-SQA-SCOTTISH QUALIFICATIONS AUTHORITY Hanover House 24 Douglas Street GLASGOW G2 7NG NATIONAL CERTIFICATE MODULE DESCRIPTOR -Module Number- 0078265 -Session-1987-88 -Superclass- -Title- RH AVIAN PHYSIOLOGY -DESCRIPTION- Type and Purpose A specialist module which develops a knowledge of the structure, function and development of the avian body. Preferred 0079013 Applied Science 3 or Entry Level 0069071 Human Physiology Learning Outcomes The student should: 1. know the general features of birds; 2. identify the organ systems of the fowl; 3. know the structure and function of the digestive, reproductive and respiratory systems; 4. know the processes of sex cell formation and fertilisation. Content/ Corresponding to Learning Outcomes 1-4: Context 1. General features of birds. Types of feathers, feather structure and moulting. Adaptation of birds' feet and beaks. Structure of the wings and legs. Adaptation of the skeleton for movement in the air and on the ground. Muscles involved in locomotion. 2. Relative positions of the main organ systems and their arrangement within the body cavity. 3. The stress should be on the main purpose of each system.
Digestion. Need for digestion, absorption and egestion. Tubular nature of gut and general nature of its wall. Different gut regions are specialised - early parts digestion, later absorption. General idea of enzyme involvement. Respiration. Need for obtaining oxygen and removing carbon dioxide. Difference between breathing and respiration. Air flow between lungs and air sacs. The role of flight muscles in breathing. Panting to control body temperature. Circulation. Main functions of blood. Blood and blood constituents. Heart as a muscular pump. Blood vessels allow circulation. Hepatic and renal portal systems. Excretion. Excretion as removal of metabolic waste. Kidney forming urine as a consequence of maintaining the composition of blood. Structure of avian kidney. Mammalian and reptilian tubules. Consequences of uric acid as an excretory product. Reaction to stimuli. Need for body to react to stimuli. Sight and sound as main environmental stimuli for birds. Importance of day length in relation to egg laying and migration. Information reaches brain and spine via nerves. Nervous control is by information sent out via nerves. Endocrine glands produce hormones which circulate in the blood and exert chemical control. Role of hormones in growth, water balance, sexual development, behaviour, egg formation and ovulation. The Liver. This multipurpose organ could receive brief mention at appropriate points in above. Bile and enzyme production, storage, vitamin formation, removal of debris and urea formation. Digestive System. Position and relevant functions of beak, salivary glands, gullet, crop, gizzard, proventriculus, pancreas, liver, gall bladder and bile ducts, duodenum, small intestine, large intestine, caecae, cloaca. Reproductive system. Position and relevant functions of the ovary, infundibulum, magnum, isthmus, uterus and vagina. Formation and structure of an avian egg. Outline of the structure of male reproductive system. Respiratory system. The position and relevant functions. -2 -
4. Sequence of fertilisation, cleavage, gastrulation. Organ development, formation and function of the extra-embryonic membranes. Reproduction. Sexual reproduction involves sex cell formation in sex organs, fertilisation, cell divisions and differentiations. Suggested Learning and Teaching Approaches This module is concerned mainly with an understanding of the general organisation of the avian body, its development and the function of its organ systems. Students should be guided through the wealth of detail found in texts and long term recall of such detail should not be required. Relating to the Learning Outcomes: 1&2 These Learning Outcome could be undertaken by a series of short lectures by the tutor with note-making by the students. The student could refer to prepared diagrams, models and preserved preparations. Microscopic examination of cells, tissues and organs could be supported by hand-outs and reference texts. The emphasis should be on overall organisation rather than on detailed complexity. 3. Activities could include reading from books or hand-outs, examining models and dissecting the digestive, reproductive and respiratory systems of the fowl. Discussion with other class members and tutor and assembling facts and illustrations from a variety of resources into the required overview. 4. This Learning Outcome could be undertaken by a series of short lectures by the tutor with note making by the students. This could be supplemented by watching films and slide sets and the examination of microscope slides and preserved preparations. Assessment Procedures Acceptable performance in the module will be satisfactory achievement of the performance criteria specified for each Learning Outcome. Where cutting scores are stated these are intended to be for guidance. The precise cutting score for a test will depend on the difficulty of the test and will have to be decided by the Tutor aided by the Assessor. -3 -
The following abbreviations are used below: LO Learning Outcome IA Instrument of Assessment Performance Criteria LO1 IA Written test in which the student is given a gapped handout to complete. The handout will have 20 items for completion. The student: (a) (b) describes the general features of birds; explains the adaptation of the skeleton and muscles for movement in the air and on the ground. LO2 IA Identification exercise involving 20 items for identification. The student identifies the parts of the fowl from fresh, dissected and preserved specimens. LO3 IA Written test consisting of six structured questions on the structure and function of the reproductive, digestive and respiratory systems of the fowl. The student demonstrates a knowledge of: (a) the structure and function of the digestive system; (b) the structure and function of the reproductive systems; (c) (d) the role of hormones in growth, water balance, sexual development, behaviour, egg formation and ovulation; the main functions of blood and how it circulates in the body; (e) the structure and function of the respiratory system; (f) methods and mechanisms by which metabolic waste is excreted. -4 -
LO4 IA Written assignment in which the student uses supplied information and reference material to demonstrate a knowledge of the processes of sex cell formation and fertilisation. The student prepares a report on the main features of the embryological sequence of development of a fertilised egg. The report should include: (a) (b) accurate information; correct technical content; (c) an explanation of the processes involved; (d) use of correct biological vocabulary. Copyright SQA 1987-5 -