CRS102: HUMAN PHYSIOLOGY

Week 4 – Muscle Physiology

STUDENT GUIDE
Batch 2027
SCHEDULE

SECTION 1-1 1-2 1-3 1-4

Date September 7, 2023 September 7, 2023 September 5, 2023 September 5, 2023
FACULTY ADT CASTRO JPR LENTEJAS MAJ INFANTADO MAR GONZALES IV
Room
Assignment
Rm 10505 Lib Ext Rm 3 Lib Ext Rm 10 LEC 5104
(For onsite
sessions)

ACTIVITY MAP

TIME ACTIVITY TASK OF STUDENT

Asynchronous Self-Directed Learning Worksheet Read the references
(Before class) Answer the self-directed learning worksheet
12:00 - 12:05 PM Prayer, Attendance Checking, Introduction All students must be in class by this time.
of the Topic
12:05 – 12:10 PM Pre-lecture Quiz Please see Instructions to Students. This is a 5-item quiz
which will be recorded.
12:10 - 12:50 PM Higher Cortical Function: Sensory All students are expected to listen attentively and
Functions and Voluntary Movement participate in the class discussion. The faculty-in-charge
will call students to answer the questions.
Students are encouraged to be prepared since the
facilitator may randomly call any student to answer.
Should there be clarifications, students must raise hand
and wait to be called after this part.
12:50 - 12:55 PM Break The students can stand, stretch, or walk around.
12:55 - 1:30 PM Higher Cortical Function: Memory and All students are expected to listen attentively and
Behavior, Other Cerebral Functions participate in the class discussion. The faculty-in-charge
will call students to answer the questions.
Students are encouraged to be prepared since the
facilitator may randomly call any student to answer.
Should there be clarifications, students must raise hand
and wait to be called after this part.
1:30 – 1:45 PM Review for the post-quiz
1:45 – 2:00 PM Post-lecture Quiz Please see Instructions to Students. This is 10-item quiz
which will be graded.
Asynchronous (1) Self-Directed Learning Worksheet See and follow the submission details below.
(After class) Learning Drills

INSTRUCTIONS TO STUDENTS

General Instructions
1. Review the course syllabus to guide you with your learning objectives and intended learning outcomes.
 2. Quizzes, worksheets, and learning drills are designed to help you understand the topic, so please answer them to the best of
your ability.
3. Should you need clarifications on the topics that may fall beyond the class hours, please request a consultation with your
facilitators during their consultation hours.

ATTENDANCE
• Students who are absent during the session will need to file OVCA Form 113: https://www.dlshsi.edu.ph/wp-
content/uploads/acad_qms_form/ovca-forms-updated/OVCA%20Form%20113-Excuse%20for%20School%20Absence.pdf as
soon as the student returns to attending classes.

PRE- and POST-LECTURE QUIZZES

• Prepare a 1/4 sheet of yellow pad for writing your answers.
• Also, prepare 1 whole sheet as a cover sheet.
• Use a BLACK ballpen for answering.
• Write your answers in CAPITAL LETTERS.
• AVOID erasures, superimposition, and wrong spelling as they are considered incorrect.
• AVOID using abbreviations unless specified otherwise.
• Refer to this picture for the correct way to write your name and other details.

SELF-DIRECTED LEARNING WORKSHEET

• Your learning worksheet was designed to help you study in advance and review the topic at hand.
• You need to submit the Worksheet on Higher Cortical Functions in PDF file (Save As:
SECTION.SURNAME_FIRSTNAME_Worksheet_Higher Cortical Function) and upload the designated Submission Bin in the
iLS-BB on or before October 2, 2023, 5:00 PM.
• Should you have difficulty uploading to the Bin, please send an email with your completed Worksheet to your facilitator-in-
charge and the topic organizer. Inform them that you have submitted via email. Please use this format for the email subject:
CRS102 Topic 5 Higher Cortical Function: Worksheet.
• Email and messages with regard to the worksheet after the set deadline will not be entertained.
• Students who fail to submit will receive a grade of zero for the topic.

LEARNING DRILLS
• Answer the Learning Drills in iLS. You may answer as many attempts as you can to serve as your review. Please see the
learning drills rubric below which will be used in grading the drills.

RUBRICS
1. Pre-lecture quiz: 5 points (1 attempt)
2. Post-lecture quiz: 10 points (1 attempt)
3. Learning Drills: 10 points (see the rubric below)
4. Class Participation: 15 points (see the rubric below)
5. Self-Directed Learning Worksheet: 15 points (see the rubric below)

Learning Drills Rubric (10 points)

10 (Exemplary)
Multiple attempts in learning
drills with a perfect score
7 (Satisfactory)
Multiple attempts in learning drills
with above passing score OR only
1 attempt in learning drills with
passing or above passing score
4 (Needs Improvement) 0 (Unacceptable)
Only 1 attempt in learning drills No attempt in answering learning
with a failing score drills
Class Participation Rubric (15 points)
Competency 10 7 4 0
Classroom Proactive and regularly Oftentimes provide useful Few contributions to Did not participate in
Participation contributes RELEVANT and relevant ideas when classroom discussion; Class
information during class participating in classroom seldom volunteers but
discussion discussion responds to direct
OR OR questions
Actively asks relevant Collaborates often with OR
questions to peers or peers/asks questions to Does not contribute to
teachers teachers but most of the discussion with peers
contributions /questions are
not relevant to the topic
5 3 1 0
Sensitivity and Always respectful of peers Oftentimes treats peers Sometimes treats peers Rarely behaves in a
Respects to Peers and and teachers; listens and teachers with respect; and teachers in a respectful respectful manner; does not
Teacher attentively when peers mostly attentive when manner; often inattentive to listen to peers and regularly
present their ideas peers present their ideas peers and occasionally talks while others speak
talks while others speak

Self-Directed Learning Worksheet (15 points)

Competency 10 7 4 0
Content Complete answer in the Complete answers to all Only a few items were No submission
worksheet questions, but some answered in the worksheet;
answers need further answers were lacking
elaboration explanation
5 3 1 0
Timeliness Passed on time Passed 1-2 days late Passed >2 days late No submission

REFERENCES
CALL NUMBER MATERIALS
Textbooks
QP 34.5 S445 2020 VanPutte, C. L., Regan, J. L., Russo, A. F., Seeley, R. R., Stephens, T., & Tate, P. (2020). Seeley's
anatomy & physiology. McGraw-Hill.*
QP 34.5 M36 2019 Marieb, M., Keller, S. (2019). Essentials of human anatomy & physiology. 13th edition. San
Francisco, CA: Pearson Benjamin Cummings.
QP 34.5 T67 2017 Tortora, G. J., & Derrickson, B. (2017). Principles of anatomy & physiology. 15th edition. Danvers,
MA, Wiley.

TOPIC ORGANIZERS
• Myzelle Anne J. Infantado, PTRP
 CRS 102: Human Physiology
05 – Higher Cortical Functions
Self-Directed Learning Worksheet
At the end of this learning worksheet, the student should be able to:
Cognitive

ILO1: Apply concepts of neurophysiology in explaining higher cortical processes being performed by the person
1. Describe the primary motor, sensory, speech, and language areas of the cerebral cortex based on the physiologic functions.
2. Understand the role of the cerebral cortex in the control of voluntary motor, pain, temperature, and proprioception functions.
3. Explain the meaning of lateralization of hemisphere function.
4. Explain the similarities and differences between the right and left cerebral hemispheres.
5. Explain the role of the specific neural structures that regulate the following:
a. Language
b. Behavior
c. Mental functions
d. Visuospatial or perceptual functions
e. Learning
6. Explain the importance of corpus callosum by describing the effects of bisecting the cerebrum or separating the two cerebral
hemispheres.
7. Describe the functions of cerebellum.
8. Describe the pathway and sequence involved in hearing and speaking.

Affective
Demonstrate active listening, respectful communication, and assertiveness when expressing thoughts and ideas in both
verbal and written forms when participation in class discussions and different student activities for learning higher cortical
functions
1. Actively contribute relevant knowledge of physiologic processes to peers and to instructors during class discussion
2. Ask consistently relevant questions regarding physiologic concepts and their application to improve one’s health or to the PT
practice.

Responsibilities
Demonstrate self-directed learning, peer-teaching, self-assessment, and collaboration skills during student learning activities
by organizing system in the class
1. Perform self-directed learning by:
a. Use existing technology in all teaching-learning activities related to neuro- and organ system anatomy and physiology.
b. Answer consistently and sufficiently the learning drills and worksheets before the start of the class
2. Demonstrate meta-cognition as to integrity and professional responsibility, and cultural sensitivity towards peers and instructors
during classroom discussion
3. Demonstrate proficiency in verbal communication when explaining different physiologic mechanisms happening
on a normal human body during classroom teaching-learning activities.
In answering this worksheet, you need to read the following textbooks:
1. Seeley: Chapter 11; Chapter 14 (main) (VanPutte et al., 2020)
2. Tortora: Chapter 10 (Tortora & Derrickson, 2021)
3. Marieb: Chapter 6 (Marieb & Keller, 2022)
4. Guyton: Unit IX (Hall, 2016a) and Unit XI (Hall, 2016b)

Exercises

1. Which parts of the brain are involved in higher cortical function? Explain each part of the functional organization of the cerebral
cortex.

2. Explain the role of the cerebral cortex briefly (maximum of 150 words each) in the following functions:
1. Pain and Temperature
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2. Touch, Vibration, Pressure, Position Sensations

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3. Visuospatial Perception
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4. Hearing
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 5. Speech and language

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6. Voluntary Movement

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7. Memory and Learning

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8. Behavior

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3. Explain the meaning of lateralization of hemisphere function. (Maximum of 150 words)

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 4. What is the role of corpus callosum? (Maximum of 150 words)

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5. What is the role of cerebellum in voluntary movements? (Maximum of 150 words)

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References
Hall, J. (2016a). The Nervous System: A. General Principles and Sensory Physiology. In Guyton and Hall Textbook of
Medical Physiology.
Hall, J. (2016b). The Nervous System: C. Motor and Integrative Neurophysiology. In Guyton and Hall Textbook of Medical
Physiology.
Marieb, E., & Keller, S. (2022). Essentials of Human Anatomy & Physiology.
Tortora, G., & Derrickson, B. (2021). Principles of Anatomy & Physiology(16th ed.).
VanPutte, C., Regan, J., Russo, A., Seeley, R., Stephens, T., & Tate, P. (2020). Seeley’s Anatomy & Physiology(12th ed.).