CENTER FOR INTERNATIONAL PROGRAMS & SUSTAINABILITY STUDIES
COURSE NAME: Principles of Human Physiology
COURSE CODE: HHD 2100
TOTAL CONTACT HOURS: 48
PROFESSOR: Olivia Segura Zacharkiewicz, MD, RDN.

COURSE DESCRIPTION
Human Physiology is the science which studies the body functions, in other words: how the human body works
in order to keep us alive. Even though, every one of us is different, the body functions follow similar patterns
as a whole which makes the comprehension of the processes simpler and more fascinating. In this course we
will understand how and why the body does what it does to work at its best, through interactive and fun activities
to make the learning process more fun and simpler.

AUDIENCE
This course is structured for International Students attending the Study Abroad program at Universidad Veritas
from different branches of health-related studies.

CONTENTS
Module 1. How the Human Body is organized I
• Basic chemistry of the body
• The Cell
Module 2. How the Human Body is organized II
• Epithelial Tissues
• Connective Tissues
Module 3. Movement I
• Skeleton
Module 4. Movement II
• Joints
• Muscle System
Module 5. Regulation Systems I
• Generalities of the Nervous System
• Brain and Cranial Nerves
Module 6. Regulation Systems II
• Sensory Nervous System
• Special Senses
Module 7. Regulation Systems III
• Autonomic Nervous System
Module 8. Regulation Systems IV
• Endocrine System
Module 9. Vital Function Systems I
• Cardiovascular System: Blood
• Cardiovascular System: Heart
Module 10. Vital Function Systems II
• Pulmonary System
Module 10. Vital Function Systems III
• Digestive System
Module 11. Vital Function Systems IV
• Metabolism
Module 12. Vital Function Systems V
• Urinary System

METHODOLOGY
This is a course of active interaction between the students and the professor, where knowledge is developed
through the participation of both parts. The completion of all the tasks assigned is mandatory in order to pass
the course and should be completed by the deadline assigned.

PERFORMANCE
The following activities will be used as evaluating evidence of student performance:
• Mind Maps: the students will prepare, summarize, extract and present the most important aspects
related to the subject assigned.
• Diagrams of systems: Students will make diagrams of systems analysis to develop their oral
communication, leadership and synthesis skills.
• Essay: each student will correlate the acquired knowledge with his or her own studies and predict
applications on their professional careers.

EDUCATIONAL RESOURCES
Lessons will take place online. Practice and reading material will be provided by the professor and the
university. In case of other needed literature, the student will have the availability of the university library to
check books and online resources.

ATTENDANCE POLICY
As the course will be part of the e-learning system, students are expected to attend the online classes and
participate in the activities assigned. The absence of one online class, is accepted, however if the student
misses two or more classes, he/she will automatically fail the course.

EVALUATION
The evaluation of the course will be based on the performance evidence (items) produced by the student and
the examination by the teacher using the criteria mentioned above. The following shows the details of each
one.
Mind Maps - 20%
Diagrams of Systems - 20%
Essay - 20%
Class assignments (including homework and forums) and participation - 40%
TOTAL - 100%

The following extends on the evaluation criteria of each part:
Mind Maps
This strategy helps to learn, summarize, code, organize, memorize, analyze and discriminate among the
different aspects of new knowledge. Mind maps will be produced in small groups and will be presented to the
class. This activity will take place twice and the subjects will be given by the teacher. Each mind map will have
a value of 10% and the evaluation criteria will be the following:
Indicator 
Excellent (100%)
Very good (99%-90%)
Sufficient (89%-70%)
Insufficient (69% or less)

Indicators:
Uses clear and representative images of the concept that is intended to manifest.
It starts from the center of the page, placing the central idea, developed outwards in a radiant way.
The central idea is represented with a clear and powerful image that synthesizes the general topic of the map.
The idea or central topic is linked with related ideas or sub-topics by means of branches and arrows.
Topics and sub-topics are articulated and in hierarchy in a clockwise direction.
Uses page space to balance ideas and sub-topics in a balanced way.
Underlines keywords by enclosing them in a color circle to reinforce the map structure.
Uses color to differentiate topics, their associations or to highlight some content.
Uses arrows, icons or any visual element to differentiate and clarify the relationship between ideas.
Organizes and represents in an organized way the information of the delivered document. Author's name,
course, level.
Design quality: attractive map without spelling mistakes, clean

Diagrams of Systems
This strategy promotes the synthesis of the acquired knowledge. There will be two diagrams of systems
assigned. Each diagram of systems will have a value of 10% and the evaluation criteria will be the following:
Indicator 
Excellent (100%)
Very good (99%-90%)
Sufficient (89%-70%)
Insufficient (69% or less)
There is evidence of brainstorming to achieve conceptualization
Sketches out the concepts making them more well thought
Executes and implements the schematic of the idea and applies it to the problem to be solved
Accurately describes several elements and synthesizes information read in tables, diagrams, mind maps, etc.
The log is done with creativity. It presents cleanliness and tidiness. It has good spelling and punctuation.
Development and process in design sketches are evidenced.
Formulates a reasonable analysis of the symbolic or metaphorical meaning of the acquired knowledge and is able to support the practice with evidence.
Uses varied criteria to self-evaluate its performance and disposition in the course week by week.

Essay
This assignment aims to make students reflect, integrate, and think logically of the relevance of the course in
respect to their own professional careers. This essay will be individual and will have a value of 20% of the final
grade. The criteria will be evaluated as follows:
Indicator 
Excellent (100-90%)
Very Good (89%-80%)
Good enough (79%-70%)
Insufficient (69% or less)
The essay includes 10- 12 pages that contain: cover page (1 page), introduction (1 page) essay body (7-9 pages), conclusions (1
page) and references (as many pages as needed)
Value 0.5

The introduction clearly states the main facts of the background, the research question that
the essay aims to answer and the objectives of the essay
Value 3.5

The essay follows a logical order with interconnected ideas that respond to the objectives of the essay
Value 5

There is a clear argumentative input that correlates literature, theory, and
the personal learning experience of the student
Value 5

Grammar and spelling follow high standards
Value 1

Conclusions are factbased, clear and reflect the opinion, findings and position of the author
Value 5

References are properly cited (Vancouver format) and all references are from verifiable, serious sources (preferably
scientific journals, books, avoiding websites)
Value 3

The essay follows the following specifications: Font Arial 10, 1.5 spacing, titles and subtitles properly categorized following a logical
order (bold, capital letters, italics, etc.), scientific names are italics, figures and tables properly presented
Value 2

Class assignments and participation
This rubric aims to motivate students to participate and challenge their learning skills and process the new
knowledge.
Indicator 
Excellent (100%)
Very good (99%-90%)
Sufficient (89%-70%)
Insufficient (69% or less)

Critical thinking
Uses and connects previous knowledge in the development of the subject.
Provides creative ideas and establishes  connections in depth and detail.
Timely participation
Responds consistently in less than 24 hours
Relevance of participation.
Contribution to group learning.

Bibliography:
1. Tortora G, Reynolds Grabowsky S, Sánchez Monsiváis R. Principios de anatomía y fisiología. México:
Oxford University Press; 2002.

*Course content subject to change