump (the heart); 2. a system of channels (the blood vessel); 3. a fluid medium (the blood).
The heart is two pumps in series (the right and left sides) that are connected by
pulmonary and systemic circulations. The heart consists of four chambers : the right atrium,
right ventricle, left atrium, and left ventricle. The right atrium receives oxygen poor blood
from systemic veins; blood moves to the right ventricle and is pump out to the pulmonary
arteries to the lungs. The left atrium receives oxygenated blood from pulmonary veins; and
moves to the left ventricle and is pump out the systemic arteries to the body tissues.
Each side of the heart consist of two valves that normally maintain one way flow of
blood. Atrioventricular (AV) valves separate the atria from the ventricle.
a. The right AV valve is the tricuspid valve.
b. The left AV valve is the mitral valve
c. These valves open during ventricular relaxation (diastole) to allow blood flow to the
ventricles and close during ventricular contraction (systole) to prevent back flow
(regurgitation) of blood from the ventricles into the atria
Learning Task:
1. Describe the general functions of the cardiovascular system
2. Describe the cardiac cycle
3. Name and explain the phases of cardiac cycle
______________________________________________________________
LECTURE 6 : THE CARDIOVASCULAR SYSTEM 2 : CIRCULATION
Dr.dr. I Made Muliarta,M.Kes
Introduction:
Blood vessels leaving the heart generally carry oxygenated blood through vessels
known as arteries. These are large, hollow elastic tubes with thick muscular walls that are
designed to withstand the high pressure with the blood leaving the heart. Their size
gradually diminishes as they spread throughout the body, ultimately reaching fine, hair-like
vessels known as capillaries. Blood vessels that return blood to the heart are known as
veins which generally carry de-oxygenated blood to the heart. They are elastic tubes
containing valves to help prevent back flow of blood. Blood is forced through arteries by the
pressure from the heart whereas venous flow is aided by muscular contraction.
The only two exceptions to the above are the pulmonary artery, which carries deoxygenated blood from the heart to the lungs, and the pulmonary vein, which carries
oxygenated blood from the lungs to the heart. The circulation is divided into two principle
systems known as the general or systemic circulation, that is the circulation around the
body, and the pulmonary circulation to and from the lungs.
As blood is the main transport system to the body, so it may also bring bacteria to
the tissues. The lymphatic system is the protective system that picks up materials, cleanses
them of waste products and toxins, and returns them to the blood. Although it is described
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as a separate system, it is really part of the vascular system, being intertwined with the
blood circulation.
Learning Tasks
1. To relate the blood pressure in the various parts of the vascular system
2. List the factors that regulate the arterial blood pressure
3. Describe the baroreceptor reflex and explain its significance in blood pressure
regulation
4. Describe of the arteriole controlled the mechanism that allow many organs and
tissues to adjust their vascular resistance and maintain a relatively constant blood
flow in the presence of change arterial pressure (metabolic and myogenic theory.
5. Describe extra cellular fluid (any leakage proteins, and tissue contaminants (such as
bacteria) are picked up, destroyed by the lymph system
6. Describe how blood pressure is measured and state normal value
7. Explain how cardiac output and peripheral resistance affect arterial blood pressure
8. Provide an integrated description of how nerves and hormones regulate blood
pressure
__________________________________________________________
LECTURE 7 :
DIGESTIVE SYSTEM
Dr.dr. Susy Purnawati, M.K.K.
Introduction
The alimentary tract provides the body with a continual supply of water, electrolytes,
and nutrients. The amount of food that a person ingest is determined principally by the
intrinsic desire for food called hunger. The type of food that a person preferentially seeks is
determined by appetite. These mechanisms in themselves are extremely important
automatic regulatory system for maintaining an adequate nutritional supply for the body.
The foods on which the body lives, with the exception of small quantities of
substances such as vitamins and mineral, can be classified as carbohydrates, fats, and
proteins. They generally cannot be absorbed in their natural forms through the
gastrointestinal mucosa and for this reason, are useless as nutrients without preliminary
digestion.
Absorption through the gastrointestinal mucosa occurs by active transport, by
diffusion, and possibly, by solvent drag. Active transport imparts energy to transport the
substance to the other side of the membrane. Conversely, transport by diffusion means
simply transport of substances through the membrane as a result of random molecular
movement. Transport by solvent drag means that any time a solvent is absorbed because of
physical absorptive forces, the flow of the solvent will “drag” dissolved substances along
with the solvent.
Learning Tasks
It’s coming mostly in the morning
Yunita, 20 yo, medical student, in a hurry up should go to Campus this morning as she has
getting late for lab work. She pass her “routine agenda” (defecation) at home that always
done. At Campus, after she has her lunch, suddenly she feel stomach ache and wants to go
to toilet for defecation. She delay her feeling to go to toilet because the class plenary
already in time.
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Discuss with your group:
1. What happen in Yunita?
2. How the intestinal motility is being controlled?
3. Explain about gastro intestinal tract secretion
4. Explain the differentiation of fat absorption mechanism comparing with protein and
carbohyrat
5. Explain about mass movement and defecation mechanism
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LECTURE 8 : NEUROSCIENCE SYSTEM
dr. Ketut Karna M.Kes/ Dr. Luh Made Indah SHA,S.Psi
Introduction
The human nervous system is divided into the central nervous system (CNS) and
the peripheral nervous system (PNS). The CNS, in turn, is divided into the brain and the
spinal cord, which lie in the cranial cavity of the skull and the vertebral canal, respectively.
The CNS and the PNS, acting in concert, integrate sensory information and control motor
and cognitive functions. The adult human brain weighs between 1,200 to 1,500 g and
contains about one trillion cells. It occupies a volume of about 1400 cc - approximately 2%
of the total body weight, and receives 20% of the blood, oxygen, and calories supplied to
the body. The adult spinal cord is approximately 40 to 50 cm long and occupies about 150
cc. The brain and the spinal cord arise in early development from the neural tube, which
expands in the front of the embryo to form the three primary brain divisions: the
prosencephalon (forebrain), mesencephalon (midbrain), and rhombencephalon
(hindbrain). These three vesicles further differentiate into five subdivisions: telencephalon,
diencephalon, mesencephalon, metencephalon, and the myelencephalon. The
mesencephalon, metencephalon, and the myelencephalon comprise the brain stem.
The spinal cord is an elongated cylindrical structure lying within the vertebral canal,
which includes the central canal and the surrounding gray matter. The gray matter is
composed of neurons and their supporting cells and is enclosed by the white matter that is
composed of a dense layer of ascending and descending nerve fibers. The spinal cord is an
essential link between the peripheral nervous system and the brain; it conveys sensory
information originating from different external and internal sites via 31 pairs of spinal nerves.
These nerves make synaptic connections in the spinal cord or in the medulla oblongata and
ascend to subcortical nuclei.
The periphery nervous system (PNS) includes 31 pairs of spinal nerves, 12 pairs of
cranial nerves, the autonomic nervous system and the ganglia (groups of nerve cells
outside the CNS) associated with them. Also included in the PNS are the sensory receptor
organs. The receptor organs are scattered in all parts of the body, sense and perceive
changes from external and internal organs, then transform this information to electrical
signals, which are carried via an extensive nervous network to the CNS (Figure 1.15). The
cranial and spinal nerves contain nerve fibers that conduct information to-afferent-(Latin for
carry toward) and from-efferent (Latin for carry away) the CNS. Afferent fibers convey
sensory information from sensory receptors in the skin, mucous membranes, and internal
organs and from the eye, ear, nose and mouth to the CNS; the efferent fibers convey
signals from cortical and subcortical centers to the spinal cord and from there to the muscle
or autonomic ganglia that innervate the visceral organs. The afferent (sensory) fibers enter
the spinal cord via the dorsal (posterior) root, and the efferent (motor) fibers exit the spinal
cord via the ventral (anterior) root. The spinal nerve is formed by the joining of the dorsal
and the ventral roots. The cranial nerves leave the skull and the spinal cord nerves leave
the vertebrae through openings in the bone called foramina (Latin for opening).
The PNS is divided into two systems: the visceral system and the somatic system.
The visceral system is also known as the autonomic system. The autonomic nervous
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system (ANS) is often considered a separate entity; although composed partially in the PNS
and partially in the CNS, it interfaces between the PNS and the CNS. The primary function
of the ANS is to regulate and control unconsciousness functions including visceral, smooth
muscle, cardiac muscle, vessels, and glandular function
Learning Tasks :
1. Explain about intellectual function of the brain , learning and memory!
2. Explain about motor function of the spinal cord!
3. Explain about behavioral and motivational mechanism of the brain (involvement
of limbic system and hypothalamus)!
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LECTURE 9 : METABOLISM AND TEMPERATURE REGULATION
dr.Putu Adiarta Griadi,M.Fis
Introduction
Metabolic system is a series of physiological processes that occur after ingestion of food.
Food nutrients that absorbed by the body after digestion will undergo a series of chemical
processes and energy changes. A series of chemical changes that occur is the realignment
process of nutrients to form body structure, we named it anabolic process. The breakdown
of reserves and deposits of nutrients that have been stored in the body to maintain energy
source are known as catabolic process. Anabolic processes will occur during the absorptive
phase of digestion and catabolic processes occur in postabsorptifphases of digestion. Both
of these metabolic processes, anabolic and catabolic, ensure individual's ability to remain
active throughout the day.
Energy obtained from nutrients in the form of glucose during the anabolic and catabolic
process. The energy will be stored in the form of ATP, a molecule with a high-energy bond.
Energy is mainly used to perform the activity, mental, physical, and chemical processes
within the body. Keep in mind that nearly half of the energy obtained from food is also used
as a heat source of the body. Thus, humans are classified into homoioterm living creatures.
To maintain body temperature within normal limits, there should be mechanisms of heat loss
from the human body continuously. Those process are radiation, conduction, convection,
and evaporation. The balance between production and release of heat will keep the body
temperature remains normal.
Learning tasks
1. Explain the definition of metabolism, anabolic, catabolic, absorptive phase, phase
postabsorptif, fed state, and fasted state!
2. Explain the relationship between meals and the metabolic process (anabolic and
catabolic), and explain the role of insulin and glucagon in each process!
3. Explain the definition of heat production and heat loss and explain the mechanisms
involved in each of these processes!
4. On a cloudy day, the weather was hot and sultry. Please, explain this phenomenon!
LECTURE 10: ENDOCRINOLOGY
dr. Ketut Karna,M.Kes
Introduction
The endocrine system affects bodily activities by releasing chemical messages, called
hormones, into the bloodstream from exocrine and endocrine glands. The function of
hormones is to: (1) Control the internal environment by regulating its chemical composition
and volume; (2) Respond to environmental changes to help the body cope with
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emergencies - infection, stress etc; (3) Help regulate organic metabolism and energy
balance; (4) Contribute to the management of growth and development.
Hormones are chemicals that cause certain changes in particular parts of the body.
Their effects are slower and more general than nerve action. They can control long-term
changes such as rate of growth, rate of activity and sexual maturity.
The endocrine or ductless glands secrete their hormones directly into the blood stream. The
hormones are circulated all over the body and reach their target organ via the blood stream.
When hormones pass through the liver, they are converted by the kidneys. Tests on such
hormonal products in urine can be used to detect pregnancy.
The endocrine system consists of a series of glands that secrete hormones; they are
found throughout the body and include the pituitary, thyroid, parathyroids, thymus, suprarenal or adrenal glands, part of the pancreas and parts of the ovaries and testes. Although
these glands are separate, it is certain that they are functionally closely related because the
health of the body is dependent upon the correctly balanced output from the various glands
that form this system.
Learning task :
1. Describe the main features of hormonal control!
2. Describe how hormone release is control!
3. Explain how pituitary is controlled and the role negative feed back at hypothalamic
and
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LECTURE 11: REPRODUCTIVE SYSTEM ( MALE & FEMALE)
dr. I Dewa Ayu Inten D.P.,M.Biomed
Introduction
Reproduction can be defined as the process by which an organism continues its species. In
the human reproductive process, two kinds of sex cells ( gametes), are involved: the male
gamete (sperm), and the female gamete (egg or ovum). These two gametes meet within the
female's uterine tubes located one on each side of the upper pelvic cavity, and begin to
create a new individual. The female needs a male to fertilize her egg; she then carries
offspring through pregnancy and childbirth.
The reproductive systems of the male and female have some basic similarities and some
specialized differences. They are the same in that most of the reproductive organs of both
sexes develop from similar embryonic tissue, meaning they are homologous. Both systems
have gonads that produce (sperm and egg or ovum) and sex organs. And both systems
experience maturation of their reproductive organs, which become functional during puberty
as a result of the gonads secreting sex hormones.
The differences between the female and male reproductive systems are based on
the functions of each individual's role in the reproduction cycle. A male who is healthy, and
sexually mature, continuously produces sperm. The development of women's "eggs" are
arrested during fetal development. This means she is born with a predetermined number of
oocytes and cannot produce new ones.
At about 5 months gestation, the ovaries contain approximately six to seven million
oogonia, which initiate meiosis. The oogonia produce primary oocytes that are arrested in
prophase I of meiosis from the time of birth until puberty. After puberty, during each
menstrual cycle, one or several oocytes resume meiosis and undergo their first meiotic
division during ovulation. This results in the production of a secondary oocyte and one polar
body. The meiotic division is arrested in metaphase II. Fertilization triggers completion of the
second meiotic division and the result is one ovum and an additional polar body.
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The ovaries of a newborn baby girl contain about one million oocytes. This number declines
to 400,000 to 500,000 by the time puberty is reached. On average, 500-1000 oocytes are
ovulated during a woman's reproductive lifetime.
When a young woman reaches puberty around age 10 to 13, a promary oocyte is
discharged from one of the ovaries every 28 days. This continues until the woman reaches
menopause, usually around the age of 50 years. Occytes are present at birth, and age as a
woman ages.
The male reproductive system includes the scrotum, testes, spermatic ducts, sex
glands, and penis. These organs work together to produce sperm, the male gamete, and
the other components of semen. These organs also work together to deliver semen out of
the body and into the vagina where it can fertilize egg cells
Learning tasks:
1. New parents come to consult their 25 days baby. They consult about the genitalia
was not clearly appearance, from the examination found an enlargement of clitoris.
a. Sexual differentiation occurs early in development. Explain !
b. What do you know about “XRY gene” and “anti-mullerian hormone” ? explain
its role!
2. Explain the hypothalamic and anterior pituitary hormones that control reproduction!
3. Explain about the Sperm production! What do sertoli cells and Leydig cell roles in
this process?
4. A 30 years old man, have take an anabolic steroid to build muscle. Can you predict
how affect of its drug to the reproductive system/organ?
5. Explain about the menstrual cycle?.
6. Describe the role of each hormones in pregnancy, labor and delivery, mammary
gland development and lactation :
a. Human chorionic gonadotropin
b. Luteinizing hormone
c. Estrogen
d. Progesterone
e. Prolactin
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LECTURE 12 : THE URINARY SYSTEM
Prof.dr. Ketut Tirtayasa,MS
Introduction
The urinary system consists of the kidneys, ureters, urinary bladder, and urethra.
The kidneys filter the blood to remove wastes and produce urine. The ureters, urinary
bladder, and urethra together form the urinary tract, which acts as a plumbing system to
drain urine from the kidneys, store it, and then release it during urination.
The kidneys are a pair of bean-shaped organs found along the posterior wall of the
abdominal cavity. The left kidney is located slightly higher than the right kidney because the
right side of the liver is much larger than the left side. The kidneys, unlike the other organs
of the abdominal cavity, are located posterior to the peritoneum and touch the muscles of
the back. The kidneys are surrounded by a layer of adipose that holds them in place and
protects them from physical damage. The kidneys filter metabolic wastes, excess ions, and
chemicals from the blood to form urine.
The ureters are a pair of tubes that carry urine from the kidneys to the urinary
bladder. The ureters are about 10 to 12 inches long and run on the left and right sides of the
body parallel to the vertebral column. Gravity and peristalsis of smooth muscle tissue in
the walls of the ureters move urine toward the urinary bladder. The ends of the ureters
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extend slightly into the urinary bladder and are sealed at the point of entry to the bladder by
the ureterovesical valves. These valves prevent urine from flowing back towards the
kidneys.
The urinary bladder is a sac-like hollow organ used for the storage of urine. The
urinary bladder is located along the body’s midline at the inferior end of the pelvis. Urine
entering the urinary bladder from the ureters slowly fills the hollow space of the bladder and
stretches its elastic walls. The walls of the bladder allow it to stretch to hold anywhere from
600 to 800 milliliters of urine.
Inside each kidney are around a million tiny structures called nephrons. The
nephron is the functional unit of the kidney that filters blood to produce urine. Arterioles in
the kidneys deliver blood to a bundle of capillaries surrounded by a capsule called a
glomerulus. As blood flows through the glomerulus, much of the blood’s plasma is pushed
out of the capillaries and into the capsule, leaving the blood cells and a small amount of
plasma to continue flowing through the capillaries. The liquid filtrate in the capsule flows
through a series of tubules lined with filtering cells and surrounded by capillaries. The cells
surrounding the tubules selectively absorb water and substances from the filtrate in the
tubule and return it to the blood in the capillaries. At the same time, waste products present
in the blood are secreted into the filtrate. By the end of this process, the filtrate in the tubule
has become urine containing only water, waste products, and excess ions. The blood
exiting the capillaries has reabsorbed all of the nutrients along with most of the water and
ions that the body needs to function.
Learning Tasks :
1. Explain about nephron function!
2. Explain about urine formation by the kidneys!
3. Explain about integration og renal mechanism for control of blood volume and
extracellular fluid volume!
4. Explain about micturition process!
______________________________________________________________________
LECTURE 13: THE SPECIAL SENSES
dr. Made Krisna Dinata,M.Erg
Introduction
NEUROPHYSIOLOGY – SPECIAL SENSE
dr. I Made Krisna Dinata, M.Erg.
Abstract
Sensory systems receive information from the environment via specialized receptors
in the periphery and transmit this information through a series of neurons and synaptic
relays to the CNS. Sensory receptors are activated by stimuli in the environment. The
nature of the receptors varies from one sensory modality to the next. In the visual, taste, and
auditory systems, the receptors are specialized epithelial cells. In the somatosensory and
olfactory systems, the receptors are first-order, or primary afferent, neurons. Regardless of
these differences, the basic function of the receptors is the same: to convert a stimulus
(e.g., sound waves, electromagnetic waves, or pressure)
Receptors are classified by the type of stimulus that activates them. The five types of
receptors are mechanoreceptors, photoreceptors, chemoreceptors, thermoreceptors, and
nociceptors. Mechanoreceptors are activated by pressure or changes in pressure.
Mechanoreceptors include, but are not limited to, the pacinian corpuscles in subcutaneous
tissue, Meissner’s corpuscles in nonhairy skin (touch), baroreceptors in the carotid sinus
(blood pressure), and hair cells on the organ of Corti (audition) and in the semicircular
canals (vestibular system). Photoreceptors are activated by light and are involved in vision.
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Chemoreceptors are activated by chemicals and are involved in olfaction, taste, and
detection of oxygen and carbon dioxide in the control of breathing. Thermoreceptors are
activated by temperature or changes in temperature. Nociceptors are activated by
extremes of pressure, temperature, or noxious chemicals.
Sensory transduction is the process by which an environmental stimulus (e.g.,
pressure, light, chemicals) activates a receptor and is converted into electrical energy. The
conversion typically involves opening or closing of ion channels in the receptor membrane,
which leads to a flow of ions (current flow) across the membrane. Current flow then leads to
a change in membrane potential, called a receptor potential, which increases or decreases
the likelihood that action potentials will occur.
SOMATOSENSORY SYSTEM AND PAIN
The somatosensory system processes information about touch, position, pain, and
temperature. The receptors involved in transducing these sensations are
mechanoreceptors, thermoreceptors, and nociceptors. There are two pathways for
transmission of somatosensory information to the CNS: the dorsal column system and the
anterolateral system. The dorsal column system processes the sensations of fine touch,
pressure, two-point discrimination, vibration, and proprioception (limb position). The
anterolateral system processes the sensations of pain, temperature, and light touch.
VISION
The visual system detects and interprets light stimuli, which are electromagnetic waves. The
eye can distinguish two qualities of light: its brightness and its wavelength. For humans, the
wavelengths between 400 and 750 nanometers are called visible light.
AUDITION
Audition, the sense of hearing, involves the transduction of sound waves into electrical
energy, which then can be transmitted in the nervous system. Sound is produced by waves
of compression and decompression, which are transmitted in elastic media such as air or
water. These waves are associated with increases (compression) and decreases
(decompression) in pressure. The units for expressing sound pressure are decibels (dB),
which is a relative measure on a log scale. Sound frequency is measured in cycles per
second or hertz (Hz). A pure tone results from sinusoidal waves of a single frequency. Most
sounds are mixtures of pure tones. The human ear is sensitive to tones with frequencies
between 20 and 20,000 Hz and is most sensitive between 2000 and 5000 Hz.
VESTIBULAR SYSTEM
The vestibular system is used to maintain equilibrium or balance by detecting angular and
linear accelerations of the head. Sensory information from the vestibular system is then
used to provide a stable visual image for the retina (while the head moves) and to make the
adjustments in posture that are necessary to maintain balance.
OLFACTION
The chemical senses involve detection of chemical stimuli and transduction of those stimuli
into electrical energy that can be transmitted in the nervous system. Olfaction, the sense of
smell, is one of the chemical senses. In humans, olfaction is not necessary for survival, yet it
improves the quality of life and even protects against hazards. Anosmia is the absence of
the sense of smell, hyposmia is impaired sense of smell, and dysosmia is a distorted
sense of smell. Head injury, upper respiratory infections, tumors of the anterior fossa, and
exposure to toxic chemicals (which destroy the olfactory epithelium) all can cause olfactory
impairment.
TASTE
The second chemical sense is gestation, or taste. For the sense of taste, chemicals called
tastants are detected and transduced by chemoreceptors located in taste buds. Tastes are
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mixtures of five elementary taste qualities: salty, sweet, sour, bitter, and umami (savory,
including monosodium glutamate). Disorders associated with the sense of taste are not life
threatening, but they can impair the quality of life, impair nutritional status, and increase the
possibility of
accidental poisoning. Taste disorders include ageusia (absence of taste), hypogeusia
(decreased taste sensitivity), hypergeusia (increased taste sensitivity), and dysgeusia
(distortion of taste, including taste sensation in the absence of taste stimuli).
Vignette
A woman, 21 yo, came to physician with a complaint blurred vision. After get
examination, she was diagnosed with myopia both of her eyes.
Learning Task
1. Describe the abnormalities structure and function of this patient eyes?
2. Describe the mechanism of the ciliary muscles in the eye accommodation?
3. What is the function of pinna, auditory canal, tympanic membrane, ossicles/ middle
ear bones, and oval window?
4. Could listen the music with an earphone makes deafness? Please explain about
your answer!
5. If the head is rotated to the right, which horizontal semicircular canal (right or left) is
activated during the initial rotation? When the head stops rotating, which canal (right
or left) is activated?
6. Explain why your sense of smell is reduced when you have a cold, even though the
cold virus does not directly adversely affect the olfactory receptor cells.
7. Patients with certain nerve disorders are unable to feel pain. Why is this
disadvantageous?
Refferences
1. Medical Physiology eleventh edition, Guyton & Hall.
2. Physiology fifth edition, Linda S. Costanzo.
3. Silverthorn, D.U. 2010. Human Physiology. An Integrated Approach. Fifth Ed.
Pearson. San Fransisco
PRACTICAL GUIDELINES~
WOULD BE GIVEN DURING LECTURE
Udayana University Faculty of Medicine, DME, 2015
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Study Guide Basic Physiology
CURRICULUM MAP
Smstr
10
9
8
7
6
5
4
3
2
1
Health Systembased Practice
(3 weeks)
BCS (1 weeks)
The Cardiovascular
System and
Disorders
(3 weeks)
BCS (1 weeks)
Neuroscience and
neurological
disorders
(3 weeks)
BCS (1 weeks)
Musculoskeletal
system &
connective tissue
disorders
(3 weeks)
BCS (1 weeks)
Basic microbiology
& parasitology
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Basic Infection
& infectious
diseases
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communication
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Basic pharmacology
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Basic Anatomy
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(2 weeks)
(3 weeks)
Special topics :
Health
Ergonomic &
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(4 weeks)
(3 weeks)
BCS (1 weeks)
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The skin & hearing Special Topic :
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& disorders
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(3 weeks)
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(3 weeks)
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(3 Weeks)
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pathology (3 weeks)
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and disorders
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19 weeks
Elective
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19 weeks
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18 weeks
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19 weeks
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drug etics
19 weeks
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19 weeks
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19 weeks
Pendidikan Pancasila & Kewarganegaraan ( 3 weeks )
Inter Professional Education (smt 3-7)
Udayana University Faculty of Medicine, DME, 2015
24
Study Guide Basic Physiology
Udayana University Faculty of Medicine, DME, 2015
25