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There is a slide in this weeks ppt that you can use to put notes on from this video.

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I love this video!

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This week, we will be learning about the structure of the respiratory system! This system is super interesting!

Please note that the slides for both this week and next week are together.

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Cardiac Output, Stroke volume, EDV, ESV, Ejection Fraction

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This video explains more about baroreceptors

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Let's talk about blood pressure homeostasis. And what homeostasis means is balance. So how is it that our body is able to create balance for our blood pressure? So this is the heart, and we've got branches of the aorta coming off of it. I haven't been drawing these branches every single time, but this time I think it's quite helpful to see. We've got here the left brachial artery, going out to the left arm, and we've got the left carotid artery here. And again, I'm writing left and right from the perspective of the person whose heart this is. And you've got here the right carotid artery and the right brachial artery. So this is blood going to the right arm. And we've got blood going to the right neck. One interesting thing, if you look at the right carotid, is that it bulges right here- in fact, both sides do. And they bulge right before they split. And so that bulge is actually called the carotid sinus, right here. And we call it that because a sinus is any cavity. And so this is the right carotid sinus, and this is the left carotid sinus. Another spot I'm going to talk about in this video is the aortic arch, which is right there. So these three spots-- the two carotid sinuses and the aortic arch-- are really, really, interesting, and actually they're very important for learning about how it is that our body is able to create balance in our blood pressure. So at the top I drew kind of a blow-up version of the carotid sinus, and at the bottom is the aortic arch. And if you look closely under a microscope, you'd see nerve endings on the outer layer of the vessel. And so these nerve endings basically join up and form a nerve, and these on the carotid sinus do the same thing. And they are basically going to form two large nerves that go off. And they send information about what's happening in the blood vessel, specifically about stretch. So as blood is pulsing through this vessel right here, this carotid sinus, or as it's pulsing through the aorta, even, that wall is being stretched out. And as it gets stretched out, these nerves-- they're very special nerves, they're called baroreceptors. Baro, meaning pressure, and they're receptors for pressure, so they're baroreceptors. These baroreceptors are feeling the effects of stretch. And what they do is, they send a signal down the nerve that tells the brain how much stretch is happening. And so if this is the brain, let's say, we have here your midbrain, these nerve endings are going to actually go here, and tell the brain-- communicate information about how much stretch is happening in those vessels. Now we know that the more pressure is in the vessel, the more it's going to stretch. So follow with me in a little example. So let's say we have blood pressure here, and let's say I have my blood pressure of 115 over 75. And in green, I'll write action potentials per minute. So what happens is that as my blood pressure is 115 over 75, those nerves are feeling a certain amount of stretch, whatever that amount is, and they're going to send a signal. Not just one, but they're going to send a handful. So let's say they send 10 signals. 10 signals. I'm going to draw them out here. 5, 6, let's say 7, 8, 9, and 10. 10 in one minute. And actually, let's just imagine that both nerves are doing this. So they're doing 10 per minute. Well, that's a pretty normal number, let's say. And this, over time, becomes what the brain regards as my normal set point. The brain starts to assume that if 10 action potentials are fired per minute, then that's pretty normal for me. So it regards this as my normal set point. Now if my pressure goes up-- let's say that I'm running late to an exam, or something happens that really worries me, and my pressure goes to 140 over 90. Now I have hypertension. And this is my new pressure. This would be much higher than normal. So my body would register this and my nerves would start firing, let's say at 30 times per minute. So if they're firing at 30 times per minute, then my body is thinking, or my brain is thinking, well, that's higher than normal. So this must be high. It regards this as high. And on the flip side, let's say that, you know, I have-- let's say I cut my arm and I lose a lot of blood, and my blood pressure starts to fall. My stretching is going to happen less than before. So it's going to send less action potentials per minute, maybe only seven per minute. And again, my midbrain is going to get seven little green arrows per minute, seven action potentials per minute. And it's going to think, well, that's very odd. Before, it was 10 per minute. So this represents a fall in blood pressure. So now you have high blood pressure in pink, and a fall in blood pressure in blue. So what exactly can the brain do? What can the brain do to help normalize or create balance? So let me write that in red over here. Let's write response, question mark. So the body has a couple of strategies, and they're basically summed up in the autonomic nervous system. And there's two major branches of your autonomic nervous system, or two parts to it, let's say parts. One is called the sympathetics, almost like sympathy. And the other is called parasympathetics. They're very similar words, except the word para is in front of this one. And I want you to remember now that there's a formula. And I'm going to write that formula down here, just to remind us that pressure equals flow times resistance. And additionally, I want you to remember that flow-- this one right here-- is going to be related to stroke volume times heart rate. So if I can do anything-- if my body can do anything to raise a stroke volume or the heart rate, or the resistance-- then my pressure will go up. And vice versa, if I can drop the stroke volume, or heart rate, or resistance, then my pressure will go down. So what the sympathetics do is they have an effect on the heart and the vessel. And these blood vessels are all over the body, not just the carotid sinus or the aortic arch, I'm talking about all blood vessels. And so the sympathetics are going to, for the heart, they're going to increase the heart rate. And they're going to increase the stroke volume. And the parasympathetics do the opposite. They actually drop the heart rate and drop the stroke volume. And the way that they do that-- the heart rate is controlled by how many beats you get per minute. Obviously, that's the heart rate. And the sympathetics are going to cause the heart cells that control that to work faster, and the parasympathetics will slow them down. And for the stroke volume, the sympathetics force the heart to contract harder. And then you have more volume of blood gushing out with every beat. And the parasympathetics make the heart work less forcefully, so you have less blood gushing out with every beat. And the sympathetics-- finally, they actually cause vasoconstriction. And, you guessed it, the parasympathetics do the opposite. So they cause vasodilation. And vasoconstriction and vasodilation basically mean whether the artery stays open or closes down. So for the sympathetics, the arteries and arterioles, primarily, mostly it's the arterioles, they start to get smaller. And as they get smaller, that increases resistance. And for the parasympathetics, they will cause the arterioles to get bigger, to dilate. And that will cause the resistance to fall. So taking a quick peek at our equation that I wrote out for you on the right, you can see that the sympathetics basically do everything that will help to increase the pressure. So if you have a pressure, again, of 140 over 90, then what will happen is your body will see that as a high pressure and will try to get the parasympathetics to be active-- will activate all the parasympathetic nerves. And if your pressure is low, if it's 90 over 60, then the body is going to respond by getting all the sympathetics to react. You see how that works? And of course, if your pressure, let's say, is 115 over 75, and the baroreceptors are firing, you know, the usual 10 times per minute, then there should be really overall no response. So here you would really get no response, because the body is thinking, well everything is already balanced, there's nothing for it to do. So this is how the body is able to control blood pressure in a rapid way. So that's the final point I want to make. That the input here, the baroreceptors, these are nerves. And the autonomic nervous system, obviously these are nerves. So the information going in, is the baroreceptors. The information going out is the autonomic nervous system, and all of this is happening rapidly. This is all very rapid. And when I say rapid, I mean on the order of kind of seconds to minutes. So within seconds to minutes, this response can happen. So this is a fantastic example of how your body can take in information really quickly, and really respond quickly to help keep your blood pressure balanced.

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Regulation of blood pressure with baroreceptors (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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This video explains more about baroreceptors

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Let's talk about blood pressure homeostasis. And what homeostasis means is balance. So how is it that our body is able to create balance for our blood pressure? So this is the heart, and we've got branches of the aorta coming off of it. I haven't been drawing these branches every single time, but this time I think it's quite helpful to see. We've got here the left brachial artery, going out to the left arm, and we've got the left carotid artery here. And again, I'm writing left and right from the perspective of the person whose heart this is. And you've got here the right carotid artery and the right brachial artery. So this is blood going to the right arm. And we've got blood going to the right neck. One interesting thing, if you look at the right carotid, is that it bulges right here- in fact, both sides do. And they bulge right before they split. And so that bulge is actually called the carotid sinus, right here. And we call it that because a sinus is any cavity. And so this is the right carotid sinus, and this is the left carotid sinus. Another spot I'm going to talk about in this video is the aortic arch, which is right there. So these three spots-- the two carotid sinuses and the aortic arch-- are really, really, interesting, and actually they're very important for learning about how it is that our body is able to create balance in our blood pressure. So at the top I drew kind of a blow-up version of the carotid sinus, and at the bottom is the aortic arch. And if you look closely under a microscope, you'd see nerve endings on the outer layer of the vessel. And so these nerve endings basically join up and form a nerve, and these on the carotid sinus do the same thing. And they are basically going to form two large nerves that go off. And they send information about what's happening in the blood vessel, specifically about stretch. So as blood is pulsing through this vessel right here, this carotid sinus, or as it's pulsing through the aorta, even, that wall is being stretched out. And as it gets stretched out, these nerves-- they're very special nerves, they're called baroreceptors. Baro, meaning pressure, and they're receptors for pressure, so they're baroreceptors. These baroreceptors are feeling the effects of stretch. And what they do is, they send a signal down the nerve that tells the brain how much stretch is happening. And so if this is the brain, let's say, we have here your midbrain, these nerve endings are going to actually go here, and tell the brain-- communicate information about how much stretch is happening in those vessels. Now we know that the more pressure is in the vessel, the more it's going to stretch. So follow with me in a little example. So let's say we have blood pressure here, and let's say I have my blood pressure of 115 over 75. And in green, I'll write action potentials per minute. So what happens is that as my blood pressure is 115 over 75, those nerves are feeling a certain amount of stretch, whatever that amount is, and they're going to send a signal. Not just one, but they're going to send a handful. So let's say they send 10 signals. 10 signals. I'm going to draw them out here. 5, 6, let's say 7, 8, 9, and 10. 10 in one minute. And actually, let's just imagine that both nerves are doing this. So they're doing 10 per minute. Well, that's a pretty normal number, let's say. And this, over time, becomes what the brain regards as my normal set point. The brain starts to assume that if 10 action potentials are fired per minute, then that's pretty normal for me. So it regards this as my normal set point. Now if my pressure goes up-- let's say that I'm running late to an exam, or something happens that really worries me, and my pressure goes to 140 over 90. Now I have hypertension. And this is my new pressure. This would be much higher than normal. So my body would register this and my nerves would start firing, let's say at 30 times per minute. So if they're firing at 30 times per minute, then my body is thinking, or my brain is thinking, well, that's higher than normal. So this must be high. It regards this as high. And on the flip side, let's say that, you know, I have-- let's say I cut my arm and I lose a lot of blood, and my blood pressure starts to fall. My stretching is going to happen less than before. So it's going to send less action potentials per minute, maybe only seven per minute. And again, my midbrain is going to get seven little green arrows per minute, seven action potentials per minute. And it's going to think, well, that's very odd. Before, it was 10 per minute. So this represents a fall in blood pressure. So now you have high blood pressure in pink, and a fall in blood pressure in blue. So what exactly can the brain do? What can the brain do to help normalize or create balance? So let me write that in red over here. Let's write response, question mark. So the body has a couple of strategies, and they're basically summed up in the autonomic nervous system. And there's two major branches of your autonomic nervous system, or two parts to it, let's say parts. One is called the sympathetics, almost like sympathy. And the other is called parasympathetics. They're very similar words, except the word para is in front of this one. And I want you to remember now that there's a formula. And I'm going to write that formula down here, just to remind us that pressure equals flow times resistance. And additionally, I want you to remember that flow-- this one right here-- is going to be related to stroke volume times heart rate. So if I can do anything-- if my body can do anything to raise a stroke volume or the heart rate, or the resistance-- then my pressure will go up. And vice versa, if I can drop the stroke volume, or heart rate, or resistance, then my pressure will go down. So what the sympathetics do is they have an effect on the heart and the vessel. And these blood vessels are all over the body, not just the carotid sinus or the aortic arch, I'm talking about all blood vessels. And so the sympathetics are going to, for the heart, they're going to increase the heart rate. And they're going to increase the stroke volume. And the parasympathetics do the opposite. They actually drop the heart rate and drop the stroke volume. And the way that they do that-- the heart rate is controlled by how many beats you get per minute. Obviously, that's the heart rate. And the sympathetics are going to cause the heart cells that control that to work faster, and the parasympathetics will slow them down. And for the stroke volume, the sympathetics force the heart to contract harder. And then you have more volume of blood gushing out with every beat. And the parasympathetics make the heart work less forcefully, so you have less blood gushing out with every beat. And the sympathetics-- finally, they actually cause vasoconstriction. And, you guessed it, the parasympathetics do the opposite. So they cause vasodilation. And vasoconstriction and vasodilation basically mean whether the artery stays open or closes down. So for the sympathetics, the arteries and arterioles, primarily, mostly it's the arterioles, they start to get smaller. And as they get smaller, that increases resistance. And for the parasympathetics, they will cause the arterioles to get bigger, to dilate. And that will cause the resistance to fall. So taking a quick peek at our equation that I wrote out for you on the right, you can see that the sympathetics basically do everything that will help to increase the pressure. So if you have a pressure, again, of 140 over 90, then what will happen is your body will see that as a high pressure and will try to get the parasympathetics to be active-- will activate all the parasympathetic nerves. And if your pressure is low, if it's 90 over 60, then the body is going to respond by getting all the sympathetics to react. You see how that works? And of course, if your pressure, let's say, is 115 over 75, and the baroreceptors are firing, you know, the usual 10 times per minute, then there should be really overall no response. So here you would really get no response, because the body is thinking, well everything is already balanced, there's nothing for it to do. So this is how the body is able to control blood pressure in a rapid way. So that's the final point I want to make. That the input here, the baroreceptors, these are nerves. And the autonomic nervous system, obviously these are nerves. So the information going in, is the baroreceptors. The information going out is the autonomic nervous system, and all of this is happening rapidly. This is all very rapid. And when I say rapid, I mean on the order of kind of seconds to minutes. So within seconds to minutes, this response can happen. So this is a fantastic example of how your body can take in information really quickly, and really respond quickly to help keep your blood pressure balanced.

# data[].attributes.attachment_link.title
Regulation of blood pressure with baroreceptors (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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***Please, at the very least, watch the below videos.

This week, we are looking at the cardiac conduction cycle and how the heart physiology is regulated. We will touch briefly on Electrocardiograms.

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Update - Week 11 - change in class on 27 Nov

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Update - Week 11 - change in class on 27 Nov

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Hi team,

Our class on Monday 27th will be moved to Thursday 30th, as I will be away presenting at the Australian Physiological Society conference in Melbourne.

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An explanation of the white blood cells in the body

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Video 9 White Blood Cells Types and Functions

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This is a good video with a bunch of cool information about blood!

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Blood, Part 1 - True Blood: Crash Course Anatomy & Physiology #29

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Hematopoiesis - Formation of Blood Cells, Animation

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This week, we will be learning about the anatomy and physiology of the cardiovascular system.

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Muscles of the Lower Limb | Anatomy Model

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A funky song to remember the muscles of the upper limb

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UPPER LIMB MUSCLES SONG (Learn in 6 Minutes!)

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Muscles of the Thoracic Wall - 3D Anatomy Tutorial

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Muscles of the Thoracic Wall - 3D Anatomy Tutorial

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Muscles of the Head & Neck | Anatomy Model

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Joints and levers in the human body || 3D Animation||Education Biology

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This week, we will be elaborating on muscle physiology by talking about what in the muscular system helps with movement!
Here are your slides!

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Muscle Contraction - Cross Bridge Cycle, Animation.

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Muscle Tissues and Sliding Filament Model

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The Mechanism of Muscle Contraction: Sarcomeres, Action Potential, and the Neuromuscular Junction

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We watched this one in class, but it is a great video and many of you may want to watch it again!

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Muscles, Part 1 - Muscle Cells: Crash Course Anatomy & Physiology #21

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Another explanation of muscle contraction

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Another explanation of muscle contraction

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Learning Outcomes

Identify the role of the brain in muscle movement

Excitation-Contraction Coupling

Excitation-contraction coupling is the link (transduction) between the action potential generated in the sarcolemma and the start of a muscle contraction. The trigger for calcium release from the sarcoplasmic reticulum into the sarcoplasm is a neural signal. Each skeletal muscle fiber is controlled by a motor neuron, which conducts signals from the brain or spinal cord to the muscle. The area of the sarcolemma on the muscle fiber that interacts with the neuron is called the motor end plate. The end of the neuron's axon is called the synaptic terminal, and it does not actually contact the motor end plate. A small space called the synaptic cleft separates the synaptic terminal from the motor end plate. Electrical signals travel along the neuron's axon, which branches through the muscle and connects to individual muscle fibers at a neuromuscular junction.

The ability of cells to communicate electrically requires that the cells expend energy to create an electrical gradient across their cell membranes. This charge gradient is carried by ions, which are differentially distributed across the membrane. Each ion exerts an electrical influence and a concentration influence. Just as milk will eventually mix with coffee without the need to stir, ions also distribute themselves evenly, if they are permitted to do so. In this case, they are not permitted to return to an evenly mixed state.

The sodium-potassium ATPase uses cellular energy to move K+ ions inside the cell and Na+ ions outside. This alone accumulates a small electrical charge, but a big concentration gradient. There is lots of K+ in the cell and lots of Na+ outside the cell. Potassium is able to leave the cell through K+ channels that are open 90% of the time, and it does. However, Na+ channels are rarely open, so Na+ remains outside the cell. When K+ leaves the cell, obeying its concentration gradient, that effectively leaves a negative charge behind. So at rest, there is a large concentration gradient for Na+ to enter the cell, and there is an accumulation of negative charges left behind in the cell. This is the resting membrane potential. Potential in this context means a separation of electrical charge that is capable of doing work. It is measured in volts, just like a battery. However, the transmembrane potential is considerably smaller (0.07 V); therefore, the small value is expressed as millivolts (mV) or 70 mV. Because the inside of a cell is negative compared with the outside, a minus sign signifies the excess of negative charges inside the cell, −70 mV.

If an event changes the permeability of the membrane to Na+ ions, they will enter the cell. That will change the voltage. This is an electrical event, called an action potential, that can be used as a cellular signal. Communication occurs between nerves and muscles through neurotransmitters. Neuron action potentials cause the release of neurotransmitters from the synaptic terminal into the synaptic cleft, where they can then diffuse across the synaptic cleft and bind to a receptor molecule on the motor end plate. The motor end plate possesses junctional folds-folds in the sarcolemma that create a large surface area for the neurotransmitter to bind to receptors. The receptors are actually sodium channels that open to allow the passage of Na+ into the cell when they receive a neurotransmitter signal.

Acetylcholine (ACh) is a neurotransmitter released by motor neurons that binds to receptors in the motor end plate. Neurotransmitter release occurs when an action potential travels down the motor neuron's axon, resulting in altered permeability of the synaptic terminal membrane and an influx of calcium. The Ca 2+ ions allow synaptic vesicles to move to and bind with the presynaptic membrane (on the neuron), and release neurotransmitter from the vesicles into the synaptic cleft. Once released by the synaptic terminal, ACh diffuses across the synaptic cleft to the motor end plate, where it binds with ACh receptors. As a neurotransmitter binds, these ion channels open, and Na+ ions cross the membrane into the muscle cell. This reduces the voltage difference between the inside and outside of the cell, which is called depolarization. As ACh binds at the motor end plate, this depolarization is called an end-plate potential. The depolarization then spreads along the sarcolemma, creating an action potential as sodium channels adjacent to the initial depolarization site sense the change in voltage and open. The action potential moves across the entire cell, creating a wave of depolarization.

ACh is broken down by the enzyme acetylcholinesterase (AChE) into acetyl and choline. AChE resides in the synaptic cleft, breaking down ACh so that it does not remain bound to ACh receptors, which would cause unwanted extended muscle contraction (Figure 1).

After depolarization, the membrane returns to its resting state. This is called repolarization, during which voltage-gated sodium channels close. Potassium channels continue at 90% conductance. Because the plasma membrane sodium-potassium ATPase always transports ions, the resting state (negatively charged inside relative to the outside) is restored. The period immediately following the transmission of an impulse in a nerve or muscle, in which a neuron or muscle cell regains its ability to transmit another impulse, is called the refractory period. During the refractory period, the membrane cannot generate another action potential. The refractory period allows the voltage-sensitive ion channels to return to their resting configurations. The sodium potassium ATPase continually moves Na+ back out of the cell and K+ back into the cell, and the K+ leaks out leaving negative charge behind. Very quickly, the membrane repolarizes, so that it can again be depolarized.

Practice Question

The deadly nerve gas Sarin irreversibly inhibits acetycholinesterase. What effect would Sarin have on muscle contraction?

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Identify the role of the brain in muscle movement Excitation-contraction coupling is the link (transduction) between the action potential generated in the sarcolemma and the start of a muscle contraction. The trigger for calcium release from the sarcoplasmic reticulum into the sarcoplasm is a neural signal.

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This week, we will be learning about muscle physiology. It can be a little tricky to get your head around, so make sure you are preparing. Please see below for some extra activities

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This online quiz is called Label the Skeleton. It was created by member Mr. Shumaker and has 25 questions.

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Bone Markings- Muscle and Ligament Attachment Points

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Bone Markings- Muscle and Ligament Attachment Points

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Bone Markings-  Muscle and Ligament Attachment Points

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Bone Markings-  Depressions and Openings

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This week, we will continue learning about the skeletal system. There will be lots of self learning this week, as some of the concepts are just rote learning and repetition.

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Stages of growth from the Epiphyseal Plate

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I have written this up, as these are really tricky concepts. I hope it helps!

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SKELETON BONES SONG - LEARN IN 3 MINUTES!!!

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In week 5 and 6, we will be learning about the skeletal system.
The bones are way cooler and complicated than many people realise! I am sure you will enjoy it!
Please look at the pre-workshop questions and flip for class this week!

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5 Health Truths Hidden in Your Fingernails

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How a wound heals itself - Sarthak Sinha

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Interactive Exploration of How We Get Our Skin Color

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Interactive Exploration of How We Get Our Skin Color | The added information provided at pause points within the animation How We Get Our Skin Color allows for a richer exploration of the topic of human skin structure and function.

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Crash Course: Overview of the Integumentary System

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Crash Course: Overview of the Integumentary System

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The Integumentary System, Part 1 - Skin Deep: Crash Course Anatomy & Physiology #6

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Work on these before you come to class this week!

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In week 4, we will be learning about the Integumentary System! I know many of you are excited for this week!
There is a lot of content this week, so I have uploaded some Summary Tables and other activities below. These will definitely help you with your FLIPPING. There are also lots of videos below!

Please don't forget that the Quiz opened last Friday, and you have one week to complete this!

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Please revise the Week 3 tutorial, where we went through some key details for your quiz!

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Video: Types of Connective Tissues: Crash Course

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Video: Types of Connective Tissues: Crash Course

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Tissues, Part 4 - Types of Connective Tissues: Crash Course Anatomy & Physiology #5

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Video: Connective Tissues: Crash Course 

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Video: Connective Tissues: Crash Course 

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Tissues, Part 3 - Connective Tissues: Crash Course Anatomy & Physiology #4

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Video: Connective Tissues: Crash Course 

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Video: Connective Tissues: Crash Course 

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Tissues, Part 3 - Connective Tissues: Crash Course Anatomy & Physiology #4

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Tissues, Part 2 - Epithelial Tissue: Crash Course Anatomy & Physiology #3

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Tissues, Part 1: Crash Course Anatomy & Physiology #2

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Tissues, Part 1: Crash Course Anatomy & Physiology #2

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Welcome to week 3 everyone! Time goes fast when you're having fun!
I hope you're all feeling like you've found your rhythm now!
This week, we will start Module 2.
PLEASE FLIP for this week!!
We will be covering epithelial cells, cell junctions,  and connective tissue in detail. There are some great videos below as well that will help with your understanding and preparation for class!

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Seven Life Processes | Physiology | Biology | FuseSchool

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Homeostasis - negative and positive feedback (thermoregulation and lactation)

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In Module 1.2, you will be learning all about basic life processes and homeostasis. We will cover the basic anatomy and physiology of the nervous system and the endocrine system in maintaining homeostasis, with a focus on the thyroid gland.

Your To-Do list is:
Work through the module for the week
Complete the pre-workshop questions

As we saw this week, this is essential to be able to get the most out of our workshop!

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Our classes are held after hours (great for us all juggling families, jobs, etc.!).
Our primary class will be held on Mondays at 7:00 p.m. (Please note that daylight savings in NSW/VIC starts at the start of week 3, so be sure to check your local times). There are some weeks when days need to be changed, so please see that timetable, which will be attached as soon as we choose our tutorial time.

Classes will go for 90 - 120 minutes. During this time, we will work through the slides and activities. It is essential that we work through at your pace, so some weeks, we may not finish all the content. This is ok! We will always complete the content with ample time for you to complete your assessments.

While classes are recorded, it is an expectation that you try your best to attend and be active.

You will also have tutorials available for you:
- Fortnightly 60-minute tutorials with me.
- PASS sessions. These are Peer Assisted Study sessions. Information will be provided in our first class.
- Assessment tutorials with the subject lead, Noosha Ehya.
- Academic Skills workshop - This will teach you the skills you need to do amazing in your assessments for this subject and future subjects.

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With drawings and notes from class.

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This interactive follows the human autopsy process from start to finish including an external examination, opening the body, viewing internal organs, removing the organs and weighing them, removing the brain, replacing all organs and closing the body.

The step by step demonstration of what happens during an autopsy procedure is best viewed on a desktop computer screen ie. a screen larger than 1024 pixel width - and using Chrome web browser.

When viewing on a tablet, please load in landscape orientation.

To view the text from each step of the autopsy, please select relevant sections as below.

Death is a process rather than an event. Learn more about the process and the many natural and human processes that occur after our death.

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Follow a human autopsy process from start to finish including an external examination, opening the body, viewing internal organs, removing the organs and weighing them, removing the brain, replacing all organs and closing the body.

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What Are The Levels Of Organization In The Body - Organization Of The Human Body

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What Are The Levels Of Organization In The Body - Organization Of The Human Body

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What Are The Levels Of Organization In The Body - Organization Of The Human Body

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Introduction to Anatomy & Physiology: Crash Course Anatomy & Physiology #1

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In module 1.1, we will be learning all about what Anatomy and Physiology is. We will cover Body organisation, anatomical terminology, body planes and the 11 systems of the body.

Your To-Do list is:
- Complete all module readings and activities
- Sign up for Visible Body and ensure it is working well.
- The slides will be available soon. We will use these in class, however, there are many activities that we will be doing too!

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In praise of the slow learner | Tom Day | TEDxYouth@Haileybury

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Tim Urban: Inside the mind of a master procrastinator

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Tim Urban: Inside the mind of a master procrastinator

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Inside the Mind of a Master Procrastinator | Tim Urban | TED

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In a culture where being social and outgoing are prized above all else, it can be difficult, even shameful, to be an introvert. But, as Susan Cain argues in this passionate talk, introverts bring extraordinary talents and abilities to the world, and should be encouraged and celebrated.

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Stronger Brain Activity After Writing on Paper Than on Tablet or Smartphone

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Stronger Brain Activity After Writing on Paper Than on Tablet or Smartphone - Neuroscience News

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Writing by hand increases brain activity in recall tasks over taking notes on a tablet or smartphone. Additionally, those who write by hand on paper are 25% quicker at note-taking tasks than those who use digital technology.

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How Body Language Influences Your Brain | Aaron Alexander & Jim Kwik

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Yana Savitsky: How a student changed her study habits by setting goals and managing time

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Yana Savitsky: How a student changed her study habits by setting goals and managing time

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A great video regarding the Pomodoro Technique

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How a student changed her study habits by setting goals and managing time | Yana Savitsky | TEDxLFHS

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Why is self-efficacy so important? (this is critical to success in your life!)

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Why is self-efficacy so important? (this is critical to success in your life!)

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Self-efficacy is a person’s belief in their ability to succeed in a particular situation. Psychologist Albert Bandura described these beliefs as determinants of how people think, behave, and feel!

Questions to consider:
- Where in my life have I achieved my goals (study or anything hard)? Use this as evidence of you getting through past struggles (this is known as authentic experiences)
- Are there people around me who have succeeded in what I am attempting (this is known as vicarious experience)
- Are there people around me who can encourage me with my goals? (known as verbal persuasion)
- How am I regulating my environment, health and mood? (this is known as emotional states of arousal).

For more information, please see this paper: Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://psycnet.apa.org/fulltext/1977-25733-001.pdf

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How Self Efficacy Helps You Achieve Your Goals

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Self-efficacy, or your belief in yourself, is critical in how you think, feel, and behave. Learn how it is defined, why it is important, and its effect on your life.

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Please remember that it is important to understand and be able to integrate the information in this subject. The below information can be really helpful, but we are encouraging deep learning and understanding, rather than rote learning. 

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Please remember that it is important to understand and be able to integrate the information in this subject. The below information can be really helpful, but we are encouraging deep learning and understanding, rather than rote learning. 

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Torrens strives to be a safe and inclusive environment for everyone. It is an expectation that students conduct themselves in a way that aligns with this. Study can also be really stressful sometimes, especially since life doesn’t just stop when there are things to learn and assessment that needs to be done. Remember that self-love and work-life balance is important! If you are struggling, there is heaps of support available for you. If you are ever feeling concerned, unsafe or just want to chat, please let me know and I can help, or put you in contact with someone who can.

Torrens University also offers free and confidential counselling for all students, so please use these services if you need someone to talk about. The link is here.

Remember that you can also contact LifeLine 24 hours a day for immediate support on 13 11 14.
There is also a free translating and interpreting service (TIS) working with LifeLine if this is needed. Please call TIS on 13 14 50 and ask to talk to Lifeline in the language you need.
If you are experiencing Domestic Violence or are feeling unsafe at home, you can access the White Ribbon site here for resources. (There is a quick escape button on the right top corner)

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There is a bunch of information about writing, paraphrasing, referencing, time management and so much more on the Student HUB website. You can access this here or chat with me if you have issues.
This is also where you can find extension forms and other policies.

Success Coaches
- Each of you have been allocated a lovely success coach, and they're always happy to help. Please let me know if you don;'t know who yours it and I will let you know!

Other important support:
- Blackboard support: Select ‘Help’ (Blackboard home page) and 24/7 phone support: 1800 083 204
- Library and learning services can be accessed here.

Student Services
- If you have any queries regarding extensions, course fees etc. or you think that maybe you need to adjust your enrolment, please call our friendly student services team via phone and/or email.

- Torrens: 1300 575 803 - studentservices@torrens.edu.au

IT Support
- For any IT issues please contact our IT service desk: itservicedesk@laureate.net.au

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If anyone in the class has a Learning Access Plan they would like me to be aware of, please send me an email with a copy of your plan so that we can discuss. 

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Academic skills encourage students to become more efficient learners. They give students the confidence to participate fully in their courses and are invaluable outside of the classroom and after they graduate. These skills are also highly transferable, and therefore vital for success in any career.

Many workshops are available and these will really help!

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Workshops for Study Success - Appointment Booking and Calendars - Torrens

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Policies, procedures and forms

Academic freedom

Principles governing the exercise of academic freedom at the university.
Academic Freedom - Statement of Principles

Academic progression

Policy outlining the university's academic progression criteria and monitoring process.
Academic Progression Policy

Accessibility

Principles and requirements to enable the full and equitable participation of students with accessibility needs.
Accessibility Policy
Admissions

Principles and requirements (eg. admission criteria and pathways, English language proficiency requirements) relating to the entry of students into a course offered by the university.
Admissions Policy English Language Proficiency Requirements

Assessment and credit

Principles, procedures and requirements for evaluating a student's achievement of the identified learning outcomes. Plus, requests for assessment modification, review of results and recognition of learning for previous formal, informal and non-formal learning. Assessment Policy for Vocational Education and Training (VET)
Assessment Policy for Higher Education Coursework (HE) and ELICOS
Credit Policy

Complaints

Principles, procedures and requirements for students lodging a complaint or requesting a review of academic and non-academic decisions.
Student Complaints Policy

Conduct, misconduct and expectations of members of the university

Policies, procedures and expectations with respect to academic (ie. academic integrity) and non-academic conduct including policy and expectations when accessing the university's premises.
Academic Integrity Policy Children on Torrens Global Education Premises Diversity and Inclusion Policy
Sexual Harassment and Sexual Assault Prevention Policy Student Conduct Policy

Copyright and intellectual property rights

Principles and requirements outlining the university's approach to ownership and commercialisation of intellectual property created by the university or with the university's resources, as well as the university's copyright obligations.
Copyright Policy
Intellectual Property Policy

Course cancellation

Principles and requirements for cancelling courses, teach-out and transition.
Course Cancellation Policy
Critical incident

Policy and procedure for responding to a crisis.
Critical Incident Management Policy
Enrolment

Principles, procedures and requirements when enrolling in subjects and courses including deferring an offer to a course, taking leave of absence, transferring to another course, or withdrawing from a course or subject.

Enrolment Policy

Fees

Policies, procedures and requirements about domestic and international students' fees including charges and refund.
Domestic Student Fees Policy International Student Fees Policy
Graduation and certification

Policy relating to graduation and issuance of certifications.
Graduation and Certification Policy
IT Use

Policy outlining the specific expectations for using all computing and network resources at Torrens Global Education and its Providers.
IT Use Policy
Mandatory Reporting for AHPRA-Accredited Courses

Policy and procedure outlining the process for reporting students undertaking AHPRA-Accredited Courses in line with the requirements of the Health Practitioner Regulation National Law (2009).
Mandatory Reporting Policy for AHPRA-Accredited Courses
Privacy and student records

Policies outlining the University's responsibilities in relation to protecting the privacy of individuals who interact with any area of the University as well as provisions informing the retention of student records.
Privacy Policy Student Records Retention Policy
Student engagement

A policy outlining the institution's commitment to ensuring student participation in key academic governance processes
Student Engagement in Academic Governance Policy
Work Placement

This policy outlines the rights and obligations of students, host organisations and the University under a work integrated learning agreement.
Work Placement Policy
WSET

Guidelines for WSET approved courses.
WSET Approved Programme Provider Requirements Guidelines

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Click here to learn more about Torrens University's Policies and Forms.

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Please complete this and send to me with your supporting documentation.
It is ok to submit this after your assessment due date, but please note that the application may be rejected without a good reason of requirement.

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Part A
Opens: 6 October at 12:00 pm (noon)
Closes: 13 October at 12:00 pm (noon)

Part B
Opens: 27 October at 12:00 pm (noon)
Closes: 3 November at 12:00 pm (noon)

Part C
Opens: 1 December at 12:00 pm (noon)
Closes: 8 December at 12:00 pm (noon)