Factors associated with student grades in Animal Physiology I

Students and faculty alike would like to know what factors are related to success in college courses. The purpose of this study was to evaluate factors that relate to a student’s success in Animal Physiology I (Phys I), an upper-level animal science course at the University of Arkansas. Student data were confidentially collected and coded. Data collected were student high school grade point average (HSGPA); composite ACT score; English, reading, math, and science subscores on the ACT; and student grades in English composition I and II, college algebra, chemistry, biology, microbiology, animal physiology II, and reproductive physiology. Prematriculation performance confirmed that students with higher HSGPA and (or) ACT scores had better grades in animal physiology I. However, ACT subscores were not more informative than the ACT composite score. Performance in prerequisite courses (chemistry and biology) was significantly related to student grades in Animal Physiology I. Student grades in related courses indicated the same results, that is, students that do well in high school tend to have better grades in college, including in Animal Physiology I

General Ecology: Animal Physiology

Animal physiology is the study of how animals work and the biological processes essential for animal life, at levels of organisation from membranes to the whole animal. It is closely linked with anatomy and with basic physico-chemical laws that constrain living as well as non-living systems. Despite these constraints, there is a diversity ofmechanisms and processes by which different animals work. The discipline of animalphysiology is underpinned by the concept of homeostasis of the intra- and extra-cellularenvironments, neural and endocrine systems for homeostatic regulation, and the variousphysiological systems including ionic and osmotic balance, excretion, respiration,circulation, metabolism, digestion and temperature

Comparative Animal Physiology

Exam paper for second semester 201

Monitoring: Syllabus division between teaching assistants (ta’s) and the improving in quality of teaching and supporting to the discipline of animal physiology II / Monitoria: Divisão de ementa entre monitores e melhoria na qualidade do ensino e suporte à disciplina de fisiologia animal II

This work is an experience report of academic teaching assistance activities carried out in the discipline of Animal Physiology II of the Veterinary Medicine course of Universidade Federal de Goiás (UFG), now Universidade Federal de Jataí (UFJ). The monitoring activities in Animal Physiology II were carried out in the first semester of 2016. The discipline had a workload of 96 hours, distributed in 8 weekly hours, whose weekly classes are 6 theoretical hours and 2 practical hours. During this semester, a new form of assisting students was implemented in order to assess the performance of students as well as the monitors involved in the discipline, allowing a more concrete learning and higher performance and dedication of teaching assistants throughout the monitoring assistances given to students in Animal Physiology II