LSD142 Human Anatomy and Physiology

Unit Outline: College 2 2026, Kelvin Grove, Internal

Overview

A strong background in human body structure (anatomy) and function (physiology) is essential for students in professional health courses. In this introductory unit you will be provided with opportunities to investigate both theoretical and practical aspects of gross, systematic and microscopic anatomy. You will also review general physiological principles such as homeostasis and investigate how all the organ systems of the body contribute to maintaining internal balance. Knowledge and practical skills acquired in this foundational unit will allow you to engage with more advanced studies in human health.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Describe the structural organisation and complementary relationships that exist between tissue/organ structure and functions of each of the major organ systems.
2. Identify the major structures of the eleven organ structures of the human body using appropriate anatomical terminogy and detail.
3. Describe the basic physiological processes that underlie the functions of the major organ systems.
4. Work collaboratively in a team to demonstrate effective teamwork and communication skills to apply knowledge of anatomy and physiology in health contexts.
5. Recognise and explain anatomical variation phenotypes and their relevance to physiology in health professional contexts.

Content

Learning Approaches

Learning in this unit will facilitated through the provision of eContent on the unit Canvas site and weekly scheduled classes such as lectures and laboratory-based practicals. eContent includes information, digital resources and self-directed learning activities for you to engage with before/after class. Your laboratory sessions will include the examination of anatomical models and specimens of preserved human organs. Anatomical investigation of human donor material will allow you to explore the diversity of the human form through the identification of anatomical variation, as well as strengthen your understanding of tissue composition and the three-dimensional organisation of the human body. After your weekly classes, you should continue to engage with the unit resources to ensure you consolidate your understanding of unit content. 

Feedback on Learning and Assessment

Throughout the semester you will be provided with feedback on your learning and academic progress by participating in class activities with your classmates and/or teaching staff. You can also receive immediate feedback on your progress by completing the formative quizzes and self-directed learning activities available to you on the LSD142 Canvas site. You should use these resources to identify areas you might need to focus on or to modify your personal study approach. You will be able to review your performance following the group assignment in the middle of the semester. 

Assessment

Overview

There are three assessment items in this unit. These comprise: 1) a group assignment where you will work with a small team of students to create a role play of a health professional team using appropriate anatomical and physiological terminology to discuss a patient or community scenario, 2) a mid-semester examination that assesses your knowledge and understanding of concepts taught in the first part of semester and 3) a final examination that covers both physiological  concepts and practical identification of anatomical structures in the laboratory. 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Health professional role play

This role play will allow you to demonstrate your understanding of appropriate anatomical terminology and physiology knowledge through acting out a clinical scenario, where you will provide a description of a medical condition using anatomical terms, as part of a health team discussing a patient or community case.

You will work with a small group of your peers to record and submit a scripted 4-5 minute video in which each student speaks on camera without notes for at least 1 minute. The video will have two different sections: (1) a description using anatomical terminology that is suitable for the general public (patient, client, community member), and (2) a description of the case using anatomical terminology appropriate for medical or allied health professionals. All group members must have a speaking part within the video.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details page for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Mid-semester exam

The mid-semester examination will cover topics introduced in weeks 1 through 5. You will be required to identify different body regions/cavities, tissues and organs, and describe their function; and describe physiological concepts through the analysis of data. This exam will be presented as multiple choice and short answer questions and will be invigilated.  

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

Assessment: Final theory exam

This final examination will cover topics taught in weeks 7 through 13. You will be required to identify different body regions/cavities, tissues and organs, and describe their function; and describe physiological concepts through the analysis of data. This exam will be presented as multiple choice questions and short answer questions and will be invigilated.

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

Practicals will require personal protective equipment supplied by each student:
1. Laboratory Gown - Rear fastening 100% cotton or polyester/cotton mix
2. Safety eye protection glasses - selected and used in accordance with Australian Safety Standards
3. Fully enclosed non-slip shoes

Costs

Cost of lab gowns and safety protection glasses are the students responsibility.

Resources

Risk Assessment Statement

This unit includes a laboratory component. You are required to view a Health & Safety Induction video and complete an online health and safety quiz prior to being permitted into the laboratory. To access please follow this link Health & Safety Induction. A passing score of 10/10 is required and will be checked prior to entry to the first laboratory session. You may repeat the quiz until this score is achieved. You are also referred to the Faculty of Health's Health & Safety Web Site for further information.

The laboratory component involves the observation and handling of human donor material, including skeletal material, prosected regional anatomical specimens, and/or potted pathology specimens. Viewing and handling human donor material in this unit is voluntary; should you have any personal objections or cultural sensitivities to undertaking this activity you may choose not to participate in laboratory demonstrations that incorporate this material.

In order that you become proficient in necessary practical skills, you will be trained in the handling of equipment, materials and specimens normally associated with this discipline. Before being allowed access to the laboratory you will be required to review a series of online induction resources and material specific to this unit including the General Gardens Point Laboratory Practice and Cadaver Preparedness online resources, and successfully complete an online quiz associated with each of these inductions. You are required to adhere to the safety requirements outlined in this material, and exhibit professional and ethical conduct at all times when accessing human donor material. Check your Canvas site for information on how to access the induction and quizzes, and complete the student declaration of compliance.

If you have an underlying health condition or have any concerns in viewing and/or handling human donor material you are encouraged to consult the unit coordinator, as you may be required to take additional precautions on occasions or be offered alternative learning experiences.

Course Learning Outcomes

HC10 Undergraduate Certificate (Nursing)

1. Demonstrate foundational knowledge and skills relating to professional practice in nursing.
   Relates to: ULO1, ULO2, ULO3, Health professional role play, Mid-semester exam, Final theory exam
2. Apply critical thinking and problem solving skills to promote the health and welfare of individuals and/or groups in the community across the lifespan.
   Relates to: Health professional role play
3. Communicate effectively in an academic and professional manner.
   Relates to: ULO4, Health professional role play

HL10 Diploma in Health Science (Nursing)

1. Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
   Relates to: Health professional role play, Mid-semester exam, Final theory exam
2. Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
   Relates to: Health professional role play, Mid-semester exam, Final theory exam
3. Demonstrate the ability to apply communication and interpersonal skills to the promotion of positive outcomes in both academic and healthcare contexts
   Relates to: Health professional role play

HL11 Diploma in Health Science (Health Studies)

1. Demonstrate broad, foundational knowledge and skills for future studies in a range of health science disciplines.
   Relates to: ULO1, ULO3, Mid-semester exam, Final theory exam
2. Apply critical thinking, judgement and evaluative skills to the analysis and synthesis of a range of predictable problems related to the health and wellbeing of individuals and/or groups in the community.
   Relates to: ULO2, Health professional role play
3. Communicate effectively in an academic and professional manner to a range of audiences using a variety of formats.
   Relates to: Health professional role play
4. Demonstrate the ability to apply teamwork skills to work productively with others in addressing health and wellbeing challenges
   Relates to: Health professional role play

Unit Outline: College Summer 2026, Kelvin Grove, Internal

Overview

A strong background in human body structure (anatomy) and function (physiology) is essential for students in professional health courses. In this introductory unit you will be provided with opportunities to investigate both theoretical and practical aspects of gross, systematic and microscopic anatomy. You will also review general physiological principles such as homeostasis and investigate how all the organ systems of the body contribute to maintaining internal balance. Knowledge and practical skills acquired in this foundational unit will allow you to engage with more advanced studies in human health.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Describe the structural organisation and complementary relationships that exist between tissue/organ structure and functions of each of the major organ systems.
2. Identify the major structures of the eleven organ structures of the human body using appropriate anatomical terminogy and detail.
3. Describe the basic physiological processes that underlie the functions of the major organ systems.
4. Work collaboratively in a team to demonstrate effective teamwork and communication skills to apply knowledge of anatomy and physiology in health contexts.
5. Recognise and explain anatomical variation phenotypes and their relevance to physiology in health professional contexts.

Content

Learning Approaches

Learning in this unit will facilitated through the provision of eContent on the unit Canvas site and weekly scheduled classes such as lectures and laboratory-based practicals. eContent includes information, digital resources and self-directed learning activities for you to engage with before/after class. Your laboratory sessions will include the examination of anatomical models and specimens of preserved human organs. Anatomical investigation of human donor material will allow you to explore the diversity of the human form through the identification of anatomical variation, as well as strengthen your understanding of tissue composition and the three-dimensional organisation of the human body. After your weekly classes, you should continue to engage with the unit resources to ensure you consolidate your understanding of unit content. 

Feedback on Learning and Assessment

Throughout the semester you will be provided with feedback on your learning and academic progress by participating in class activities with your classmates and/or teaching staff. You can also receive immediate feedback on your progress by completing the formative quizzes and self-directed learning activities available to you on the LSD142 Canvas site. You should use these resources to identify areas you might need to focus on or to modify your personal study approach. You will be able to review your performance following the group assignment in the middle of the semester. 

Assessment

Overview

The assessment items in this unit consist of a group assignment where you will work with with a team of students to create a role play of a health professional team discussing a patient or community scenario using appropriate anatomical and physiological terminology.  Your final assessment is an examination at the end of semester covering both physiological  concepts and practical identification of anatomical structures in the laboratory. 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Health professional role play

This role play will allow you to demonstrate your understanding of appropriate anatomical terminology and physiology knowledge through acting out a clinical scenario, where you will provide a description of a medical condition using anatomical terms, as part of a health team discussing a patient or community case.

You will form groups of 3-4 students and will record and submit a 4-5 minute video in which each student will speak on camera for at least 1 minute. The video will have two different sections: (1) a description using anatomical terminology that is suitable for the general public (patient, client, community member), (2) a description of the case using anatomical terminology appropriate for medical or allied health professionals. All group members must have a speaking part within the video.

The role play will be captured and submitted as a video recording along with a script created by your group.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details page for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Final theory exam

This examination will involve observing anatomical models and analysing physiological data to assess your depth of understanding of anatomical terminology, your ability to identify different body regions/cavities, tissues and organs, and describe their function; and describe physiological concepts through the analysis of data. It will include short answer questions under timed conditions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

Practicals will require personal protective equipment supplied by each student:
1. Laboratory Gown - Rear fastening 100% cotton or polyester/cotton mix
2. Safety eye protection glasses - selected and used in accordance with Australian Safety Standards
3. Fully enclosed non-slip shoes

Costs

Cost of lab gowns and safety protection glasses are the students responsibility.

Resources

Risk Assessment Statement

This unit includes a laboratory component. You are required to view a Health & Safety Induction video and complete an online health and safety quiz prior to being permitted into the laboratory. To access please follow this link Health & Safety Induction. A passing score of 10/10 is required and will be checked prior to entry to the first laboratory session. You may repeat the quiz until this score is achieved. You are also referred to the Faculty of Health's Health & Safety Web Site for further information.

The laboratory component involves the observation and handling of human donor material, including skeletal material, prosected regional anatomical specimens, and/or potted pathology specimens. Viewing and handling human donor material in this unit is voluntary; should you have any personal objections or cultural sensitivities to undertaking this activity you may choose not to participate in laboratory demonstrations that incorporate this material.

In order that you become proficient in necessary practical skills, you will be trained in the handling of equipment, materials and specimens normally associated with this discipline. Before being allowed access to the laboratory you will be required to review a series of online induction resources and material specific to this unit including the General Gardens Point Laboratory Practice and Cadaver Preparedness online resources, and successfully complete an online quiz associated with each of these inductions. You are required to adhere to the safety requirements outlined in this material, and exhibit professional and ethical conduct at all times when accessing human donor material. Check your Canvas site for information on how to access the induction and quizzes, and complete the student declaration of compliance.

If you have an underlying health condition or have any concerns in viewing and/or handling human donor material you are encouraged to consult the unit coordinator, as you may be required to take additional precautions on occasions or be offered alternative learning experiences.

Course Learning Outcomes

HC10 Undergraduate Certificate (Nursing)

1. Demonstrate foundational knowledge and skills relating to professional practice in nursing.
   Relates to: ULO1, ULO2, ULO3, Health professional role play, Final theory exam
2. Apply critical thinking and problem solving skills to promote the health and welfare of individuals and/or groups in the community across the lifespan.
   Relates to: Health professional role play
3. Communicate effectively in an academic and professional manner.
   Relates to: ULO4, Health professional role play

HL10 Diploma in Health Science (Nursing)

1. Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
   Relates to: Health professional role play, Final theory exam
2. Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
   Relates to: Health professional role play, Final theory exam
3. Demonstrate the ability to apply communication and interpersonal skills to the promotion of positive outcomes in both academic and healthcare contexts
   Relates to: Health professional role play

HL11 Diploma in Health Science (Health Studies)

1. Demonstrate broad, foundational knowledge and skills for future studies in a range of health science disciplines.
   Relates to: ULO1, ULO3, Final theory exam
2. Apply critical thinking, judgement and evaluative skills to the analysis and synthesis of a range of predictable problems related to the health and wellbeing of individuals and/or groups in the community.
   Relates to: ULO2, Health professional role play
3. Communicate effectively in an academic and professional manner to a range of audiences using a variety of formats.
   Relates to: Health professional role play
4. Demonstrate the ability to apply teamwork skills to work productively with others in addressing health and wellbeing challenges
   Relates to: Health professional role play