SEMESTER 2 LEARNING AND FOCUS GROUP DISCUSSION … · SEMESTER 2 LEARNING AND FOCUS GROUP...

SEMESTER 2

LEARNING AND FOCUS GROUP DISCUSSION

GUIDELINES

Learning and Focus Group Discussion Guidelines Semester 2

First Edition

2014

Faculty of Veterinary Medicine, Universitas Gadjah Mada

Printed in Yogyakarta

Designed by: Team FGD

FACILITATOR BOOK

UNIVERSITAS*GADJAH*MADA*FACULTY*OF*VETERINARY*MEDICINE*

Address:'Jl.'Fauna'No.'2,'Karangmalang,'Yogyakarta'55281,'Indonesia'Phone.'0274D560862,'Fax.'0274D560861'

eDmail:'[email protected]''

FGD Book for Facilitator

Semester 2

Scenario 1-4

Integration and Synergy Courses:

•! Veterinary Physiology I •! Veterinary Biochemistry II •! Angiology and Neurology

•! Cytology, Basic Histology and Embryology •! Veterinary Basic Parasitology

First Edition

Year 2014

UNIVERSITAS!GADJAH!MADA!FACULTY!OF!VETERINARY!MEDICINE!

Address:!Jl.!Fauna!No.!2,!Karangmalang,!Yogyakarta!55281,!Indonesia!Phone.!0274Q560862,!Fax.!0274Q560861!

eQmail:[email protected]!!

Coordinator Chairperson: Prof. Dr. drh. Siti Isrina Oktavia Salasia Secretaries: •! Dr. drh. Untari, MP

•! Dr. drh. Amelia Hana, MP Members: Technical Practitioners:

•! Prof. Dr. drh. Pudji Astuti •! Prof. Dr. drh. Wayan T. Artama •! Dr. drh. Rini Widayanti, MP •! drh. Dwi Liliek Kusindarta, MP., Ph.D •! drh. Ariana, M.Phil •! Dr. drh. Raden Wisnu Nurcahyo •! Drh. Dwi Priyowidodo, MP. •! Heru Dwiatma. S.Pt., MM •! Nurika Puspitasari, SH.

Facilitators: •!Dr. drh. Amelia Hana, MP •! Prof. Dr. drh. Pudji Astuti, MP. •! drh. Yudha Heru Fibrianto, MP., Ph.D. •! drh. Sarmin, MP •! drh. Claude Mona Airin, MP. •!Dr. drh. Rini Widayanti, MP •! Prof. Dr. drh. Wayan T. Artama •!Dr. drh. Aris Haryanto, M.Si. •!Dr. drh. Trini Susmiati, MP •! drh. Aris Purwantoro, M.Si. •! Dr. drh. Tri Wahyu Pangestiningsih, MP. •! drh. Teguh Budipitojo, MP., Ph.D •! drh. Dewi Kania Musana, MP •! drh. Ariana, M.Phil •! drh. Dwi Liliek Kusindarta, MP., Ph.D •!Dr. drh. Hery Wijayanto, MP. •! drh. Woro Danur Wendo •! drh. Dwi Priyowidodo, MP. •! drh. Eryl Sri Rohayati, SU. •!Dr. drh. Joko Prastowo, M.Si. •!Dr. drh. Raden Wisnu Nurcahyo •! drh. Ana Sahara, M.Si.

COMPILER TEAM

Education goals of Faculty of Veterinary Medicine Gadjah Mada

University (FKH UGM) which has been set in Renstra FKH UGM 20013-2017 are generating competent veterinarian in handling animal diseases and harmonizing animal health, human and its environment health, as problem solver pioneer of animal health problem, and ready to carry technical duties that fulfill standard competency of veterinary profession. Therefore it needs Higher Education curriculum that adjusted and harmonized to existing needs and developments, assessed periodically minimum once in 5 (five) years so that it fits to needs and demands of Higher Education graduates public user. Faculty of Veterinary Medicine hereafter, develops new curriculum with competency basis with SK Rektor (Rector Decree) No: 484/SK/HT/2013 on 24 July 2013, starting effectively since academic year of 2013/2014.

Main competency of Program Study FKH UGM graduates that develops in that curriculum is adjusted with mutual agreement in Provisions of Professional Education of Veterinary Assembly of Indonesian Veterinary Association (9 competencies), added with 9 supporting competencies. that are development and characterization of Faculty of Veterinary Medicine UGM competencies

Learning method applied is Student Teacher Aesthetic Role-sharing (STAR) or Student Centered Learning plus (SCL+) that combine Teacher Centered Learning (TCL) and Student Centered Learning (SCL) proportionally according to learning outcome that will be achieved in learning. STAR principle is existence of harmonious relationship between lecturers and students, enhancement of reciprocal learning partners between students and lecturer, so Patrap Triloka is created, ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani, lecturers properly becomes an example in front of students, motivates in the middle, gives supports behind with lecturers authority so that the students will develop. Harmonius relationship between lecturers and students is created since the beginning of the lectures through interaction in class and more

focus through tutorial in Forum Group Discussion (FGD), and added with guidance to students to be long life learner.

Lecture delivery method in class is done by cooperative learning method, lecturers deliver materials and discussion, deliver what will be learn and why it needs to be learned by the students. On the inaugural lecture, coordinator of the Course (MK) deliver learning contract to students, learning contract content is suitable with Plan of Semester Learning Activities Program (RPKPS) that has compiled by lecturers team, introducing all lectures with each of their expertise with goal that the students know the lecturers and their expert since the beginning of the lecture, so that the lecturers are expected to be a role model for their students. After lectures in class are done, it is followed by tutorial activities in small classes thorugh FGD for SCL application. Delivery method in FGD at the beginning of the semester is done with collaborative learning method, while for the next semester it can be done using competitive learning, case-based learning, research-based learning, problem-based learning, and other way used according to learning goals.

This learning and FGD guidelines book is used for lecturers/facilitators in delivering lecture materials and guiding FGD process and students in doing FGD program. We wish that output result in this learning and education process in Faculty of Veterinary Medicine UGM is able to prioritize intellectual ability for sharpening hard skills and improving soft skills based on moral and veterinary ethic, can conduct its students to achieve competencies that have set.

February, 2014

Dean

PREFACE

Focus Group Discussion is done through discussion inside small

classes to discuss existing tasks in a designed scenario so that students can understand significantly, deeply, not only in the form of theory but more realistic in the form of scenario through synergy and intregation of MK Veterinary Physiology I, Veterinary Biochemistry II, Angiology and Neurology, Cytology, Basic Hystology and Embryology, and Veterinary Basic Parasitology. Integral discussion from various MK aims to support achievement of curriculum learning competency of Faculty of Veterinary Medicine.

Page

Preface ............................................................................................ iv Introduction .................................................................................... vi Table of Contents ........................................................................... vii Learning Goals ............................................................................... 1 Learning Scheme ........................................................................... 3 Learning Outcome ......................................................................... 4 Learning Activities ......................................................................... 6 Assessment ...................................................................................... 9 Blue Print of Assessment ............................................................... 10 Instructions for Facilitators ............................................................ 11 References ...................................................................................... 12 Scenario 1: Nervous System and Protozoa ………………. Scenario 2: Digestive System, Nematode, Trematode and Cestode …………………………………………………… Scenario 3: Circulatory System and Trematode …………. Scenario 4: Reproduction System, Cestode and Ectoparasite ……………………………….........................

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vi 1 2 3 6

12 13 14 28 30 32

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INTRODUCTION TABLE OF CONTENTS

General Instructional Goal Students are able to understand MK that learned trough implementation of intregration and synergy among MK to complete/ improve/ sharpen each other and share scientific, skill and behavior concepts. Specific Instructional Goal Students are able to understand significantly of MK Veterinary Physiology I, Veterinary Biochemistry II, Angiology and Neurology, Cytology, Basic Hystology and Embryology, and Veterinary Basic Parasitology that mutually synergized and intregrated in a scenario to be discussed.

LEARNING GOALS LEARNING SCHEME

FGD Semester II

Physiology Veterinary I

Biochemical Veterinary II

Angiology and

Neurology

Veterinary

Basic Parasitology

Cytology, Basic

Hystology and Embryology

Scenario 1: Understanding nervous system through learning

integration of macro and micro-

anatomy, physiology,

biochemical, and recognizing

various types of parasites

Scenario 4: Understanding

reproduction system through learning

integration of macro and micro-anatomy,

physiology, biochemical, and

recognizing variety of parasites disturbing

reproduction system


digestive system through learning



recognizing variety of cestode and

nematode parasites


circulation system through learning



recognizing variety of trematode

parasites

Synergy and intregation among courses to build deeply and comprehensively understanding to reach competency

Integral discussion from various MK through scenario in FGD aims to support curriculum competency learning achievement of Faculty of Veterinary Medicine. Learning outcome of MK Veterinary Physiology I:

Students are able to explain basic functions, integration of nervous system and muscles, circulation system, respiration, termoregulation, endocrinology and digestion, and able to understand physiological concept related to other sciences. Learning outcome of MK Veterinary Biochemistry II:

Students are able to explain, understand, inform, compare and analyze various biochemical processes, such as enzyme kinetics and performance, vitamin role, mineral and hormones, bioenergeticity, metabolism of various biomolecule of carbohydrate, lipids, protein, nucleic acid, RNA and DNA in animals. Students are expected to be able to sharpen skills in doing cholesterol testing from various bllod (poultry and mammals), carbohydrate identification, protein isolation and DNA from various animals and able to do DNA and protein electrophoresis.

Learning outcome of MK Angiology dan Neurology:

Students are able to understand and explain the definition of central nervous, peripheral nervous, somatic nerves, autonomic nervous (sympathetic and parasympathetic), sensory, motoric; able to understand morphology of nervous system including morphology of encephalon and spinal cord and their parts including cranial nerves and spinal nerves, types, natures and innervated tissues; understand morphology of cor and their parts and blood vessels that out or heading to cor, blood vessels in the cranium, cervical, thorax, abdomen, and extremities also innervated tissues; understand the lymphatic system: nodes / lymph nodules, lymph centers, and limpo gland; understand sensory organs including skin, eyes,

ears, nose, tongue and able to explain the differences in various domestic animals. Learning outcome of MK Cytology, Basic Histology and Embryology:

Students are able to understand microscopic structur of cell and components of the cell in supporting general function of the cell; able to understand microscopic structure of tissues (basic structure and characteristics of connective tissues, epithelial, muscles, nerves in the body); able to explain the function of each tissues component in supporting general function of the tissues; understand the embryonic development stages of domestic animals since the occurrence of fertilization, then continue to the stage of morula, blastula, tubulasi, organogenesis stages that occurs during the period of fetus; understand some teratogenic agents/materials causing impaired development of embryo or fetus; Able to relate variaties of cell shape with nucleus shape; able to analyze interaction of each cell and constituent tissues of the body in operating general function of tissues; able to compare microscopic picture of 4 types of organ constituent tissue, able to compare ovum types and shape in domestic animals; skillful in observing cell shape, nucleus shape and nucleus position, tissues shape microscopically; skillgul in observing zygot development that have cleavage and fetus development microscopically. Learning outcome of MK Veterinary Basic Parasitology:

Students are able to understand the important meaning of parasitology in veterinary; understand the concept of parasitology and the relation with other sciences especially animals pathology; understand about parasites life including: symbiosis and parasitism, parasite types, host and host types, parasites stages, life cycle and reproduction; understand the varieties of pathogen organism and their life patterns; master the problems of illness causes in animals and can use it in a differential diagnosis of a disease.

LEARNING OUTCOME

TUJUAN PEMBELAJARAN

This learning activities series is prepared to direct the students reach learning goals: 1.! Learning Method

Learning method used is through Student Teacher Aesthetic Role-sharing (STAR), by combining proportionally between teacher centered learning (TCL) and student centered learning (SCL) according to learning outcome that will be achieved. STAR principle is harmonius relationship between lecturers and students, enhancement of reciprocal learning partners between students and lecturer, so Patrap Triloka is created, ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani, lecturers properly becomes an example in front of students, motivates in the middle, gives supports behind with lecturers authority so that the students will develop. Harmonious relationship between lecturers and students is created since the beginning of the lectures through interaction in class and more focus through discussion activities in forum group discussion (FGD), and students guidance to be a long life learner.

2.! Lectures

Lectures method is used by lecturers delivering/presenting materials and discussion, delivering what will be learned by the students and why should it be learned. On the inaugural lecture, coordinator of the Course (MK) deliver learning contract to students, learning contract content is suitable with Plan of Semester Learning Activities Program (RPKPS) that has compiled by lecturers team, introducing all lectures with each of their expertise with goal that the students know the lecturers and their expert since the beginning of the lecture, so that the lecturers are expected to be a role model for their students. Plan of Semester Learning Activities Program (RPKPS) and teaching

materials must be given to students to be copied (or given to Library as narration/ reference/ students learning materials). Coordinator of MK introduces all of lecturer team and facilitators involved from each divison with each expertise. In applying curriculum competency basis, lectures are held by combining with group discussion in small classes, aim to make students obtain enough lecture materials and followed by self study time addition. Lectures are held based on specified learning outcome in reaching competencies. Integration and synergy among courses are held through FGD that discuss certain scenario, to increase and sharpen students understanding. Lectures can be held between FGD schedule, to give chance to student for clarifying and discussing unanswered students question in group discussion.

3.! Group discussion in FGD with facilitator mentoring

FGD is scheduled twice a week. If facilitator could not come because of certain reasons, it should be substitute by other facilitator. If at the fixed schedule the facilitator has not come yet, relevant students group should inform academic as soon as possible. During discussion process, all of the groups should bring relevant learning sources that might be needed during tutorial. To reach learning goals in the first semester, collaborative learning method is used, that held in twice discussion meeting in discussing one same scenario. Basic questions that should be underlined are: What have we known? What else that we expected to know?

First FGD: !! All students are divided into 11 classes, each of class consists of 15-

18 students !! Facilitator explains the discussion process and scenario for discussion !! Facilitator divides the class into small groups of 5-6 students !! Facilitator asks each students to read the scenario relevant to

materials learned

LEARNING ACTIVITIES

TUJUAN PEMBELAJARAN

!! Facilitator asks the students to do task relevant with perception and solution towards cases/problems in scenario

!! Facilitator asks students to discuss their work results in each of their small groups, led by one of the students (as chairman) helped by one students (as secretary)

!! Facilitator asks each of small groups discuss the group agreement !! Facilitator asks each of the students to make report of discussion

results with by searching reference sources as wide as possible. Contents of the report are: discussion topic, learning goals, learning scheme, analysis, conclusion, learning outcome (explaining students ability after discussing topic in scenario), references.

!! Facilitator asks every small groups prepare their discussion results in the form of power point that presented by one of the group representatives in the second FGD meeting.

Second FGD: !! Facilitator asks every students to submit complete report !! Facilitator asks each of the group to present group discussion result !! Facilitator asks other groups to give feedback to presentation result Facilitator Job: !! Directing and facilitating the discussion, lecturers put themselves as

trend setter applying patrap triloka ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani (in front becomes example, in the middle motivates, at behind gives support with lecturers authority so that students can develop).

!! Giving assessment to students activities during discussion in the first and secon FGD, with assessment through 3 aspects: 1. A = Attitude (mental and manner) = affective 2. S = Skill (competent, expert, adaptable to positive competency) = psycomotor 3. K = Knowledge (building intellectual capital) = cognitive

4.! Group discussion without facilitator mentoring

According to group needs, students can held a meeting without facilitator. Aims of this discussion are varies, for example, identificate theoritical questions, identificate group learning goals, ensure that group have already submitted all of the informtion needed, and identificate practical questions.

5.! Practicum

Held by Laboratorium in Division to enrich students understanding about discussed concept related to science development. Exerciese to improve skills that needed by veterinarians to fulfill their competencies also given intensively (such as communication with clients skill, clinical skill, etc.)

6.! Expert consultation

This activity is held based on needs and held by groups of students, by directly contacting the relevant competent lecturer. It is very recommended for the chairman of the group make an appointment before with the relevant experts.

7.! Self study

As mature learner, students are expected to able to applied self study, a kind of important skills for developing personality and career in the future. This skill including ability to find personal interest, find more information from various learning sources, decided the appropriate learning style, and indentificate further learning needs. Students will not feel enough to study only from lecture notes or text books. Self study is th emost important character of SCL approach, and in the certain level, study will be an unlimited journey.

8.! Class discussion Class discussion can be held through lectures between FGD schedules. The aims of this discussion are to give explanation and compare learning process among groups to prevent wrong direction groups in the discussion. All of the groups can propose certin issues

to be discussed, and facilitator or lecturers will answer questions based on their own competencies.

Some assessments to evaluate students learning results achievement: 1.! Formative Exam

Students will be given series of pre-test or post-test during lectures. This test is unscheduled, so that will force students to learn the materials since the beginning of learning. This test gives contribution to students final grade. So that, if there is a students disturbed in their final tests, this tests will help the final grade result.

2.! Summative Exam This exam is done in the mid-semester (mid-semester exam/ UTS) and semester final exam (UAS). Students should prepare themselves to take summative exam. A mature learner can achive better result because she/he can utilize time effectively to achieve goals.

3.! Remidial Exam

Students are possible to tak eremidial exam to improve grades of certain MK that failed. This exam is held at the end of final semester exam.

ASSESSMENT

STUDENTS ASSESSMENT COMPONENTS "! FGD 15 % "! Practicum 25% "! UTS+UAS 60 % Types of question: - MCQ with answer types of a, b, c, d, e - Essay - etc.

E PRINT PENILAIAN Theoretical Background MK Veterinary Physiology I: Nervous System

Nervous system is major system of the body that coordinates the body and some concepts included in the nervous system so the understanding of this system is needed to understand the other systems in the body. Symptoms that appear in this system disorders are abnormalities in movement, locomotion and posture. Nervous system is controller and regulator of all systems in the body of living organisms. An individual can do things such as running, responding to pain, burning sensation and can interpret all forms of stimuli are real examples of the nervous system role. Therefore the nervous system occupies the highest hierarchy in studying physiology sciences. The nervous system is a system that have major role in coordinating system in the body. Some concepts in the nervous system should be understood in order to understand other systems. Understanding peripheral nervous system is important if we are going to study reflex, in which the body's reflex control is an important function.

Nerve Cell

There are 2 types of cells in the nervous system that are neurons and neuroglial cells or usually called glial cells. Each cell has different function but both similarly have important role. According to Cunningham (2007) it is estimated 10 trillion neurons cells in the vertebrate nervous system with estimation of 10-50 times more than glial cells. The main function of neurons is to continue the existing impulse, whereas the function of glial cells is to produce myelin and growth factor

BLUE PRINT OF ASSESSMENT

INSTRUCTIONS FOR FACILITATORS

of nerve cell and keeping the concentration of potassium and neurotransmitters.

Stimuli change into impulses

A stimulus can only be passed if it can be converted into impulses. Change into impulse is a process that raises potential changes. Some books mentioned that impulse will appear if there is potential action. Under normal circumstances the membrane potential is in the resting state. In this condition, there is no potential difference. Consentration of intracellular and extracellular ion is similar. This thing does not mean that there is no ion migration. In the resting state, only small ions that can pass, and even the amount of outgoing and incoming are similar (K ions out of the cell while Na ions enter the cell). If the measured at the resting state, electrical nerve cells is - 70mV. Muscle contraction

Muscle contraction occurs through a series of events as follows: nerve impulse walked to the T tubules until reaching the cytoplasmic reticulum, so Ca++ is released. Ca++ binds to troponin protein, resulting in position change of the tropomyosin that causes the active site on the actin molecule is opened, thus allowing actin and myosin interact. In contrast to the smooth muscle that has no T tubules.

Cardiovascular system

Physiology of cardiovascular system is the study of the function of the heart, blood vessels, and blood and its components. The main function of this system is transport of blood circulation which circulates essential substances needed by the body cells for health and life. The essential substances intended are oxygen and nutrients needed by every cell in the body. Blood also functions to bring CO2 and other metabolites result from metabolic waste to be brought to lungs, kidneys or liver where such substances will be excreted. The substances carried by the blood are needed by every cell of the body including oxygen, glucose, amino acids, fatty acids, and fats in various forms. As it has already mentioned, the

blood will also carry metabolic waste such as CO2, nitrogen as metabolic waste of protein and body heat although body heat production is metabolites result in cell and not as include metabolic waste, heat transport is urgently needed. The heat will be distributed throughout the body up to the cell surface, it keeps the cell to not have high heat increase and will have impact on cell dysfunction. Blood also transports chemicals in the form of mesenger. Hormones are substance that synthesized, produced and secreted by cells of an organ and will be transported to other organs according to its function. For example, insulin is produced by cell in pancreas and transported through blood circulation throughout the body, insulin will be used to tie glucose that will be neded by cell for metabolism. Heart

Heart is a pump that has valvula so that creates blood flow in only one direction. Heart functions as a transportation tool, which transports oxygen (from pulmonary to tissues), carbon dioxide (from the tissues to pulmonary), food substances from the digestive tract to cells throughout the body, metabolites (from body cells into ren), hormones (from endocrine glands to various body organs), and heat. Cardiac cycle is the sequence of events that occurs during one stroke or heart contractions consisting of systole and diastole, so there are some terms that should be understood to facilitate understanding of cardiac physiology. Stroke volume is the amount of blood volume. If some of the blood volume that pumped from each ventricle during one minute is known as cardiac output, while the number of heart beat for one minute is called heart rate (heart rate). Systole is heart contraction while diastole is heart relaxation.

At heart, there is a konduktorium system consisting of nodes sinoatrialis (NSA), node atrioventrikularis (NAV), Bundle of His, and Purkinje system. Early formation of cardiac impulse is from NSA, so the NSA is termed as cardiac pace maker. NSA is located at the estuary of vena cava in the right atrium so that impulses in the form of blood flow will touch NSA before finally enter the heart. NSA is a collection of heart cells that had specialization. Impulses that touched NSA later will spread

to entire wall of the atria causing atria bersistole. Amount of impulses made in NSA will determine amount of heart rate. Impulses that have been spread to entire wall of atria will touch NAV, impulses from this NAV will be forwarded to ventricle muscles through bundle A-V (Bundle of His) and Purkinje plait. After impulses reaching muscles in ventricle, it will cause contracted ventricle. Blood Vessels

Generally, blood vessels are structured of three layers. The outermost layer is composed of elastic tissue which allows blood vessels to contract. The middle layer consists of smooth muscle and contains many elastic fibers. The deepest part is endothelium lining that is a single layer of flattened epithelial restricting vessel cavity. 1. Arteries Arteries have thick elastic layer, making them strong and elastic. Large artery branches into smaller arteries, then branches out again until it reaches the smallest arteries, called arterioles. Blood flow in arteries directed away from the heart. Blood flow is influenced by the strength of heart muscle contraction. 2. Veins Unlike arteries, elastic layer in veins is thinner than arteries, so it is not as strong and flexural as arteries. Large vein branches into smaller veins, then branches out again until it reaches the smallest veins, called venules. From the inner wall of the veins, valve retaining backflow of blood is appeared. Venous blood flow directed closer to the heart. Blood movement in veins is strongly influenced by the contraction of skeletal muscle. 3. Capillary Capillaries are the smallest blood vessels with diameter in the amount of a red blood cell sized 7.5 microns. The number of capillary vessels in humans is very much, it has calculated that the human total capillary length is 90,000 kilometers, a very large number for substances exchange between blood and tissue. Blood flows to the body organs continuously according to body needs.

Blood Blood components other than fluids also consist of non-fluid

component consisting of red blood cells, white blood cells and platelets. The blood functions are to transport food from the intestine to the tissues, transports oxygen from the lungs to the tissues, transports metabolites from various tissues to excretion organs such as kidney, transports hormones from endocrine glands to other organs, as one of the regulatory factors of body temperature by transporting heat from cell to the body surface. Moreover, the blood also helps in maintaining balance of water as buffer, such as sodium bicarbonate contained in the blood functions to regulate pH balance so that the pH of tissues and body fluids are constant. Blood components that are equally important is platelets, these cells will help preventing excessive blood loss during the injury. Mechanism that is done by the platelets is activation of the blood coagulation factors that exist in the body. Thermoregulation

Thermoregulation is a mechanism used by animals and humans to maintain their body temperature. In humans, this mechanism is used to maintain body temperature in about 98,6oF or about 37°C, but in animals, heat setting depends on physiological organ in belonging heat setting or behavior. In animals, there are two basic types of thermoregulation: physiological and behavioral. Physiological thermoregulation is response done by the body in helping organisms to adapt with environment. One of the examples of physiological thermoregulation in responding to environmental response are sweating and shivering, body works to maintain homeostasis. That response can be done because certain human and mammals have had perfect heat setting organs, while in the lower animals including reptillia, body heat regulation is only done with behavioral thermoregulation referring to behavior such as basking under the sun to warm or soak in water cold.

Mechanism of body temperature regulation Principally, in regulating heat should be balance between internal

and external environment or called homeostatis. Likewise for body temperature, there is should be balance between production and disposal of heat. In that regulating heat there are 3 main components that are receptor, control center, and effector which works by feedback system either positive or negative. Negative feedback mostly happens in heat regulation where a work mechanism is ended with stoppage process or “OFF”. In humans and some mammals, heat regulation center happens in hypothalamus. Heat forming happens in posterior hypothalamus, while heat disposal happens in anterior hypothalamus. Poikiloterm, Homeoterm

Based on responses to environment, thermoregulation types are divided into 2 major categories that are poikiloterm and homeoterm. Because poikiloterm animals have not had perfect heat setting, then these animals body temperature regulation tends to adjust to external environment without any behavioral intervention. Examples of poikiloterm including "cold-blooded" animals like most fish, amphibians, and reptiles. On the other hand, animals with homeoterm type have had heat setting organs to regulate their body temperature, body temperature of homeoterm is unlike in poikiloterm. Indeed, all homeoterm maintain high body temperature in the range of 36 to 42°C and including "warm-blooded" animals, such as birds and mammals. Endocrinology

Endocrinology and reproduction physiology are a developed science and cannot be separated from animals physiology. As it seen from the philosophy study, the main purpose of a farm is developing a number of animal populations in line with the pace of economic development. Due to growth and reproductive processes of animals is mainly controlled by the hormone it is not surprising that physiology becomes very important. Furthermore, the development of a farm has very important contribution to human health. To maintain and increase wanted standards,

we should always try to search and create effective and efficient animals production. This relationship is very depending on human in managing domestic animals as food sources significantly in fulfillment of animal protein in line with population growth.

There are several types of cells chemically recognition including autocrine, paracrine, endocrine and exocrine. Autocrine is substance releasing that is going to affect the cell itself. E.g.: norepinephrine secretion which further will inhibit norepinephrine cells in the same cell. Paracrine is substance releasing that is going to affect the nearby cells. For example, the presence of a response to the emergence of inflammation, where histamine will be secreted by mast cells in tissue damage areas. For autocrine and paracrine, substances are not passed into the blood vessels, but through the interstitial fluid then brought diffusily to target organ. Endocrine is a substance that is released into the blood vessels and act on target tissues that have certain distance. Exocrine, is secreted substance on the surface of the animal's body, including the surface of intestinal and other internalization structures. Hormone grouping based on chemical structure and function:

Based on its chemical structure and functions, hormones are divided into some groups that are: a. Hormones Amine: including catecholamines, epinephrine and norepinephrine, as well as hormone produced by the thyroid gland, a small molecule comes from amino acid derivative. b. Prostaglandins: (or called eicosanoids) is hydroxy unsaturated fatty acids that are synthesized in membranes of fatty acid chain C-20. c. Steroid hormones: (eg. Testosterone and estrogen) is cyclic hydrocarbon derivative that is synthesized from cholesterol steroid precursor acid. Some other steroid hormones include: β estradiol, dehidroepiandrosterone, cortisol, aldosterone, 125-dihydroxyvitamin D3. d. Polypeptide and protein hormones (eg. Insulin), is a most large complex hormone (Figure 3). Other polypeptide hormones include growth hormone (GH, growth hormone), thyrotropin (TSH, thyroid stimulating hormone), ACTH (adrenocorticotrophic hormone), β lipotropin, β

endorphine (part of intermedia- like cells), α-MSH (from pars intermedia), β-like corticotropine intermedia (CLIP, from the intermedia), prolactin (PRL), LH (lutenizing hormone). Levels of α and β-MSH has low levels. The most interesting thing is that MSH receptors will be activated by ACTH because the first 13 amino acid in the ACTH-containing α-MSH sequence. For this reason, ACTH has an important contribution in skin pigmentation. Endocrine system and nervous system are integrated to control physiological processes

The endocrine system interacts with other major regulatory system that is nervous system coordinating activities that require rapid control. Example of these two systems close interaction is breastfeeding reflex that causes milk droplets. Breastfeeding causes spreading of nerve impulses from the mammary gland to the hypothalamus (via the spinal tract). Neurosekretori neurons in the supraoptikus nucleus and paraventrikularis are stimulated to synthesize oxytocin. Furthermore, oxytocin is transported along the axon nerves, released at the ending nerve in the posterior pituitary into the blood circulatory system. Oxytocin is brought into the mammary gland and led to the contraction of myoepithelial cells. Those cells wrap around the alveoli, the smallest unit of milk-producing cells. The result is the movement of milk into large cisterns near the nipple, and then to the nipple. MK Veterinary Biochemistry II: Metabolism of Macromolecules (carbohydrates, lipids), Photosynthesis and Bioenergy

Cellular metabolism is all chemical reactions processes that occur in living cells. Metabolism is often defined as the ability of cells to form and produce energy for the organisms survival obtained from sources in our environments. The total number of chemical processes occured within living cells that can produce energy to live, division, reproduction, movement and elimination of waste materials is also part of the

metabolism description. Broadly metabolism is classified into two activities known as: Anabolisme is formation process of complex molecules/macromolecules from its precursor, while Catabolism is parsing of complex molecules/macromolekul into simpler molecules or its constituent monomers. In these biological process, energy is required to form macromolecules, whereas energy is produced in macromolecules decomposition process, therefore there are some terms that need to be understood as: •! Catabolic pathways release energy by breaking down complex

molecules into simpler compounds •! Anabolic pathways consume energy to build complex molecules

from simpler ones •! Bioenergetics is the study of how organisms manage their energy

resources Cells have compartments or organelles that perform various special functions either in forming or decomposing macromolecules. To know the role of those various organelles can be seen in these pictures:

In the process of macromolecules decomposition to produce

energy for organism survival, then the body will degrade carbohydrate from foods or carbohydrate reserves in the form of glycogen (mammals) will be degradated, then lipid and recently conducted protein degradation if the two macromolecules are not exist. Otherwise, if the food we eat excesses required energy needed by the body, glucose or fatty acids will go to anabolism tract to produce macromolecules that then stored in the form of glycogen for mammals or amylum/starch/sucrose in plants. In plants through photosynthesis process energy is produced by sun shine helps in ligh reaction while in dark reaction, macromolecules (amylum/sucrose) are produced whereas in mammals respiration process produce energy from macromolecules degradation.

How the food is parsed mechanically and enzymatically can be followed in this description: •! Food is digested to break it into smaller pieces – no energy

production here •! Glycolysis – coupled reactions used to make ATP: 1. Occurs in

cytoplasm, 2. Doesn’t require O2 •! Oxidation – harvests electrons and uses their energy to power ATP

production: 1. Only in mitochondria, 2. More powerful

Macromolecules catabolism:

Glycolysis. Each reaction shown is catalyzed by a different enzyme. In the series of reactions designated as step 4, a six carbon sugar is cleaved to give two three-carbon sugars, so that the number of molecules at every step after this is doubled. Steps 5 and 6 (in the yellow box) are the

reactions responsible for the net synthesis of ATP and NADH molecules (Molecular Biol. of the Cell,2012) MK Angiology and Neurology: Macroanatomy of Nervous System Nervous system basically can be classified into 2 parts:

1.! Central nervous system (CNS) consists of brain/encephalon and spinal cord

2.! Peripheral nervous system consists of nervous that comes from either encephalon or spinal cord and ganglion.

Somatic nerves innervate the somatic organs (skin, skeleton) Visceral nerves innervating visceral organs. Visceral motoric nerves are autonomous so it is called autonomic nervous too. Macroscopically, encephalon consists of 3 parts

1.! Cerebrum (Large brain) / telencephalon 2.! Cerebellum (Small brain) / some of metencephalon 3.! Brain stem/ diencephalon, mesencephalon, pons, and medulla

oblongata

•! Cerebrum is derived from telencephalon, the largest part of the brain, is in pair, oval-shaped, mostly located in the rostral cavum cranii and separated from cerebellum by transverse fissure. The cerebrum is divided into several lobes according to its surrounding bone cranium: the frontal lobe, temporal lobe, parietal lobe, and the lobe osipitalis.

•! The edge part of cerebrum is called cortex, is composed of neurons cell bodies, gray coloured so it is called substansia grisea. Part of the cerebrum cortex forms inside curvatures (sulcus) and protrusion (gyrus) to expand surface so that number of neurons is increase. The number of sulcus and gyrus is an indication of the individual intelligence.

•! The interior of the cerebrum is called the medulla, composed of nerve fibers which are mostly myelinated so it looks white, called substansia alba.

•! The cerebellum is derived from the metencephalon, oval and irregular-shaped, located in the posterior cavum cranii above partly posterior of the brain stem. Like cerebrum, the cerebellum cortex also gray colored, forming inside curvatures, called fissures, and composed of neurons. In medulla is also composed of subtansia alba that is nerve fibers especially wrapped so the color is white.

•! Brain Stem is the cerebrum and cerebellum attachment place; located in ventral, pars posterior encephalon. There is a collection of nerve cell bodies (called nucleus) and nerve fibers.

•! The lower part of the brain consists of medulla, pons, metencephalon, diencephalon, cerebellum and basal ganglia that are responsible for managing unconscious coordination such as controlling blood pressure, respiration rate, and balance.

•! The entire CNS is surrounded by a protective layer called meninges. Meninges consists of piameter, arachnoid, and durameter. The innermost layer, piameter, which is a single-layered thin connective tissue (fibroblasts), connected to the outer edge of the brain and spinal cord. The middle layer is arachnoid, also composed of connective tissue (fibroblasts) shaped like spider's web. Between piameter and arachnoid there subarachnoid space containing cerebrospinal fluid.

•! The outermost layer of meninges is durameter, a dense and thick connective tissue functioning to protect the central nervous system.

•! In the central nervous system, there are cerebrospinal fluid, clear and colorless liquid contained in subarachnoid space, canalis centralis of the spinal cord, and brain ventricles. This fluid is a dynamic fluid, changing several times and acts as shock absorber tool for CNS during rough body movement.

•! Peripheral nerves: According to their nerve cell bodies origin:

-! There are 10 cranial nerve in pisces and amphibians, whereas in there are 12 in reptiles, aves and mammals

-! The amount of spinal nerves depends on the number of vertebrae, so at each different animal species e.g. at Horse: 42, Cow 37, Dog 36

According to nature/function/stimulation way: sensory and motoric According to nature and where nervous works at: -! Somatic works for skelet muscles, conscious trait/volunteer

and -! Autonomic works for smooth muscles and glands, unconscious

trait/involunteer, consists of •! There are 2 Autonomic Nervous:

-! Parasympathetic: - Nervous is derived from cranial to III, VII, IX, X and S

spinal sacralis so that it is also called craniosacral. - The neurotransmiter is acetilcholine so it is often called

colinergic. -! Sympathetic:

- Nerves comes from thoracic and lumbar, so its is often called thoracolumbal.

- The neurotransmiter is norepineprine/noradrenaline so it is often also called adrenergic nerve

Macroanatomy of Circulatory System Cor

•! Cor or heart is the central organ of the cardiovascular system. Cor is mainly composed of heart muscle (myocardium), divided into 4 rooms, atrium dextrum, atrial sinistrum, ventricle dexter and ventricle sinister. Cor is covered by pericardium.

•! Pericardium or cor pocket is fibroserosa tissue that covers cor, as invagination bag with lumen cavum pericardii, and contains liquor pericardii fluid that reduces friction due to cor movement.

•! Pericardium is constructed by some layers from inner to outermost are: Serous pericardium -! Visceral layer -! Parietal layer Fiborus pericardium

Cor Room •! Cor is divided transversally into atrium cordis as blood receiver

and ventricle cordis as blood pumping, and longitudinally by interventriculare septum becomes ventricle sinister and dexter and by interatriale septum becomes atrium sinistrum and dextrum.

•! Atria cordis •! Atrium dextrum. Atrium dextrum occupies dorsocranial basis

cordis part, receiving blood from cava cranial veins and caudal and sinus coronarius. Atria cordis is divided into sinus venarum cavarum and auricula dextrum.

•! Intervenosus tubercle is transverse ridge between two entrance doors of cava veins, protruding into atrium dextrum and directly flowing blood through the ostium atrioventriculare dextrum (atrioventriculare opening). At caudal tuberculum, in interatrial septum hollow fossa ovale exists, which is foramen ovale in the fetus. On the inner surface of auricula dextrum wall is strengthened by pectinati musculus (muscular band) that forms irregular ridges on the inner surface.

•! Atrium sinistrum. Atrium sinistrum occupies dorsocaudal basis cordis part, receiving oxygenated blood from pulmonary veins. Its shape and size is similar with atrium dextrum, open to ventricle sinister through ostium atrioventriculare sinister.

•! Ventriculi cordis •! Ventriulus dexter. Ventriculus dexter does not stretch until apex

(different with ventricle sinister). Ventricle dexter receives deoxygenated blood from atrium dextrum and pumps it through conus arteriosus into truncus pulmonalis into pulmo.

•! Conus arteriousus is a funnel-shaped part in ventricle dexter, separated from the main cavity by crista supraventriculiris.

•! Being at the door of ostium atrioventricular dexter there is valvula atrioventricular dextra or tricuspidalis (right atrioventricular or tricuspid). Valvula is composed of 3 valves (cusps) attaching to the edge/lip of cardiac fibrous skeleton rings that restrict atrioventriculare ostium. Each of 3 valves is made with 3 fibrous bands strands of chordae tendineae.

•! Ventricel dexter lumen contained muscular ribbons that spread transversely from interventricularis septum to lateral ventricle wall as septomarginalis trabecula. In dexter ventricel ventral contained amount of myocardial ridges, especially trabecula carnae which protrudes from lateral wall functioning to reduce turbulence of blood flow.

•! Ventricel sinister conus-shaped with apex forming apex cordis. This ventricel sinister receives oxygenated blood from the pulmonary through the pulmonary veins and atrium sinistrum and pump blood throughout the body via aorta. Ventricel sinister walls are thicker than wall ventricel dexter, even though their volume is same. In cats, there are septomarginalis trabeculae, the two transverse muscular bands in ventricle space from lateral wall into interventricularis septum.

•! Ostium atrioventriculare sinistrum is completed with valvae atrioventricularis sinistrum (left atrioventricular valve) also known as valvula mitralis. The structure is similar to valvula atrioventriculare dextra, constructed by 2 valves, connected to m. papillary in ventricle lateral wall.

MK Cytology, Basic Histology and Embryology: CYTOLOGY AND BASIC HISTOLOGY Cells

Cells are called protoplasm which is the smallest structural and functional unit of organisms and capable to live independently. Molecular

components of protoplasm are various, generally the chemical structures are: water, colloid, crystalloid, nucleic acids (DNA and RNA) and nucleotides, proteins, carbohydrates and lipids. Biological activities of cells are metabolism, irritability, contractility, homeostasis, growth, maintenance and reproduction. Morphologically, animal cells are originally circular shaped. Contact, pressure and ability change the shape into round, stelat, coil, elongated, squamous, cuboidal and columnar. Organella occupies certain positions. There is a correlation between position and shape of nucleus and other organella position and shape of the cell, e.g. Golgi apparatus takes place close to the nucleus. On the cell size, there is no relationship between the organisms’ size and cells. Cells consist of prokaryotic and eukaryotic. Nucleus

Nucleus control cells activities. Generally, cell has one nucleus and located in the central. There are cell membrane in between nucleus and cytoplasm. Organella

Cytoplasm is a mixture of water, proteins, carbohydrates, salts, organic and inorganic, and found organella. There are plasma membrane among protoplasm and surrounding environment. Ribosomes are small cytoplasmic granules containing 60% RNA and 40% protein. Ribosomes are free and polisom have roles in protein synthesis. Rough endoplasmic reticulum is tubular meshes/ribosomes and polisomes attached reticulum. Smooth endoplasmic reticulum synthetically plays and transports glycogen, lipid, biotransformation, storage and transport of ions. Golgi apparatus plays a role in the glycolipids synthesis process, and functions for glycosaminoglycans and lysosomes synthesis. Mitochondria play a role in energy production. Lysosomes are secretory/phagocytes granules. In peroxisome there are varieties of enzymes. Some of skeleton cytoplasmic are microtubules, centrioles, flagella and cilia.

Cell Division

Stages of cell division/mitosis: interphase, prophase, metaphase, anaphase and telophase. Stages of meiotic division/reduction division (meiosis I and meiosis II): stages of meiosis I: prophase (subfase: leptofen, zigoten, pachytene, diplotene and diakinesis), metaphase, anaphase and telophase; stages of meiosis II: prophase, metaphase, anaphase and telophase. Epithelial tissues

Epithelial tissues are a group of cell limiting organs surface, between epithelium and connective tissue, basement membrane is under there. Epithelium cover based on shape (squamous, cuboidal, columnar) and the number of layers (simplex, complex), the examples are simplex squamous epithelium, columnar simplex, simplex cuboidal, squamous complex, complex cuboidal, columnar complex, pseudokompleks columnar, and transitional.

Glandular epithelium based on the number of cells (unicellular and multicellular), the relationship between the gland with its surface and surrounding tissue (endocrine and exocrine), the way of secreting (merokrin, holokrin, apocrine, sitokrin) and type of secretion results (mucous, serous, mixed). Special epithelium is the epithelium that has special functions and located at a certain place e.g. ciliated epithelium (kinosilia steriosilia), sensory epithelium (neurosensory cells, sensory cells), pigmented epithelium and mioepitelium. At the edge of epithelium, ephitelium surface specialization is occured that are modified lateral edge (zonula okludens, zonula aderens, macula densa, nexus), apical edge modification (kinosilia, stereosilia, microvilli) and basal modification (basement membrane, hemidemosoma). Actual Connective Tissues and Fat Tissues

Connective tissues are classified based on the type of dominating cells, the fibrous component type, density of fibers and regularity of the matrix arrangement. Permanent resident cells are mesenchymal cells,

reticular cells, fibroblasts, fibrosit, perisit, macrophages, and mast cells. Temporary resident cells are plasma cells and melanocytes. The matrix consists of collagen, reticular fibers, and elastic fibers. Basic substances are glycosaminoglycans and proteoglycans. Various kinds of connective tissues are embryonic connective tissue (mesenchymal and mucosa connective tissue), actual connective tissue (loose collagen, irregular dense collagen and elastic connective tissue), a special tissue (reticular and pigmented connective tissue). Fat tissues are white fat tissue and brown fat tissue. Cartilages and Bones

Cartilage matrix comprises of fibers (collagen and elastic), basic substances especially glycosaminoglycans and proteoglycans, while cells on the cartilage are stem cells, chondroblasts, chondrocytes and chondroclas. Perikondrium consists of fibrous pars and cellular pars. Examples of cartilage are elastic cartilage, hyaline cartilage and fibrous cartilage.

Bone matrix is composed of collagen fibers and its basic substance is hydroxyapatite. Cells in bones are stem cells, osteocytes, osteoblasts and osteoclasts. Bone sheaths consist of periosteum (fibrous pars and pars cellular) and endosteum (cortical endosteum, trabecular endosteum, osteon endosteum). Bone types consist of knitted bone and lameler bone. Based on bone configurations, bones consist of spongiosa bone and compact bone. Osteon is structural unit of bones and there is osteon canal in the center containing small blood vessels and nerves. Muscles Tissues

Muscle tissues are classified into 3 groups that are smooth muscle, skeletal muscle and cardiac muscle. Smooth muscle does not have striations, spindle/coil-shaped and cell nucleus is located in the middle. Skeletal muscles have striations, no anastomosis process, the shape of the nucleus cell is flat located on the edge (one cell may consists of several nucleus). Striations cros picture is a blend of dark bands (A bands) and light bands (I bands). Dark bands contain central filaments, middle lighter

area is called H zone. Light bands is a part of thin filament that not idented into dark bands, there is M line in the middle. Z line is line that located in the middle of light bands. The area between two Z lines is called sarcomere, the functional unit of skeletal muscle. Cardiac muscle has striations, long and branched cell, anastomosed cells are called discus interkalatus, and the one cell nucleus is located in the middle. Nerve Tissues

Nerve tissue is composed of neurons as anatomic unit and functional neural networks, and neuroglia as supporting cells that help neurons to function properly. Neurons consist of neuronal cell bodies (perikorion and soma) which contain cell nucleus and its cytoplasm and cell membrane around nucleus, and cytoplasm processus consists of dendrites (bringing information into the neuronal cell bodies) and axons (bringing information out of the nerve cell bodies).

Neurons functional components are divided into dendritic zone, axonic zone and telodendria zone. Based on the number of processus, neurons are divided into unipolar, bipolar and multipolar. Based on the function, neurons are divided into sensory neurons, motor neurons and intregrator neurons. Based on the secretions expenditure locations are divided into transmission neurons and neurosekretori neurons.

Axons form connections (synapses) with other neurons or effector. At the synapse, information transmission uses neurotransmitters. The synape composition is the pre-synaptic membrane, post-synaptic membrane and synaptic slot. Neuroglia in central nervous system includes microglia, oligodendrocyte, ependima and astrocytes. Neuroglia in peripheral nervous system includes the Schwan cells and satellite cells. Neurons functional components are divided into dendritic zone, aksonik zone and telodendria zone. Based on the number of processus, neurons are divided into unipolar, bipolar and multipolar. Nerves

Nerve is an anatomical structure that is completed by nerve cell processus, especially axons. Axons are wrapped by myelin and connective

tissue. Axons are surrounded by endoneurium, and axons combine to form axons bundles wrapped by perineurium, while the overall nerves are wrapped by epineurium.

Ganglia are nerve cell bodies in peripheral nervous system, which are grouped into sensoric kranio-spinal ganglia and motoric autonomic ganglia. EMBRYOLOGY Ovum Types in Domestic Animals

Ovum is a cell that consists of ooplasm and cells nucleus. Ooplasm consists of bioplasma and deutoplasma. Ovum has orientation, the dorsal part is called polus animal whereas the ventral part containing yolk is called polus vegetal.

Ovum is classified according to the amount of yolk that are mikrolecithal (having a little of yolk), mesolecithal (having enough of yolk) and makrolecithal (having a lot of yolk). Based on deutoplasma structure, ovum consists of homolecithal (heving evenly spread yolk), mediolecithal (having yolk in polus vegetative area), megalecithal (having yolk in polus animalis area), and centrolecithal (having yolk in the middle). Based on existance and not existance also the amount of yolk, ovum is divided into alecithal (having no yolk), oligolecithal (having a little of yolk), isolecithal (having yolk evenly spread throughout entire cytoplasm), centrolecithal (having yolk in the middle, cytoplasm is located in the outer part), telolecithal (having increase number of yolk and accumulated in one of its polus), and makrolecithal (having a lot of yolk but size of nucleus and cytoplasm is decreasing, and located in the small disc germinalis).

Ovum membranes consist of primary membrane, secondary membrane and tertiary membrane. Primary membrane is produced by the ovum itself. Secondary membrane is produced by follicle cells and ovum. Tertiary membrane is produced by the female genital tract glands.

Fertilization and Division Fertilization is the fusion of nucleus and cytoplasm from two sex

cells. In spermatozoon, spermatozoa head and the middle part come into the ovum. At the time of fertilization, the ovum is in oocytes I stage (in dogs and pigeons), and oocytes II stage (in chickens and frogs). At fertilization, a spermatozoon (n) and oocytes (n) become zygote (2n).

Based on the amount of the spermatozoon comes into the ovum, it consists of monospermia fertilization (a spermatozoon comes into an ovum) and polyspermy fertilization (more than one spermatozoons come into an ovum). Based fertilization occurred places, it consists of internal fertilization (occurred inside of female genital tract) and external fertilization (occurred outside the body).

Towards fertilization, ovum releases fertilizin, antifertilizin and gynogamon II while spermatozoon releases androgamon I, androgamon androgamon II and androgamon III. In fertilization process, after spermatazoon contacts with the ovum, ooplasm becomes more concentrated and becomes into fertilization membranes and perivitelina cavity is formed.

Spermatozoon attached to the fertilization hill while its head is wrapped by fertilization membrane so that spermatozoon comes into ooplasm cortex. In ovum there is metabolism increase. At cleavage completion, there is ripening ovum. Due to the entry of spermatozoon, ovum balance is changed resulting in ooplasm movement flow. Furthermore, spermatozoon body wall entering the ovum will rupture, enlarged nucleus is called male pronucleus. After that, penetrating trajectory is occured, the copulation trajectory and the division trajectory. Chromosomes unite, male and female pronucleuses (2n) are consolidated. At division, zygote is formed into amfiaster and mitosis division is occurred.

Division (cleavage, segmentation)

Division includes all parts of zygote. Zygote divides repeatedly by mitosis into small cell called blastomere. Total blastomere in division follows the 2n formula or based on geometric progression except in

mammals. Cleavage field is the field that is taken by cleavage direction when zygote had repeated mitosis into blastomere.

There are 4 kinds of field division: meridional field (division surrounds the zygote passing polus animalis and polus vegetative), vertical field (division is parallel with meridional field and perpendicular to equatorial field), latitudinal field (division is parallel with equatorial field and perpendicular to polus animalis and polus vegetative) and equatorial field (division surrounds zygote in the middle between polus animalis and polus vegetative).

There are 4 types of division: regular holoblastik, irregular holoblastik, meroblastik and between holoblastik-meroblastik. At regular holoblastik, division occurs regularly, field division and division stage time are regular. The first cleavage is through meridians, second cleavage is through meridian field, third cleavage is through latitudinal field, fourth cleavage is through meridinal twice simultaneously, fifth cleavavge is thorugh latitudinal field twice simultaneously, sixth cleavage is through meridian field simultaneously and seventh and eighth cleavages are difficult to be followed. The result becomes morula.

At irregular holoblastik, first cleavage is through latitudinal field, second cleavage is through meridian field, next cleavage is up to eight cells and the next cleavages are difficult to be followed. In meroblastik, cleavage is only a small part of the polus animal in whole germinal disc and a little yolk. The first cleavage is through meridian field, second cleavage is through meridian field, third cleavage is through vertical field, forth cleavage is thorugh vertical field and the next cleavages are irregular and difficult to be followed. Embryo contains central cells, horizontal cells, edge cells and syncytium. Area containing a lot of nucleus is called periblast tissue. Periblast tissues consist of middle periblast and edge periblast. In intermediation cleavage of holoblastik and meroblastik, cleavage does not entirely reach the end of the polar area of polus vegetative.

Blastula Based on the blastomere structure, blastula is divided into 4 kinds

that are coeloblastula, discoblastula, stereoblastula and blastocysts. Coeloblastula is spherical, comes from homolecithal ovum with regular holoblastik division.

Discoblastula is disc shaped, derives from irregular homolecithal ovum and megalecithal with meroblastik division. Blastomere consists of embryo tissue and periblast tissue. Aves blastula consists of pellucida area and opaca area. Based on major areas, blastula consists of 2 seed layers that are epiblast and hypoblast. Stereoblastula is spherical like coeloblastula but it is massive. Blastocyst is blastula type in mammals, during division, it generates blastselom. This eutheria blastula consists of embryoblast and tropoblast. In the blastula, there are 5 areas that will be forming tools that are designate epidermal ectoderm, designate neural ectoderm, designate notochord, designate mesoderm and designate endoderm. Gastrula

At the gastrula, becomes into 3 layers that are ectoderm, endoderm and mesoderm. At gastrula there are 2 movement groups that are epiboli (covering movement that occurs at outer embryo) and embolism (infiltrate movement that occurs inside the embryo). Embolism movement is divided into 7 kinds that are involution, convergence, invagination, evaginasi, delamination, divergence, extension. Frog gastrula. Epiboli in ectoderm is simultant with various embolic processes. Designate neural ectoderm limitedly widespread along anterior-posterior axis is called the neural chip. Invagination hypoblast in the gap located in dorsal is called dorsal lip, on the opposite side is called ventral lip. Blastopore is covered by yolk plug. Designate pre-chorda will move toward designate anterior embryo. Designate notochord moves into the posterior and involutes following pre-chorda. Notochord cells in the lateral lips are moving convergencely towards the dorsal lip. Notochord is located beneath designate ectoderm nervous. Designate mesoderm on

both side of designate notochord converges to dorsal lip and involutes into the gap between ectoderm and endoderm.

Chicken gastrula. At the beginning, there is a thickening in caudal called the primitive streak. Primitive streak (8 hours incubated eggs) has primitive grove (protrusion), primitive fold (indentation), primitive pit (anterior hole) and primitive knots/Hensen's node (the primitive streak protruding tip at the anterior).

Primitive streak derived from epiblast cells move in the posterior then those cells are multiply. Initially, primitive streak is formed in the posterior area pellucida. Almost half of those areas consist of designate prechorda, notochord and mesoderm, converging and involuting between hypoblast and epiblast. Hensen's node area is where invagination of designate prechorda and notochord while primitive streak are posteriored by Hensen's node as gateway through mesodermal cells. Epiblast cells involute and move between epiblast and hypoblast, and spread, diverge forming mesoderm layer. Ektorderm nerve cells converge then epiboly forming neural chip. Pre-chorda and notochord invaginate forming primitive pit. Pre-chorda cells converge to primitive groove, involute, and then extense forward, between the endoderm and ectoderm nerves.

18-hour-old incubated embryo has complete primitive streak. Pellucida area becomes oval. Chicken gastrula is completed about 22 hours of incubation. The whole area of designate forming tools already arranged in their respective areas. Primitive streak is gradually shrinking and moving to caudal embryo, the rest is forming the cauda or the tail.

Pig Gastrula. Primitive streak is derived from epiblast convergence, then elongated and keep growing new cells. In Hensen' node, there is thickened epiblast forming. Hensen's node anterior, neural ectoderms cells are converge, epiboli, forming neural chip. There is invagination in Hensen's node posterior, forming primitive pit. Pre-chorda cells and notochord involute and delaminate then extense to the anterior just below the neural chip. Pre-chorda finally located in notochord anterior. Growth in the caput area is set int front part of notochord by head organizer, while the rear part of notochord is called trunk organizer which regulates growth of truncus area. Hypoblast becomes endoderm. In

endoderm, hypoblast meets posterior part of Hensen's node. Designate mesoderm cells delaminate forming a sort of wing. Mesoderm cells migrate to posterior and lateral, form 2 mesoderm areas that are embryonal mesoderm (embryo mesoderm) and extra-embryonal meso (mesoderm extra-embryonal tissues: amnion, yolk sac, allantoin and chorion). Tubulasi

Tubulasi or pembumbungan (tube forming) is growth accompanying gastrula forming. The area of designate forming tool or three seed layers (ectoderm, mesoderm, endoderm) arrange themselves so that it is tube or cavity unless notochord.

For the neural tube, in the area of ectoderm tube, front part grows into encephalon and rear part grows into spinal cord. On the endoderm tube, differentiation of designate front, middle, and rear digestive tract is occurred. In the mesoderm tube, there is differentiation of skeletal muscle, skin dermis and other connective tissues, viscera muscles, skeletal and urogenitalia tools. There are three processes toccured in tubulasi: invagination, evaginasi and delamination.

Neural tube grows from nerve ectoderm as neural chip. Neural plat tubulasi by invagination in vertebrae and delamination in pisces. Neural tube temporarily has neuropore, in posterior is called sinus rhomboidalis. Neural tube meeting with endoderm tube is called neurenteron channel.

Neural crest is cells in cavity bordering with epidermal ectoderm. These cells regenerate pigment cells, ganglion cells of the spinal nerves and brain nerves, cartilage in the head and chromaffin tissue.

Epidermis tube is occured from epidermal ectoderm tubulasi in entire ectoderm except ectoderm neural area. Anterior body invagination is called stomodeum while for posterior body is called proctodeum.

Endoderm tube. Archenteron will become endoderm lumen tube into metenteron (primitive channel) which is divided by foregut, midgut and hindgut.

Mesoderm tube is where cutting and tubulasi are occured. Each split of mesoderm consists of epiderm, mesomere and hypoderm. Three

parts of mesoderm experience their own tubulasi and the cavity formed that are myoselom (epimere cavity), nephroselom (mesomere cavity) and splanchnoselom (hypomere cavity). Epimere consists of dermatome, myotom and sclerotome. Mesomere grows urogenitalia system. Hypomere is divided into somatic mesoderm and splanchnic mesoderm. Combination of somatic mesoderm layer and ectoderm layer is called somatopleura. Combination of splanchnic mesoderm layer and endoderm layer is called splanchnopleura. Organogenesis of the nervous system, digestion, respiration, and teratogenic agents

Organogenesis of nervous system/neurogenesis begins by neural lamina formation. A pair of protruding outward folds is called neural plica while basin shape formation is called neural sulcus. The area between neural laminae and epidermal becomes neural crest. Left and right neural plica are met forming building called neural tube and has a cavity called the neural canal central. The neural tube develops into central nervous system (brain and spinal cord) and neural crest into ganglion and nerve. Brain forms protrusion: prosensefalon (becomes telensefalon and diesefalon), mesensefalon and rhombensefalon (become metensefalon and mielensefalon). Telensefalon develops into hemispherium cerebral and basal ganglia. Diencephalon becomes thalamus and nucleus. Mesensefalon becomes corpora kuadrigemina and tegmentum. Metensefalon becomes pons and cerebellum. Meilensefalon becomes medulla oblongata.

Digestive organogenesis is started by metenteron (divided into foregut, midgut and hindgut), begins with gastroselom. Foregut becomes stomach, liver, pancreas, duodenum anterior, esophagus up to the pharynx. Midgut becomes duodenum posterior, jejenum, ileum, cecum and extra-embryonic membranes, the yolk sac. Hindgut becomes colon, rectum, Fabricius bursa, extra embryonic membranes and allantois. Stomodeum forms mouth while proktodeum forms anus.

Respiratory system organogenesis is started by gills pouches growing composed by endoderm layer, arch visceralis and ectoderm. The

development of the respiratory system begins with identation forming in the foregut floor and grows to form the respiratory diverticulum. The main diverkula becomes trachea, diverkula branches into bronchus and lungs. Histological structures of lung growth are 5 stages: embryonic, pseudoglandular, kanalikular, terminal and alveolar.

Circulatory system organogenesis is initiated by the formation of blood islands in splangnik mesoderm. Primitive blood vessels are called subintestinal capillaries that grow into the anterior and up to the dorsal while into the body anterior and posterior grow supraintestinal cappilaries which branches are called vitelina capillary. A pair of capillary subintestinal combines to form a heart. Subintestinal capillary walls become endocardium while splangnik mesoderm forms myocardium and epicardium layer. Subintestinal capillaries in the anterior are called aorta ventralis whereas supraintestinal capillaries becomes aorta dorsalis. Veins originally contain a pair of kardinalis veins including kardinalis communist veins, kardinalis anterior veins and kardinalis posterior veins. Kardinalis posterior veins shrink, merge and join with hepatica veins. Kardinalis communist veins change into cava anterior veins. Kardinalis anterior veins change into internal jugular veins.

Genital and urinary systems organogenesis is preceded by the formation of mesoderm layer. Paraxial mesoderm is divided into epimere, mesomere and hypomere. Mesomer is separated forming the genital ridge/ genital crest and nefrotom. Kidney growth takes 3 stages: pronefros, mesonephros and metanefros. Urinary tract develops, Wolffi ducts evaginasi forms ureter, and nefrotom forms nephrons and tubules. In animals, Wolffi ducts change into the ductus epididymis and vas deferen, while in the female animal it experiences atrophy.

The gonads come from genital ridge. Initially, gonads indifference so it can be distinguished between ovaries and testes. Gonad is divided into cortex (males: degeneration, female: develops forming ovaries) and medulla (male: forming seminiferi tubules, females do not develop). In female animals, Mullerian ducts come from development of ductus paramesonephridicus which later become oviduct, uterus and vagina.

Mullerian ducts have ostium to accommodate ovum at the time of ovulation, called the ostium tubae abdominale. MK Veterinary Basic Parasitology: Parasites and Parasitology

Parasitology is a branch of biological science that limits itself to study organisms whose life belongs to the parasitism nature that is parasite. Life that is classified as parasitism are life involving two different organisms (heterospesifik). Such differences can be at the level of species, orders, classes, and even at its filum level. This heterospesifik relationship is often called symbiosis (symbionts ~ living together).

Parasitism life or having nature of parasite always needs other organisms, which the other organisms is a temporer or permanent residence, a source of food even more than that, it is a place to live. Parasites (~ live adjacent) is an organism whose existence depends on the presence of other organisms which known as the landlord or host. Therefore, parasites existence depends on their host existence, sometimes the presence of host in an area can be used to predict the existence of parasites in that area. Parasites and Types of Parasite

Parasites can be classified based on: 1). Parasites nature, known as facultative parasites, parasites, obligate parasites, incidental parasites and eratika parasite; 2). time and level of parasites nature, known as temporary or non-periodic parasites and stationary parasites; 3). Number of the host, known as monosenosa parasite (a parasite that requires only one host) and heteroksenosa parasite (a parasite that require more than one hosts); 4). location and predilection, known as endoparasite and ectoparasite; 5). Animals classification, known as uniclellular parasites and multicellular parasite. Host and Types of Host

Host or landlord is where parasitic animals should stay or temporarily or permanently contact for the parasite survival. In the

parasite life cycle, there are known various kinds of host, among which are definitive host, intermediate host and paratenik host or additional host. Definitive host and intermediate host is an essential host (must exist host) in the parasite life cycle, while paratenik host is an additional host that does not have to be exist in the parasite life cycle; besides that, it is also known vector; in parasite, there is known two vectors that are mechanical vector and biological vector, biological vector is a vector in which the parasites grow and develop in it, whereas mechanical vector is the opposite. Stage and Life Cycle of Parasites

Parasite life cycle is a series of growth stages of a parasite that directly or indirectly from one parasite stage to the other parasite stage. Parasites have different life cycle between one to another; generally, parasite life cycle can be divided into direct and indirect life cycle. Direct life cycle means that in their life cycle, parasites do not need intermediate host; while the indirect life cycle means that in their life cycle, parasites require intermediate host. Various Kinds of Parasites

Protozoa. Protozoa is single-celled parasites (unicellular parasite), all protozoa lives as parasites in both animals and humans. Protozoa can be located at various places such as in the gastrointestinal epithelium, blood circulation and limfe channel, in the tissues, in the reproductive channel and various other places with various hosts. Protozoa is a member of the simplest animals, complex, single-celled, included in eukaryotic structural, have nucleus, surrounded by cytoplasm, nucleus has many chromosomes � genetic information. There are about 65,000 species, 7000 of which parasites in animals. Vesicular nucleus, cytoplasm contains a various organelles such as endoplasmic reticulum, ribosomes, mitochondria, Golgi apparatus, contractile vacuole, substances reserves (glycogen) and food vacuoles. Protozoa locomotor includes: flagella (whip-like and outer sheath), cilia (tiny flagella, such as eyelashes), pseudopodia (false feet, formed when needed), and undulation membrane

(rear extending flagella, attached along the body forming undulation membrane). Protozoa reproduction can occur sexually and asexually; sexually, meeting of male and female sex cells is occurred and will produce zygote. Asexual reproduction can be binary division, multiple division (skizogoni), endodiogoni, and shoot division. In the protozoa also known Isogami: gametes that are similar to one another, and Anisogami: gametes that are different from one another.

Arthropods. Arthropods are philum that has a lot enough members, but, not all of them have necessity in veterinary. In general, in the veterinary world, broadly there are only 2 important classes that are insects and aracnida class. Insect class will discuss various kinds of mosquitoes, biting and sucking lice, flies and fleas. Aracnida class has a lot of Order, but only the Acarina Order that important and will be discussed in this textbook. Including in Acarina Order are various kinds of ticks, both hard and soft ticks, and various kinds of mites.

Nematodes. Nematodes are worms of Nemathelmintes phylum, which has a roundworm elongated body and has body cavity. Worms have gonokoris nature, where there are male and female worms. Broadly, nematodes are classified into two major categories: bursata and non bursata. Bursata is nematode worms which male worms have kopulatrik bursa, while non bursata does not.

Trematodes. Trematode worms are part of the Plathelminthes phylum, the flatworms. Trematode worms are also called flukes because it has a shape like a leaf, flattened dorsoventral. Having the nature of hermaphrodite, which means in one of worm body there are male and female reproductive organs. Morphological characteristics of worms; have mouth and stomach vanity suction, but there is also that does not have. The worm life cycle is generally indirect on digenia subclass digenia and direct life cycle on monogenia subclass.

Cestoda. Cestode worms are part of the Plathelminthes phylum. Worms have long morphology, flat like a ribbon and edged. Cestode body consists of 3 parts: scolex, collum/neck and stobila part consisting of segments. Cestode worms are hermaphrodite, within each segments, there are two male and female reproductive organs. Cestoda class is divided

into two subclasses; the Eucestoda subclass or true tapeworms and cotyloda subclass (pseudo tapeworms).

Veterinary Physiology I: •! Cunningham, J. 2007. Textbook of Veterinary Physiology. Saunders,

Santolouis, Missouri, USA. •! Frandson, R.D., Wilke, W.L., and Fails, A.D. 2005. Anatomy and

Physiology of Farm Animals. 7th Edition. Willey. •! Guyton, A.C., and John, E.H. 2006. Textbook of Medical Physiology. 11th

Edition. Elsevier Saunders Philadelphia-Pennsylvania, USA. •! Larry, Y.R.E. 2002. Review of Veterinary Physiology. Teton New Media.

Jackson, Wyoming, USA. •! Tartaglia, L., and Anne, W. 2005. Veterinary Physiology and applied

Anatomy A Textbook For Veterinary Nurses and Technicians. Butterworth, Heinemann, USA.

Veterinary Biochemistry II: •! Lehninger, A.L; D.L. Nelsom; and M.M. Cox. 1993. Principles of

Biochemistry Second Edition •! Stryer, Breg J.M; Tymoezko J.L; Stryer L. 2001. Biochemistry. Fith Edition.

W.H. Freeman and Co. New York. •! Harper, Murray R.K; Granner D.K; Mayes P.A; Rod Well V.M. 2003.

Biokimia Harper Edisi 25. Penerbit Buku Kedokteran. EGC. Jakarta •! Conn E.E; Stumpf P.K; Bruening G; Doi R.H. 1987. Outlines of Biochemestry •! Sheehan D. 2009. Physical Biochemistry •! Devlin T.M. 2011. Textbook of Biochemistry Angiology dan Neurology: •! Sisson, S., Grossman, JD., Getty, R., Sisson and Grossman’s the Anatomy of

the Domestic Animals •! Konig, HE., Liebich, H., Veterinary Anatomy of Domestic Mammals:

Textbook and Colour Atlas •! Miller, ME., Evans, HE., Christensen, GC., Miller’s Anatomy of the Dog

•! Budras, KD., Sack, WO., Rock, S., Horowitz, A., Berg,R., Anatomy of the Horse

•! Budras, KD., Habel, RE., Mulling, CKW., Greenough, PR., Jahmaker, G., Richer,R., Starke,D., Bovine Anatomy: An Illustrated Text

Cytology, Basic Histology and Embryology: •! Bacha Jr., W.J. dan Bacha, L.M. 2000. Color Atlas of Veterinary Histology.

2nd . Lippincott Williams & Wilkins, Pennsylvania, USA •! Balinsky. 1975. An Introduction to Embryology. 4th ed.W.B. Saunders

Company, Philadelphia, USA. •! Banks, W.J. 1993. Applied Veterinary Histology. 3rd. Mosby-Year Book, Inc.

Missouri, USA. •! Dellman H.D. And Brown, EN., 1987, Text Book of Veterinary Hitology,

Lea and Fabiger, USA •! Huettner A.F. 1956. Fundamentals of Comparative Embryology of The

Vertebrates. 7th ed. The Macmillan Company, New York, USA. •! Leeson, C.R..1996. Buku Teks Histologi. Edisi kelima, penerjemah : Yan

Tabayong, dkk. Judull asli : Textbook of Histologi.Penerbit Buku Kedokteran ECG, Jakarta.

•! McGeady,T.A., Quin, P.J, FitsPatrick, E.S., dan Ryan, M.T., 2006, Veterinary Embryology, Blackwell Publishing, Cornwell, Gread Britain

•! Ross, M.H. dan Romrell, L.J. 1989. Histology: A Text and Atlas. 2nd. Williams & Wilkins, Maryland, USA

•! Samuelson, D. A. 2007. Textbook of Veterinary Histology. Saunders. St. Louis, Missouri

•! Sandhu, G.S., Srivastava, S. dan Arora, C.K.1994. A Textbook of Embryology. Anmol Publications Pvt Ltd. New Delhi. India.

•! Shumway, W., dan Adamstone, F.B. 1964. Introduction to Vertebrate Embryology. 5th ed.. John Wiley & Sons, Inc. New York, USA

•! Tatang D., 1981, Embriologi Perbandingan, Edisi Pertama, CV. Armico, Bandung.

•! Ulrich, D. 1996. Atlas Bewarna & Teks Embriologi. Edisi pertama, penerjemah: Hendra Laksmana. Judul asli: Taschenatlas der Embryologie. Hipokrates, Jakarta. Indonesia

•! Wildan Y., 1990, Reproduksi dan Embriologi, Penerbit Transito, Bandung

REFERENCES

•! Young, B., Lowe, J. S., Stevens A. dan Heath J. W. 2006. WHEATER’S Functional Histology A Text and Colour Atlas. 5th. Churchill Livingstone, Elsevier, Philadelphia, USA

Veterinary Basic Parasitology: •! Baer, J.G., 1951. Ecology of Animal parasites. The University of Illinois

Press, Urbana : 1 - 38 •! Cheng, T.C., 1986. Generale Parasitology. 2nd ed. Academic Press College

Division, Harrout Brace Javanovich Publisher : 1-7 •! Georgy, J.R., 1990. Parasitology and Veterinarians 5th ed. W,B, Saunders

Company. •! Kennedy, C.R., 1976. Ecology Aspects of Parasitology. North Holland

Publishing Company. Amsterdam / Oxford. : 42-66 •! Levine, N.D., 1983. Textbook of Veterinary Parasitology 1st ed. CBS.

Publisher & Distributors. •! Kauffman, J. 1996. Parasitic infections of domestic animals. A diagnostic

manual. Birkhauser Verlag. Basel-Boston-Berlin. •! Richardson, U.F. and S.B. Kendal, 1963. Veterinary Protozoology. Oliver &

Boyd. London. •! Roberts,L.R and Janovy,J.J. 2000. Foundations of Parasitology. 6th ed.

McGrawHill : 1-7 •! Smyth, J.D., 1976. Introduction to Animal Parasitology. A Halsted Press

Book. John Wiley & Sons. New York. •! Soulsby, E.Y.L., 1982., Helminths, Arthropods and Protozoa of

Domesticated Animals 7th ed.. The English Language Book Society and Bailliere Tindall - London.

•! Urquhart G.M., Armour,J., Duncan, J.L., Dunn,A.M. & Jennings,F.W. 1987. Veterinary Parasitology, ELBS, England.

Scenario 1

(FGD Semester 2)

Nervous System and Protozoa Dido brought his beloved Springer Spaniel dog to RSH (Animal Hospital) Soeparwi, because it walks unsteadily and oftenly fall without showing the signs of pain. When it is examined, Doctor said that his dog shows tremor in head, proprioception disorder in caudal extremity, not responding metatarsal part but metacarpal reponds well. Doctor said that this dog suffers incoordination due to disorder in cerebellum as one of the part of central nervous system. Dido recalled when he watched discovery channel program about nervous system. In that program, it is explained that nervous system regulates all of the work mechanism in the body. It is clearly illustrated that brain consists of million nerve cells (neuron). These cells have dendrites, axons, sinapes, and cell bodies that have special functions respectively. Cells inside living organism body are explained to be able to result energy in order to move. One of the interesting molecular components inside body is lipids that have big role, as main energy reserves, and constituent of cell membrane. In RSH, Dido also saw 2 other dogs that have clinical different symptoms. One of them cannot shut the mouth, the other cannot walk. Do all of these cases related to nervous system? Dido also thought about his neighbor’s child that has enlarged head, that people say it is infected by cat viruses. Dido gets explanation from Doctor that the disease might be toxoplasmosis that caused by Toxoplasma gondii including protozoa, not virus. 1.! Why did the dog can move normally before it is sick? Are there any

energy making it moves? Discuss through understanding of cell components, either cell organelle or molecular components inside cells, respective roles and functions in organisms life activities. How is the macromollecul decomposition to result energy in order to survival related to fat and carbohydrate metabolism?

2.! Why did Dido’s dog walk unsteadily? How about other dog in RSH that can’t walk and the other one that can’t shut its mouth? Discuss through functions of each nervous system, parts of either central nervous system or peripheral nervous, differentiate functions between these parts, how do they respectively function and role in life activities, how do information can be delivered and accepted.

3.! Discuss various types of protozoa causing disease, life cycle of protozoa generally and various stages in protozoa life cycle, give example of protozoas parasite in various animals and their life cycles.

Learning goals 1.! Students are able to understand nervous system either

macroanatomically or microanatomically, supported through understanding of nervous system that is taught in MK Physiology, and understand cells metabolism taught in MK Biochemistry, so that each of these courses that learned integratedly can complement/ increase/ sharpen each other.

2.! Students understand and able to explain morphology of various protozoas, stages and life cycle including predilection and hosts/landlords.

3.! Students can mutually collaborate, sharing concepts, skills and behavior in discussion.

Scenario 2

(FGD Semester 2) Digestive System, Nematode, Trematode and Cestode

A farmer came into RSH Soeparwi reporting the death of his cows.

Based on the anamneses, cows are given concentrate for some weeks, then stopped for a while because the concentrate is running out, substituted by forages and grains, and then given concentrate again. Suddenly some cows were dead. Alive cows show symptomps of lethargi, incoordination and diarrhea. Physical examination results show dry mucosal mouth, dehydration symptoms, and the rumen tonus (atoni rumen) is not palpable. Seeing these conditions, doctor ordered co-assitance students to take the cow’s feces to be examined in the laboratory for suspect of worm infection, and after the feces examination is done, eggs of cestodes, trematodes and nematodes worms are found. Necropsy result of dead cows found the distention rumen containing forages, grains and fluids, pH of rumen fluids is under 4,5 (normal 5,5-7,0). Examination in digestive tract, many worms are found in digestive tract with different shape and size. Hystopatology examination result shows damage in epithelium in digestive tract. Doctor, who handles that farmer’s case, suggests changing the ration composition with balance forages and concentrate in order to obtain maximum energy. Forages given are grasses, because this plant is easy to care and grow faster than other plants that are not in Graminae class. Routinely, it needs to be checked the existence of parasites in feces and conducted parasites medication according to founded parasites. It is expected that cows become health and grow normally because of changing ration composition and parasites medication. 1.! Based on case in wrong feed in that cows, discuss how the process of

digestion, absorption and fermentation in ruminants are. Discuss how the role of carbohydrate metabolism to survival and photosynthesis process in plants as feed source in ruminants are.

2.! Discuss various nervous that innervate digestice track, does the existence of rumen atoni related to nervous system role? Also discuss how do microanatomically about plexus, epithel, glands, tissue, and smooth muscles in digestive tract.

3.! Discuss life cycle and stages of nematode, cestode and trematode worms generally, morphology of nematode, cestode and trematode worms generally. Discuss about various kinds of infecting worms, give examples and location also host of these worms.

Learning Goals 1.! Students are able to understand nervous system in digestive

macroanatomically and microanatomically that is taught in MK Angiology and Neurology and MK Cytology, Basic Histology and Embryology. Students are able to understand process of digestion, absorption and fermentation taught in MK Veterinary Physiology 1, and understand carbohydrate metabolism and photosynthesis process taught in MK Veterinary Biochemistry 2, so that each of these courses that learned integratedly can complement/ increase/ sharpen each other.

2.! Students understand and able to explain morphology of various nematodes and trematodes, lif cycle including predilection and hosts/landlords that are taught in MK Veterinary Basic Parasitology, and microanatomically know ephitel, glands, tissues, and smooth muscles in digestive tract that are taught in MK Cytology, Basic Histology and Embryology.


Scenario 3

(FGD Semester 2) Circulatory System and Trematode

A first semester student of FKH brought his lovely dog to RSH

because the dog looks lethargic, weak, anorexia, rapid breathing with opened mouth. In physical examination, it is looked pale eye mucosal, pulsus on femoral artery is palpable weak, cardiac auscultation sounds fast but weak. On duty doctor took blood sampling thorugh veins for diagnosis confirmation. That first semester student also paid attention, why did the heart rate examination was done in hip (rear leg), but blood sampling was done in lower front leg? When s/he paid attention to the doctor who examine horse patient, the doctor felt its lower jaw to examine its heart rate? What are the differences? One day later, the student’s lovely dog was dead and brought to Pathology Laboratorium to be necropted, s/he noticed why did its cardiac walls were not in the same thickness? Why there were fibers inside its heart that transvere from one side to the other? Was that the cause of his/her lovely dog disease? How did the small heart like that could pulse and pump blood? How was the beginning of pulsing heart? Did the pulse of upper and lower part are occurred simultaneously or alternately, how were the way to continue the pulse? How did the blood can reach throughout the body, through which ways, while there are many vessels panhandle from heart?

That student tries to remember embryology lecture about organogesis of circulatory system. According to the lecturer, circulatory system organogenesis begins with blood forming and its vessels grow from blood islands in splangnik mesoderm. Primitive blood vessels develop into subintestinal capillary, supraintestinal capillary, vitelina capillary/onfalomesentrika capillary. Subintestinal capillary in voregut ventral combined and migrated from lateral to medial forming heart.

Various changes were actually found in that dog, lecturer said that dog might suffer schistosomiasis. The student, the owner of the dog, wonders what schistosomiasis is?

1.! Discuss the components of circulatory system, what are the involving organs, how does the structure and work mechanism and physiological functions? (Also discuss various questions come into student mind as the owner of the lovely dog).

2.! Discuss: a.! How is the circulatory system organogenesis? Do the embryo

heart muscles have different structures with adult heart muscles? Do that also striped or not? How about the organogenesis of veins and walls of heart? How about the organogenesis of other muscles (smooth muscles and skeletal muscles)?

b.! How do the organs involved in circulation have activities, contraction, and relaxation? Discuss also the function of the blood also role of each blood vessels.

3.! Discuss various trematode parasites, multicellular parasites classification, how are the steps and its life cycle? Schistosoma included in what classification of parasites? How is its life cycle so it can be found in blood circulatory?

Learning Goals 1.! Students understand circulatory system looking from learning

integration of macroanatomy, microanatomy, its phisiological functions, so MK Angiology and Neurology, MK Cytology, Basic Histology and Embryology, and MK Veterinary Physiologi 1 that learn integratedly can complement/ increase/ sharpen each other.

2.! Students understand circulatory system organogenesis by comparing constituent structures of heart in embryo and adult.

3.! Students understand physiological process of heart pulse, functions of each blood cells also mechanism of substance exchange in blood vessels.

4.! Students understand the classification of multicellular parasites, recognize various trematode parasites, including Schistosoma sp.


Scenario 4

(FGD Semester 2) Reproduction System, Cestode and Ectoparasite

FKH-UGM students of academic year 2013 under the supervision of Doctor Slamet observe development of pregnant rabbit until giving birth to its bunnies in UPHP hutch. Students want to know how bunnies can live inside the parent’s womb, is there any circulatory system that connect between parent and their cubs? After the bunnies are born, Doctor Slamet explains that the sex of the rabbit is female. Based on reproduction and uropoetika system, organs are developed from mesodermal layers that are nefrotom and genital ridge which next with the impact of androgen hormone in gestation period will be determined the sex of male or female embryo. In female gonads, Mullerian duct develops oviduct, uterus, cervix and vagina while Wolfii duct regresses. In male gonads, rete testis produces mullerian inhibiting factors that cause Mullerian duct regression, whereas Wolfii ducts develop into male sexual organs under the influence of androgens. Disturbance in the embryonic stage, androgen receptors are not sensitive so it grows Mullerian duct, because of that, appearance of external genital of bunnies does not change into male. After birth, bunnies will grow under the influence of growth hormones helped by thyroxine and triiodothyronine synthesized by amino acids. The observation result of parent rabbits, Doctor Slamet found lesions on the skin and most of the hair loss, and after examination by skin scrapings, mites are found, feces examination result found cestode worm eggs. 1.! Discuss the organogenesis of reproduction system. How does the

circulatory system connect between parent and its children, so that the children can live and born healtily?

2.! Discuss various hormones and their functions, including growth hormone, T3, and T4, synthesis of steroid hormone and peptide hormone.

3.! Discuss about kinds and morphology of various ectoparasites, stages and life cycle of ectoparasites in various animals. Discuss also the life

cycle of cestode worms in general, examples of cestode worm, its life cycle, also its stages.

Learning Goals 1.! Students are able to understand organogenesis of reproduction system,

circulatory system between parent and child inside womb, and hormonal system through understanding integratedly among MK Veterinary Physiology 1, MK Veterinary Biochemistry 2, MK Angiology and Neurology, and MK Cytology, Basic Histology and Embryology, so that each of MK that learned integratedly can complement/increase/sharpen each other.

2.! Students understand various types of hormones looking from basic ingredients and target organs. Besides that, students are expected to be able to explain each hormone functions and hormone secretion mechanism.

3.! Students are able to understand various types of ectoparasite and cestode, their life cycles and the stages.


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