Theory Combined

7/26/2019 Theory Combined

1/91

Level-2 courses in Life Sciences

Course Information Document

2015-16


2/91

Page 1

TABLE OF CONTENTS (FOR GENERAL SECTION)

Table of Contents (for General Section) ........................................................................................................... 1Table of Contents (for Course Information) ...................................................................................................... 2I. Introduction ....................................................................................................................................... 1

Course Information Document ................................................................................................................... 1Dates for Session 2015-2016 .................................................................................................................... 1ear 2 !iolo"# Contacts ............................................................................................................................ 1

II. Information $bout T%e Courses ............................................................................................................ 1&lace of t%e Courses in #our De"ree &ro"ramme .......................................................................................... 1'erall $ims of t%e ear 2 !iolo"# courses .................................................................................................. 2

III. ssential Information $bout &ro"ress .................................................................................................... 2Credit *efused ......................................................................................................................................... 2&ro"ress to ear + ................................................................................................................................... 2$ttendance at Teac%in" Sessions ............................................................................................................... 2Timetables .............................................................................................................................................. 2,ectures ................................................................................................................................................. +,aboratories ............................................................................................................................................ +

I. $ssessment........................................................................................................................................ Course/or $ssessments .......................................................................................................................... nd-of-Course aminations ..................................................................................................................... Geoffre# oores &ri3e ..............................................................................................................................

.

$ssessment *e"ulations ...................................................................................................................... inimum *e4uirements for t%e $/ard of Credits and Incomlete $ssessment .................................................

$bsence ................................................................................................................................................. $bsence from nd-of-Course aminations ................................................................................................. 5Illness or $derse Circumstances affectin" erformance durin" nd-of-Course aminations ........................... 5$bsence from Class Tests .......................................................................................................................... 5Illness or $derse Circumstances affectin" %and-in of $ssessed Course/or ................................................... 5*elacement assessment for students /it% Good Cause7 .............................................................................. 5*eassessment for students /%o fail to ac%iee an 'erall D+ "rade for t%e course7 .......................................... 6C%eatin" ................................................................................................................................................. 6$ttendance c%ecs at lectures and ,abs ...................................................................................................... 6

I. $ssessment &rocedures ....................................................................................................................... 89o/ #ou /ill be $ssessed7 Code of $ssessment ........................................................................................... 8nd-of-Course amination &rocedures ...................................................................................................... :nd-of-Course aminations ..................................................................................................................... :

$ssessment of tra $ns/ers in aminations ............................................................................................. ;


3/91

Page 2

TABLE OF CONTENTS (FOR COURSE INFORMATION)

1c7 colo"# $nd Conseration ......................................................................................................................... 162c7 icrobiolo"# ........................................................................................................................................... 20+c7 olecules 'f ,ife ..................................................................................................................................... 25c7 &%#siolo"# =euroscience ........................................................................................................................ +11a7 ssential Genetics ................................................................................................................................... +82a7 Eorensic !ioscience .................................................................................................................................. 0+a7 ercise Science ...................................................................................................................................... a7 $nimal Diersit# ...................................................................................................................................... 88a7 9uman Eorm and Eunction ........................................................................................................................ 5112a7 !ioen"ineerin" Global C%an"e .............................................................................................................. 551+a7 Immunolo"# ......................................................................................................................................... 5:2b7 olutionar# !iolo"# ................................................................................................................................ 61+b7 Infection and Immunit# ............................................................................................................................ 66b7 !uildin" an 'r"anism ............................................................................................................................... 808b7 Dru"s and Disease .................................................................................................................................. 8:b7 Cells Tissues in 9ealt% Disease ............................................................................................................ 8815b7 treme !iolo"# .................................................................................................................................... :116b7 &%#sical &rinciles of !iolo"ical &rocesses ................................................................................................. :


4/91

Page 1

I. INTRODUCTION

Course Information Document

T%is document coers all t%e ear 2 courses Coordinated b# t%e Sc%ool of ,ife Sciences. our timetable t%is #ear

/ill be aried and #ou /ill %ae man# deadlines for submittin" course/or. It is t%erefore er# imortant t%at #ou

read t%is Course Information Document (CID) carefull# articularl# t%e sections on $ssessment and ee it for

future reference. If you require the information after graduation, the Undergraduate School will make a charge forproviding it.ou s%ould also ee t%e boolet FInformation for ear 1 Students "ien out last session. T%e current

ersions of t%ese boolets are aailable on oodle

Dates for Session 2015-2016

onda# 1 Setember 2015Erida# 1: December 2015

onda# 11 Hanuar# 2016Erida# 25 arc% 2016

onda# 1: $ril 2016Erida# 28 a# 2016

You must be avaiabe !u"i#$ tea%&i#$ 'e"io!s.Do not mae %olida# or /or arran"ements.

am dates are aailable on t%e *e"istr# /ebsite %tt7BB///."la.ac.uBsericesBre"istr#BsuortBeamsBtabsJ

Year 2 Biology Contacts

ear 2 ear Coordinator7 Dr aureen Griffit%s Sc%ool of ,ife Sciences 'ffice !o/er !uildin"

et. 26;; email7 aureen.Griffit%sK"las"o/.ac.u

T%e Coordinators for eac% course are listed in t%e Information for Indiidual Courses section of t%is boolet.

School Office

$ll course/or s%ould be %anded in to t%e Sc%ool 'ffice /%ic% is located in *oom 220 of t%e !o/er !uildin". our

submitted course/or must coml# /it% t%e instructions #ou /ill be "ien at t%e start of t%e #ear.

our submitted course/or must %ae an attac%ed front a"e /it% rinted barcode and a searate comleted

&la"iarism statement. T%ese are aailable on t%e ear 2 oodle site.

O'e#i#$ &ou"s o" e#ui"ies a"e*

onda# to Erida#7 ;am to 5m

O'e#i#$ &ou"s o" &a#!+i#s a"e*

onda# to T%ursda#7 u to m

II. INFORMATION ABOUT T,E COURSES

Place of the Courses in your Degree Programme

T%e ear 2 courses build on t%e no/led"e "ained in t%e ear 1 !iolo"# courses. ac% course is /ort% 10 or 20

credits. T%e# are "roued in t/o blocs t%e first bloc (courses 1a-1+a) in Semester 1 (?ees 1-11) and t%e

second bloc (courses 2b-16b) in Semester 2 (?ees 1-11). Seeral courses (courses 1C 2C +C and C) /ill run

t%rou"% bot% Semesters.

T&e Mai# -ossibe Combi#atio#s o Yea" Cou"ses

$n# of t%e follo/in" combinations of courses /ill roide #ou /it% 4ualifications for entr# to a ran"e of 9onours

courses in ,ife Sciences7

12 !iolo"# ,-2 courses (6 from Semester 1 L 6 from Semester 2)

C%emistr#-2A L 6 !iolo"# ,-2 courses (+ from Semester 1 L + from Semester 2)

&s#c%olo"#-2$ -2! L 6 !iolo"# ,-2 courses (+ from Semester 1 L + from Semester 2) L 20 ot%er credits

't%er combinations are ossible but lease note t%at for entr# to a ,ife Sciences 9onours course #ou must %ae at

least 60 credits in !iolo"# ear 2 courses.

I /ou 0is& to %&a#$e /ou" %ou"se %&oi%es1 /ou s&ou! !is%uss t&is 0it& /ou" A!vise" o Stu!ies. Fo"

Semeste" %ou"ses b+23b1 t&is must be !o#e b/ t&e e#! o Semeste" 1 4ee5 AT T,E LATEST.


5/91

Page 2

Oerall !ims of the Year 2 Biology courses

to roide a broad-based understandin" of modern biolo"# in t%ose areas selected for stud#

to roide t%e no/led"e aroriate for entr# to a /ide ran"e of !iolo"ical 9onours subMects

to encoura"e t%e ac4uisition of "eneral scientific sills relatin" to t%e s#stematic assembl# critical anal#sis

interretation and discussion of factual information and data

III. ESSENTIAL INFORMATION ABOUT -ROGRESS

T%rou"%out #our time at t%e


6/91

Page "

'ectures

T%ere is a stron" correlation bet/een t%e final "rade a/arded and recorded attendance at lectures and

laboratories. er# fe/ students /it% a oor attendance record ac%iee a "rade D or aboe. ?%ile some absences

ma# be unaoidable usin" lecture notes from anot%er student is a oor substitute for attendin" and tain" #our

o/n notes.

T%e lectures /ill roide #ou /it% a "uide to /%at information #ou need to no/ elain difficult concets and tell

#ou t%e lecturer@s o/n ie/oint. T%e 4uestions for t%e end-of-course eamination in eac% course /ill be dra/nlar"el# from t%e lecture course.

T%e times of t%e lectures are s%o/n in t%e table F,ecture TimetableSummar# and in t%e indiidual course

information in t%e latter art of t%is boolet. our ersonal timetable on #Camus indicates #our lecture "rou

and laborator# "rou.

?%ere a course is tau"%t t/ice /ou must atte#! t&e sessio# i#!i%ate! o# /ou" 'e"so#a timetabe as t%e

lecture t%eatres %ae a fied caacit# and fire re"ulations re4uire t%at no t%eatre eceed t%is

ou must also attend t%e correct "rou for class or lab tests unless #ou obtain rior ermission to c%an"e #our

"rou from t%e Course Coordinator. If #ou attend t%e /ron" "rou #our "rade for t%at iece of assessment /ill be

reduced.

Le%tu"e Ti's

!eview the lecture lide on Moodle. ,ecture notes s%ould be made aailable on oodle : %ours in adance

of eac% lecture. C%ecin" t%ese /ill allo/ #ou to identif# e# information to focus on in t%e lecture itself.

#on$t %e late. Gie #ourself time to settle do/n. ,ectures be"in romtl# at 5 minutes ast t%e %our and

finis% at 5 minutes to t%e %our.

&earn to elect the important material.


7/91

Page '

I8. ASSESSMENT

Course)or* !ssessments

*emember t%at t%e "rades #ou "ain from course/or (/%ic% includes class tests) /ill form +0O of #our final

assessment for most courses. T&ese %ou"se0o"5 $"a!es 0i aso %ou#t to0a"!s /ou" i#a $"a!e i /ou

&ave to "esit t&e e#!+o+%ou"se e9ami#atio#. Conse4uentl# it is ital for #ou to obtain a decent "rade for #our

course/or /%ic% means #ou must %and in allt%e re4uired assi"nments and attend class tests. ore details of t%eassessments for eac% course are "ien in t%e Information for Indiidual Courses section of t%is boolet.

+n"-of-Course +,aminations

$ll of t%e courses %ae an end-of-course eamination. T%e eamination timetables are ublis%ed on t%e *e"istr#

/ebsite. &ast aers are NOTaailable for t%e ,eel-2 !iolo"# courses. =ormall# #ou must sit t%e end-of-course

eamination at t%e first set (diet) of eaminations after t%e end of t%e course. Eor courses in t%e first Semester t%e

first diet of end-of-course eaminations /ill be %eld in ?ee 12 or 1+ /%ile for courses in t%e second Semester t%e

first diet /ill be after t%e Srin" acation.

eoffrey .oores Pri/e

ac% session t%e student /it% t%e best oerall results in ear 2 biolo"# courses /ill be a/arded t%e Geoffre#

oores &ri3e of Q200. T%e ri3e is to commemorate Dr Geoffre# oores Senior ,ecturer in Cell !iolo"# 9ead of

t%e Sc%ool of ,ife Sciences and ear 2 ear Coordinator.

8. ASSESSMENT REGULATIONS

T%e information set out belo/ s%ould be read in conMunction /it% t%e


8/91

Page (

!&sence from +n"-of-Course +,aminations

If #ou do not sit t%e end-of-course eamination at t%e first diet #ou must submit /ritten documentar# eidence to

elain /%# #ou could not sit t%e eam at t%e normal time. Eull details of t%e re4uirements are "ien in t%e


9/91

Page )

session. T%e maMorit# of assessments in ,eel-2 courses are class tests t%at tae lace in lecture sessions and are

not relicable

If "ood cause is a"reed and t%e assessment affected b# is #ot "e'i%abe t%e "rade for t%e assessment /ill be

comared to t%e ot%er items of assessment in t%e course.

If t%e ori"inal assessment "rade is comarable to t%e ot%er assessment "rades t%e ori"inal "rade /ill remain.

If t%e ori"inal assessment "rade is si"nificantl# different from t%e ot%er assessment "rades t%is "rade /ill be

remoed from t%e course "rade calculation. NOTE* T&e "eui"eme#t to %om'ete at east ;"e'i%abe?.

T%is also alies to course/or assessments /%ere t%e student ac%ieed a Fassin" "rade at t%e first

attemt and to items /%ic% t%e student missed /it%out Good Cause at t%e first oortunit#.

Reassessme#t is #ot avaiabe o" assessme#ts 0&i%& a"e !esi$#ate! as #ot "e'i%abe. T%e reassessment /ill be in essentiall# t%e same form as t%at for t%e ori"inal assi"nment.

*eassessment is limited to o#efurt%er attemt of t%e assessment for t%e course and must be taen /it%in

t%e same academic session.

?%ere a student %as been reented b# Good Cause from comletin" a reassessment a furt%er

"eassessme#toortunit# can be offered but t%is must be comleted before t%e end of t%e academic

session.

*eassessment can onl# tae lace after t%e results of t%e first diet are ublis%ed and must be comleted b#

t%e end of t%e academic session.

en if t%e student c%ooses to be reassessed onl# in some in-course assessments (and c%ooses not sit t%e

end of course eam at t%e resit diet eamination) t%e reassessment course result /ill onl# be ublis%ed after

t%e resit diet.

T%e course result after reassessment /ill be fla""ed as F*esult from resit.

Cheating

C&eati#$ i# E9ami#atio#s

T%e use of an# unfair means in class and end-of-course eaminations or assistin" an#one to do so is al/a#s

re"arded as a discilinar# offence. If #ou are cau"%t c%eatin" in eaminations #ou /ill be referred to t%e Senate

$ssessors for Disciline.

Co'/i#$ o Cou"se0o"5* -a$ia"ism

$ssessment of #our course/or is intended to assess #our o/n ersonal effort. If #ou use /or t%at %as beenreared b# ot%er eole R /or from #our classmates from t%e literature or from internet sites R t%is is an

attemt to subert t%e assessment rocess and is re"arded er# seriousl#.

T%e


10/91

Page *

T%is information /ill also be used to identif# student en"a"ement /it% t%e course and /ill be taen into

consideration /%en offerin" laces in ,eel-+. &lease brin" #our student card to all lectures as attendance /ill be

c%eced electronicall#.

8I. ASSESSMENT -ROCEDURES

o) you )ill &e !ssesse" Co"e of !ssessment

$ll assessment is "oerned b# t%e


11/91

Page +

Resuts Co!es

Resut %o!e ,o0 a#! 0&e# a0a"!e! Out%ome

A , T%e student %as comleted at least 85O of t%e

summatie assessment and %as met t%e minimumattendance criteria.

Credits /ill be a/arded.

M8$roed comassionateor certified medicalabsence

T%e student %as not comleted at least 85O of t%esummatie assessment but %as roided eidence of"ood cause.

T%is result is normall# used /%en t%e student %asmissed t%e end-of-course (or resit) eamination /it%"ood cause.

?%ere t%e student %as missed a class test or assessedcourse/or /ort% more t%an 25O /it% "ood cause t%e&ro"ramme Coordinator is encoura"ed to set analternatie iece of /or before t%e end-of-courseeamination.

T%e student /ill beermitted to tae t%e end-of-course eamination att%e net diet as a firstattemtN "rade oints /illnot be caed.

Credits /ill be /it%%elduntil t%e student %ascomleted t%ere4uirements.

C4Credit ?it%%eld

T%e student %as not comleted at least 85O of t%esummatie assessment and %as not roided eidenceof "ood cause.

T%is result is normall# used /%en t%e student %as

missed t%e end-of-course eamination at t%e main diet/it%out "ood cause.

T%e student /ill beermitted to tae t%e end-of-course eamination att%e net diet but as a

resitN "rade oints /ill becaed.

Credits /ill be /it%%eld

until t%e student %ascomleted t%ere4uirements.

CR

Credit *efused

T%e student %as not comleted at least 85O of t%e

summatie assessment (and B or %as failed to coml#/it% attendance re4uirements) and %as not roidedeidence of "ood cause and /%ere no oortunit# eiststo redress t%e situation /it%in t%e same academic #ear.

T%is result is used for t%e main diet of eaminations if

t%e student %as not met t%e attendance re4uirementsfor t%e course or %as not submitted assessed

course/or /it%out "ood cause.T%is result is also used for t%e resit diet of eaminationsif t%e student /as a/arded C? in t%e main diet and %asmissed t%e resit eamination /it%out "ood cause.

T%e student /ill not be

ermitted to tae t%e end-of-course eamination inan# future diets.

=o credits /ill be a/arded.

+n"-of-Course +,amination Proce"ures

Setti#$ o 'a'e"s*>uestion aers are reie/ed b# internal eaminers and t%e ternal aminer.

Ma"5i#$*$ns/er boos are identified b# re"istration number onl#.

ac% 4uestion is normall# set and mared b# a different member of staff so t%e ans/ers of a "ien candidate ma#

be mared b# seeral marers. ac% scrit is mared once. Grades are assi"ned accordin" to t%e Code of

$ssessment.

Boa"! o E9ami#e"s*T%is committee confirms t%e final "rade for t%e course.

It is at t%e !oard of aminers@ meetin" t%at secial circumstances and medical certificates are considered.

7ote that the School must &e in receit of all such material an" oo" Cause claims in a"ance of the

+,aminers8 meeting(

+,ternal +,aminers

ac% course %as its o/n ternal aminer listed in t%e indiidual course information. T%eir function is to oersee

t%e nature of t%e eamination aers and t%e standard of marin" of eamination aers and course/or

assessment.

+n"-of-Course +,aminations

It is /ou" "es'o#sibiit/ to e#su"e t&at /ou 5#o0 t&e time1 !ate a#! 'a%e o" ea%& o /ou"e9ami#atio#s. $s it is sometimes necessar# to c%an"e t%e eamination timetable #ou s%ould c%ec for #ourself

#our timetable on t%e *e"istr# /eb a"e in t%e /ee before t%e eamination eriod. I /ou miss a#


12/91

Page

e9ami#atio#1 o" a#/ "easo#1 /ou %a# o#/ ta5e t&e e9ami#atio# at t&e #e9t !iet (e.$. t&e "esits)

s'e%ia sitti#$s %a##ot be a""a#$e!. I /ou a"e ate o" a# e9ami#atio#1 /ou 0i #ot be $ive# e9t"a time.

!ssessment of +,tra !ns)ers in +,aminations

It is common for eamination aers to as students to ans/er a articular number of 4uestions from a lar"er

c%oice (sa# t%ree from si). It occasionall# %aens t%at students ans/er more 4uestions t%an re4uired. $t t%e end

of an eamination #ou s%ould c%ec #our /or to ensure t%at #ou %ae not ans/ered more t%an t%e re4uired

number of 4uestions and score out an# etras #ou do not /ant to be assessed.

If etra ans/ers are left for t%e eaminers t%e eaminers /ill assess all t%e ans/ers t%en "ie a "rade /%ic% is

t%e ave"a$ebased on t%e number of 4uestions submitted. T%is /ill %ae t%e effect t%at t%e oorest etra ans/ers

/ill brin" do/n t%e oerall "rade.

9se of +lectronic Deices inclu"ing Calculators in +,aminations

ou ma# use a calculator '"ovi!e!it does not %ae a facilit# for eit%er tetual stora"e or disla# or for "ra%ic

disla#.

ou must #ot usemobile tele%ones and ot%er electronic deices suc% as ersonal music la#ers durin"

eaminations. ou must s/itc% off and remoe all suc% items (includin" %ead%ones) rior to t%e start of t%e

eamination and lace t%em /it% ot%er ersonal ossessions in a closed ba" or container /%ic% /ill normall# be

et under #our seat or at t%e front of t%e %all for t%e duration of t%e eamination.

9se of Dictionaries in +,aminations

If #our first lan"ua"e is not n"lis% #ou ma# be ermitted to use an aroriate dictionar# in a class or end-of-

course eamination. ou s%ould lod"e t%e dictionar# /it% t%e Course Coordinator at least 2 %ours rior to t%e start

of t%e eamination. Eollo/in" insection t%e dictionar# /ill be returned to #ou b# t%e ini"ilator at t%e start of t%e

eamination.

#esit +,aminations

If #ou are a/arded a "rade $ ! C D or C* at t%e first eamination diet #ou /ill not normall# be allo/ed to resit

t%e end-of-course eamination. If #ou %ae an E G or 9 "rade or Credit ?it%%eld result #ou /ill be entitled to

resit t%e eamination but normall# onl# once and at t%e net aailable dietN t%e "rade oints a/arded as t%e result

of t%e resit eamination /ill be caed at 10. ou /ill see #our actual "rade on #Camus.

T%e "rade #ou "ain from t%e course/or /ill a"ain be used as +0O of #our assessment in t%e resit eamination.

Conse4uentl# it is ital for #ou to as /ell as #ou can in #our course/or.

It is /ou" "es'o#sibiit/ to %&e%5 /ou" "esuts a#! to estabis& 0&et&e" /ou s&ou! sit a#/ "esit e9ams.

$dmission to ear + is deendent on #our ac%ieement in ear 1 and ear 2 in terms of #our oerall "rade oint

aera"e #our total number of credits and #our erformance (i.e. "rade) in secified ear 2 courses. If #ou are

unsure contact #our $diser of Studies.

*esit eaminations tae lace in $u"ust (c%ec t%e timetable on t%e *e"istr# /eba"e)N bear t%is in mind /%en

#ou are lannin" /or or %olida#s. It is imortant to re"ister for resits at t%e correct time so t%at roer

arran"ements can be made for t%e resit eams including any pecial e-amination requirement for tudent with

pecial need or dia%ilitie.

If #ou are normall# resident outside t%e


13/91

Page 1

!ealing !gainst the Pu&lishe" #esult for a Course

T%e


14/91

Page 11

Dis'a/ o -e"so#a Data

T%e Sc%ool of ,ife Sciences ma# disla# ersonal student data (i.e. names re"istration numbers results) on notice

boards and oodle sites. *esults /ill onl# be identified b# student numberB if #ou refer not to %ae #our data so

disla#ed #ou must inform #our Course Coordinator as soon as ossible. ou /ill t%en be resonsible for main"

an aointment /it% t%e Course Coordinator to receie #our results in erson.

Staff-Stu"ent 'iaison Committees an" reresentation of the stu"ent

oice

T%ere are : Staff-Student ,iaison Committees /%ic% coer t%e full ran"e of ,ife Sciences courses at all leels. ?e

re"ard Staff-Student ,iaison Committees as ital c%annels for communication of information bet/een staff and

students and /e ur"e #ou to consider actin" as a student reresentatie. T%e uestionnaires roide us /it% essential information about t%e or"anisation teac%in" and content of t%e course.

T%e 4uestionnaires /ill normall# be %anded out and collected /it%in a teac%in" eriod. ?e are een to "et t%e

oinion of all students tain" a courseN t%erefore /e ur"e #ou to comlete and return all 4uestionnaires.

Summaries of t%e returns of 4uestionnaires /ill be sent to t%e Course Coordinatin" Committee for discussion. $n#

action taen as a result of t%e 4uestionnaires /ill be reorted to t%e aroriate Staff-Student Committee in t%e

follo/in" session.


15/91

Page 12

8i%e -"esi!e#t (E!u%atio#)*

T%e &-d oersees t%e /%ole course reresentatie s#stem includin" roidin" t%e trainin". 9eBs%e also

reresents t%e ie/s of all students to t%e


16/91

Page 1"

I. SC,OOL OF LIFE SCIENCES -OLICY STATEMENTS

Co"e of Disciline

$ll students are subMect to t%e


17/91

Page 1'

!ot% s#stems inole course matc%in" #our curriculum at Glas"o/ to t%e curriculum at t%e artner


18/91

%e,t&oo*s@Summary

+ A +ssential( # A #ecommen"e"2 9 A 9seful

2% .% 6% E% 2a .a Ea ;a 2.a 26a .b 6b Eb ;b

$bbas et al

!asic Immunolo"# purified Ta$

polymerase will be used to amplify &92 using 6%. Jts commercial value will be calculated by comparing to

commercial Ta$ polymerase. Two further laboratories will e"amine characteristics of enOymes and their kinetic

properties.

Lab $

#tudents will be provided with Ta$ polymerase which has been cloned into the plasmid vector pTTK*. #tudents

will e"amine the cloning process by digestion of the cloned &92 using restriction enOymes. This lab will:

illustrate the use of bacterial plasmid &92 in cloning

provide practical e"perience of conducting reactions in very small volumes

provide practical e"perience of gel electrophoresis of &92

consolidate some of the knowledge of the structure and properties &92 provided by the lecture course

provide practice in mapping restriction enOyme sites on &92 molecules;

Lab %

&uring this lab students will transform cloned Ta$ polymerase into E Colifor amplification of the Ta$ polymerase

and e"pression of the protein.

This lab will:

introduce the process of transformation of E Coliwith plasmid

consolidate knowledge introduced in lectures of how &92 can be manipulated and analysed using basic

molecular biology techni$ues


33/91

Page 29

provide an opportunity to create hypotheses for the control and e"perimental transformations

Lab &

&uring this lab students will be provided with the ! coli cell lysate containing e"pressed Ta$ polymerase protein,

from lab /. The thermostable characteristics of Ta$ polymerase will be e"ploited to purify the protein from E Coli

cell lysate.

This lab will:

provide practical e"perience of purifying a protein from a bacterial lysate

provide practical e"perience of loading # 62! gels and interpreting data from protein gels

consolidate knowledge gained in lectures on structure and characteristics of proteins

consolidate knowledge introduced in lectures on how proteins may be separated on the basis of charge, siOe

or affinity for ligands

Lab '

#tudents will conduct a 6% e"periment to amplify a gene of interest. To carry out this 6% reaction, Ta$

polymerase e"pressed and purified by students in labs *-4 will be used and compared to a commercial Ta$

polymerase, to assess the value of the Ta$ polymerase made during the lab.

This lab will:

provide practical e"perience of 6%

consolidate knowledge introduced in lectures on how 6% works and how it can be used in molecular biology

provide practical e"perience of running an agarose gel to visualise a 6% product.

Lab ( and )

&uring these two laboratories, students will e"amine characteristics of enOymes and perform e"periments to look

at the kinetics of enOymes.

These labs will:

provide practical e"perience of how enOymes are detected and $uantified;

provide practical e"perience of how the kinetic constants of enOymes are determined;

illustrate how the kinetic constants of enOymes help in understanding the effects of inhibitors.

consolidate knowledge gained in lectures on the concepts of the enOyme active site and transition state

stabilisation

consolidate knowledge gained in lectures on how enOymes are assayed define Cma", m and turnover

number and e"plain how these values can be determined e"perimentally distinguish between reversible and

irreversible inhibitors;

!ach of the laboratories detailed above will be accompanied by pre and post lab lessons which are available via the

moodle page for this course. These sessions are essential for the above laboratories and formative feedback will

be given on work completed in these in lab sessions. 'ork built up from this will increase skills such as numeracy,

graph drawing and scientific figure preparation, scientific notation, interpretation and presentation of data.

&ata ac$uired during the first group of laboratories will feed into the online peer reviewed summative assessment.

&etailed intended learning outcomes of the laboratory course are listed in the manual.

You must attend each session; *ou must #rin, *our %a# "oat to a%% %a#orator* sessions5

La#orator* times an! %o"ations

The class is divided into a number of laboratory groups; you should select your group on 3y%ampus, and must

attend at the times shown.

On%ine E'er"ises

You have the opportunity to test your knowledge and understanding of the course material through short answer

$uestions and by designing and assessing obFective $uestions.


34/91

Page 30

Lecture Timetable

3ee$ Da* Date Le"turer To(i"

#*G'k * 3on /*-#ep &r !laine Buston * Teaching and &ell +* Transgenic 6lants

@ri /)-3ar &r evin =>&ell +/ Transgenic 3odels of Buman &isease


35/91

Page 31

;C:2


36/91

Page 32

&r on a"endale, oom /+8, 'est 3edical uilding, e"t. )4++

email: onald.a"endale1glasgow.ac.uk

&r %hris 3c%abe, oom /0/, '#J uilding, arscube, e"t. )//

email: %hris.3c%abe1glasgow.ac.uk

&r 7ulia !dgar, oom 4*0, #ir raeme &avies uilding, e"t. /0/

email : 7ulia.!dgar1glasgow.ac.uk

&r


37/91

Page 33

Lectures

Grou( 1 Semester 1 Tues!a*s /8://01/://

Thurs!a*s /8://01/://

Semester . Mon!a*s /8://01/://3e!nes!a*s /8://01/://

Grou( . Semester 1 Tues!a*s 1://01;://

Thurs!a*s 1://01;://

Semester . Mon!a*s 1.://01://

3e!nes!a*s 1.://01://

Le"ture materia%

'e e"pect you to attend lectures, take your own notes and to read references to which you are directed.


38/91

Page 34

e"plain the enterohepatic cycle and the role of gastrointestinal secretions in gastrointestinal absorption;

the physiological basis of intestinal absorption and secretion;

outline the role of insulin, glucagon and other hormones on nutrient metabolism during and after absorption;

describe the structure and functions of the thyroid gland;

describe the structure and functions of the kidney, its role in fluid and electrolyte balance, elaboration of

urine;

understand the role of adrenocortical hormones in nutrient, fluid and electrolyte balance;

understand the endocrine role in the maintenance of blood pressure and volume within normal values;

appreciate what the study of neuroscience involves, why neuroscientists study the nervous system and the

kinds of $uestions they seek to answer;

appreciate the methodological foundations of neuroscience;

understand the structure and function of neurones and glia;

e"plain the ideas of ionic concentration gradient, electric potential gradient, inward H outward membrane

currents;

understand the relationship of membrane potential to the sodium and potassium e$uilibrium potentials;

e"plain the terms threshold, depolarisation, overshoot, repolarisation, hyperpolarisation;

describe the ionic basis of the action potential in terms of the underlying changes in membrane permeability;

describe how action potentials are propagated by local membrane currents and saltatory conduction;

understand the principles of chemical and electrical synaptic transmission;

understand the concepts of e"citation, inhibition, presynaptic inhibition and neuromodulation;

outline the maFor families of neurotransmitters and neuromodulators;

describe the modes of operation of receptors;

understand the concepts of synaptic integration in terms of facilitation, potentiation depression, and the

summation, of !6#6s and J6#6s;

e"plain the contribution of dendritic properties to synaptic integration;

summarise the main functions of the nervous system, its functional organisation and the roles of each

division;

distinguish between afferent neurones, interneurones and efferent neurones;

define a refle" and describe the basic elements of a refle" arc;

e"plain why refle" circuits are suited to control and protective functions;

outline the main aspects of visual processing that take place in the retina;

describe how the organisation of the visual system is suited to the e"traction of information on different

features of a visual scene;

e"plain what is meant by a voluntary movement, a ballistic movement and feedback controlled movement;

outline the roles of motor units, the motor corte", basal ganglia, cerebellum, spinal refle"es and sensory

feedback in the e"ecution of voluntary movements;

understand what is meant by localisation of function in the cerebral corte" and provide e"amples and

evidence for it in relation to the primary sensory areas;

understand what is meant by hemispheric asymmetry and what is the evidence for it in relation to the control

of speech;

describe the role of the hippocampus in learning and memory;

describe anatomy of brainstem and outline its functional importance;

describe the cerebral circulation and the control of brain blood flow

understand the cellular components of the neurovascular unit and the blood brain barrier

understand what is meant by ischaemic and haemorrhagic stroke;

understand the structure and function of myelin and identify disorders of central nervous system myelin;

give an overview of cognitive functions and how to measure them;

e"plain how brain lesions in patients have informed us of brain function.


39/91

Page 35

Laborator" Course

Aims 6 Inten!e! Learnin, Out"omes

The aims of the laboratory course are:

to reinforce understanding of topics taught in the lecture course;

to provide e"perience of the conduct of e"periments and the interpretation of results;

to provide the opportunity to investigate the relationship between work rate and cardiorespiratory variables;

to provide the opportunity to review research papers;

to illustrate differences between refle" responses to stimuli and the mental processes involved in conscious

reactions.

The intended learning outcomes of the laboratory course are listed in the laboratory manual.

The %a#orator* "ourse "om(rises:

2. #emester * isua% rea"tion time(/ hrs, semester /: week 5. Thislaboratory illustrates some of the main differences between refle" responses to stimuli and the morecomple" mental processes involved in conscious reactions. Jnstructions for carrying out the e"perimentswill be provided before the lab and there will be a 3oodle-based debriefing after the lab.


The class is divided into a number of laboratory groups; you should select your group on 3y %ampus. Jt is very

important that you take into account your other courses when selecting your laboratory sessions for this course.

&ue to the large amount of students on this course and limited space in practical laboratories, "han,es to

#oo$e! sessions i%% not #e (ermitte! an! *ou must atten! the session *ou ha>e se%e"te!. Jf you miss

your lab session due to illness or other e"ceptional circumstance, you must inform &r 6rice, deputy course

coordinator as soon as possible an!complete an absence report on 3y %ampus, including documentary evidence.

?nfortunately we will not be able to offer alternative laboratory sessions if you are absent.

La#orator* assessment

You will be assessed on your understanding and interpretation of results obtained in laboratories and the workshop

in the class tests and in the end of course e"amination.


40/91

Page 36

Lecture Timetable


#*G'k * Tues //-#ep &r 3cay * eneral =verview of course - Jntroducing principlesystems, homeostasis, terminology

Thurs /+-#ep &r 3cay / %ell signalling - introduction to paracrine, endocrineand synaptic cell signalling.

#*G'k / Tues /-=ct &r &aly 4 2utonomic nervous system

Thurs 0*-=ct &r 3orrison + %ontrol of the heart

#*G'k 4 Tues 08-=ct &r 'ork ) efle", hormonal and local blood flow regulation

Thurs 0-=ct &r 'ork 8 %apillary function, blood pressure and flow

#*G'k + Tues *4-=ct &r 3orrison 5 6ump function and cardiac cycle

Thurs *)-=ct &r 3cay


41/91

Page 37

1A:ESSENTIAL GENETICS

Aims of the Course

The overall aims of the course are to:

present the principles of genes and their inheritance;

describe the nature of mutations, genetic variation and gene mapping;

describe the nature of the genome proFects and its applications;

discuss the nature of human genetic disease especially diagnostics and treatments;

enable students to appreciate the role of genetics in the study of many fields of biology.

Overall Intended Learning Outcomes

y the end of the course, you will be able to:

define the term Pgene>;

describe the basic genetic principles of inheritance in a diploid organism, including gene segregations,

se"linkage, dominanceGrecessivity, epistasis, linkage, crossing-over, synteny and gene mapping;

describe the maFor causes and conse$uences of mutations and e"plain why most mutations are recessive;

solve simple genetic problems in inheritance using the above principles;

describe the genetic basis of se" determination, and its conse$uences for dosage compensation;

describe the strategies underlying the genome proFects;

understand how to find a gene within a genome: discuss the nature and detection of genetic variation within

genomes, and its application to studies of evolution, forensics and human genetic disease;

describe how we can find genes associated with inherited human disorders;

describe the genetic basis of specific named inherited human disorders, including cancer;

describe the use and application of model genetic organisms to human genetic disease;

understand the genetic basis of diagnostics, risk and treatment, and consider them in an ethical conte"t.

Staff

%ourse %oordinator: 6rofessor evin =>&ell, oom 4*, &avidson, e"t. 8/*,

email: evin.=&ell1glasgow.ac.uk

&eputy %oordinator: &r 7oe ray, oom +0, ower uilding, e"t. )**+,

email: 7oseph.ray1glasgow.ac.uk

2dditional Teaching #taff: 6rofessor !d Tobias, Kueen !liOabeth ?niversity Bospital, e"t. 048)

email: !dward.Tobias1glasgow.ac.uk

Textbooks

ecommended: eece et al (/0** D%ampbell iology th!dition, The enFaminG%ummings 6ublishing %o.

?seful: riffiths et al (/0*) D2n Jntroduction to enetic 2nalysisE th edition (@reemanNfor

s!"e#s goi#g i#o $ear 3 %e#eics& Bioc'e(esr) or *olec!lar + Cell!lar Biolog).

Assessment

Minimum requirements for the aar! of "re!its

%redits will normally be awarded for completion of coursework and sitting the end-of-course e"amination.


42/91

Page 38

Assessment of the "ourse is #ase! on:

*. 2 0-minute e"amination at the end of the course, which counts as 50I of the final assessment which

comprises obFective $uestions and short answer $uestions.

/. 2ssessment of coursework, which counts as 40I:

take-home essay (*)I

take-home test (*)I

Detai%s of the "ourse assessment:

&etails of end of course and assessed coursework can be found on 3oodle.

E'terna% E'aminer

Classes

This course consists of // lectures, / laboratory sessions and optional weekly tutorials.

Lectures

Grou( 1 Mon!a*s /8://01/://

3e!nes!a*s /8://01/://

Grou( . Mon!a*s 1://01;://

3e!nes!a*s 1://01;://

Detai%e! Inten!e! Learnin, Out"omes

You should be able to:

define terms: somatic, germ-line, haploid, diploid, genotype and phenotype; define synteny, and describe the

relationships between &92, chromosomes, genes, loci, alleles, and mutations;

describe the principles of inheritance in a diploid organism, relating the processes of meiosis to autosomal

and se"-linked inheritance, and to independent segregation;

describe the life cycle of a haploid organism (yeast; define the terms prototrophy and au"otrophy, and applycomplementation tests to genetic problems;

describe how dominant, co-dominant, and recessive mutations can be e"plained through the function of their

mutant protein products;

e"plain how complementation, gene interaction, and epistasis relate to the function of the products of genes

within a pathway, or in convergent pathways;

define cross-over, genetic linkage and genetic map unit; e"plain the genotypes of gametes and the

genotypes and phenotypes of individuals that would be used over three generations to set up a backcross to

map the distance between recessive mutations at two loci in genetic linkage;

solve genetic problems that are provided; including one and two factor crosses, independent and linked

segregation, genetic mapping, the inheritance of recessive lethal genes, gene interaction, and epistasis;

describe how se" chromosomes determine se" in mammals, including an analysis of dosage compensation,

human se" chromosome abnormalities, and the effect of the f(mutation on the secondary se"ual

phenotype;

describe the regulation of genes in the lacoperon of the bacterium E.coli, including single m92s that code

for multiple gene products, and the proteins that negatively and positively control of the transcription of the

lacoperon;

correlate the details of the genetic control of the lac operon to the metabolic re$uirements of E.coliunder

different environmental conditions;

describe e"amples of genes that have evolved by gene duplication and divergence of structure and function;

describe how the globin gene family is organised and regulated to provide haemoglobin with appropriate

molecular properties as development proceeds;

describe the application of the principles of genetics to the study and management of inherited disease in

humans;

e"plain how mutation and cancer are associated through the control of the cell cycle, and e"plain why

mutation is central to the cause of cancer, even when cancer is not inherited in a particular family;

describe how &92 se$uencing and molecular genetics have influenced our understanding of human evolution.


43/91

Page 39

Laborator" Course


The aims of the laboratory course are to:

provide practical e"perience of the use of yeast in genetic analysis;

reinforce the material on transmission genetics and gene function provided by the lecture course.

. The intended learning outcomes of the laboratory course are listed in the laboratory manual.


2. &ell * 'hy study enetics

'ed /4-#ep &r ray / ecessive 3utations

/ 3on /-#ep &r ray 4 &ominant 3utations

'ed 40-#ep &r ray + Yeast enetics

4 3on 0)-=ct &r ray ) %omplementation

'ed 05-=ct &r ray 8 ene 3apping

+ 3on */-=ct 6rof =>&ell 5 acterial ene %luster'ed *+-=ct 6rof =>&ell !ukaryotic enes

) 3on *-=ct 6rof =>&ell #e" &etermination

'ed /*-=ct 6rof =>&ell *0 &osage %ompensation

8 3on /8-=ct 6rof =>&ell ** Buman enome 6roFect

'ed /-=ct 6rof =>&ell */ Buman enome =rganisation

5 3on 0/-9ov 6rof =>&ell *4 &92 Cariation H @orensics *

'ed 0+-9ov 6rof =>&ell *+ &92 Cariation H @orensics /

3on 0-9ov 6rof =>&ell *) enes H !volution *

'ed **-9ov 6rof =>&ell *8 enes H !volution /

3on *8-9ov 6rof =>&ell *5 3aking 3utants

'ed *-9ov 6rof =>&ell * Buman enetic &isease

*0 3on /4-9ov &r ray * enes H %ancer'ed /)-9ov 6rof Tobias /0 3edical enetics

** 3on 40-9ov 6rof =>&ell /* @inding enes %ausing Buman &isorders

'ed 0/-&ec 6rof =>&ell // &iagnostics H %ounselling


44/91

Page 40

.A:-ORENSIC 4IOSCIENCE

Aims of the Course


provide students with an insight to the science which forms the basis of @orensic ioscience;

demonstrate the importance of @orensic ioscience in the provision of evidence relating to a crime or identity

of individuals.



&emonstrate knowledge of: basic aspects of forensic bioscience; hair and fibre analysis; body fluid and blood

type identification; &92 profiling; drug analysis; the use of skeletal remains for identificationGcause of death;

forensic entomology; forensic botany; document analysis;

'rite a comprehensive unbiased scientific report, which can be understood by a layperson.

Staff

%ourse %oordinator: 3rs 2ngela 'att, oom /*5, ower uilding, e"t. 8/+,

email: 2ngela.'att1glasgow.ac.uk

&eputy %oordinator: &r 6aul ea, Thomson uilding, e"t. +488,

email: 6aul.ea1glasgow.ac.uk

2dditional Teaching #taff: &r 7ennifer 3iller, &ickson lab, elvin %ampus, e"t. 4)5,

email: 7ennifer.3iller1glasgow.ac.uk

&r #tuart 3c &onald, oom 40), Thomson uilding, e"t. +*),

email: #tuart.3c&onald1glasgow.ac.uk

&r Cictoria 6aterson, raham err uilding, e"t.

email: Cictoria.6aterson1glasgow.ac.uk

&r 6aul #kett (uest


45/91

Page 41


*. 2 0-minute e"amination at the end of the course, which counts as 50I of the final assessment which will

comprise of 3%K and short answer $uestions based on the lecture and laboratory content.


class test (/0I

assessment of case study: written report (*0I

Assesse! "ourseor$: "%ass test an! "ase stu!* re(ort

The class test will comprise two short essay $uestions and will be held during lecture times. You will be informed

of any changes to this format. The assessment of the case study will comprise the hand-in of a report and short

answer $uestions within the end of course e"amination. #ee D2ssessment TimetableE for dates, times and

locations.

E'terna% E'aminer

&r #reenivasan 6onnambalam, #chool of 3olecular and %ellular iology, ?niversity of


46/91

Page 42

describe how use of the drugs is related to legal cases (both criminal and civil;

outline the properties of insect biology that makes them of value to forensic science;

describe which insect groups are generally found in forensic situations;

e"amine the normal anatomy of the skull and the dura mater;

differentiate primary and secondary head inFuries, e"plaining the causes and clinical effects of them;

define diffuse a"onal inFury and detail the neuropathology of it relating it to what the victim may present with

clinically;

list the legal process when someone dies, comparing #cotland and other legal systems in the ?nited

ingdom;

describe the post-mortem changes that are known to happen;

list and describe the main causes of natural death in #cotland;

list and describe the more common causes of deaths not related to natural causes in #cotland;

describe the identification of handwriting;

describe the procedures used in the analysis of documents;

demonstrate the role of a @orensic #cientist within the court of law;

e"plain the ethical issues relating to @orensic bioscience;

2pply practical skills in fundamental forensic techni$ues and analyse and interpret results obtained fromusing these techni$ues.

Laborator" Course



work as a team to analyse data and write a clear and concise report on the information provided;

relate scientific information in an articulate manner which can be understood by your peer group.

The intended learning outcomes of the laboratory course are listed in the laboratory manual.


2. @orensic case study (4hr. eport

There will be physical material available to e"amine, together with case notes. @rom this, you are re$uired to

e"amine the material relevant to the case, and write a scientific report detailing the evidence; the written report

should be handed-in on the date specified on the assessment timetable.

You must attend the session; al,a)s ri#g )o!r la coa.


The class is divided into a number of laboratory groups; you should select your group on 3y%ampus, and must



47/91

Page 43

Lecture Timetable


* 3on /*-#ep 3rs 'att * @orensic #cience - what is itL

'ed /4-#ep &r ea / The %rime #cene (and the specialists involved

/ 3on /-#ep 3rs 'att 4 Trace !vidence

'ed 40-#ep &r 3iller + The ole of the #pecialists in ody and Trace !vidence

ecovery

4 3on 0)-=ct &r 3iller ) !nvironmental 6rofiling and 2nthropology

'ed 05-=ct 3rs 'att 8 @orensic iology - blood H body fluids

+ 3on */-=ct 3rs 'att 5 &92 Technology

'ed *+-=ct 3rs 'att The ?se of &92 for Jdentification

) 3on *-=ct 3rs 'att &ocument 2nalysis

'ed /*-=ct &r 6aterson *0 'hat 3akes Jnsects #uitable for @orensic 6urposesL

8 3on /8-=ct &r #kett ** 2lcohol: @orensic 2spects

'ed /-=ct &r #harp */ &rugs: @orensic 2spects

5 3on 0/-9ov 3iss #kett *4 The


48/91

Page 44

A:E?ERCISE SCIENCE

Aims of the Course


e"pand the students> understanding of physiology in active humans;

e"pand the students> understanding of physical activity, well being and health;

allow students to study science in the conte"t of sports performance.



demonstrate knowledge of: the relationships between physical activity, nutrition and health; the physiological

and metabolic responses to e"ercise; the effects of training, nutrition, genetics and drugs on these responses

and sporting performance; the influence of non-physiological factors on sporting performance;

conduct a test of aerobic fitness and interpret the data obtained.

Staff

%ourse %oordinator: 3r. 9airn #cobie, oom /4b, 'est 3edical uilding, e"t. 44/,

email: 9airn.#cobie1glasgow.ac.uk

&eputy %oordinator: &r 7ason ill, oom %/)0, %% uilding, e"t. /*8,

email: 7ason.ill1glasgow.ac.uk

2dditional Teaching #taff: &r 9iall 3ac@arlane, oom /+0a, 'est 3edical uilding, e"t. )8),

email: [email protected]

&r on a"endale, oom /+8, 'est 3edical uilding, e"t. )4++,

email: onald.a"endale1glasgow.ac.uk

6rofessor 'illiam %ushley, oom 4*), &avidson uilding, e"t. )/8*

email: 'illiam.%ushley1glasgow.ac.uk

3s Ciki 6enpraOe, oom /4, 'est 3edical uilding, e"t. /+)8,

email: Cictoria.6enpraOe1glasgow.ac.uk

Textbooks

ecommended: D!"ercise 6hysiology: !nergy, 9utrition and Buman 6erformanceE 3c2rdle, atch and

atch. This te"t will also be useful for


49/91

Page 45


*. 2 0 minute end-of-course e"amination, comprising short-answer $uestions based on the laboratory course

and multiple-choice $uestions based on the whole course. This counts for 50I of the final assessment.

/. 2 timed coursework essay, which counts as /)I of the final assessment.

4. 6eerwise assessment worth )I:

#tudents must submit to$uestions each and answer tent*$uestions. One$uestion to be submitted by

3onday the *

th

of =ctober, and ten$uestions to be answered by @riday the /4

rd

of =ctober. One$uestion tobe submitted by 3onday the *8thof 9ovember, and ten$uestions to be answered by @riday the /0thof

9ovember.

rades will be broken down as follows:

/.)I for the first $uestion submitted and answering ten $uestions. You will receive a grade from the //-point

scale for the $uality of the $uestion submitted. Jf you submit a $uestion but fail to answer ten $uestions, you

will receive Oero (i.e. Q B grade. You will receive a grade of Oero if you answer ten $uestions but fail to

submit one.

The same applies for the second $uestion.

Assesse! "ourseor$

The coursework will comprise of a +)-minute timed essay held during lecture time. The essay title will be chosen

from a list of essay titles provided to you at the start of the course, but you will not know which specific essay title

will be chosen until the time of the assessment. You will be given a choice of two $uestions on the day ofassessment.

E'terna% E'aminer

&r rant 2bt, ?niversity of Bull

Classes

This course consists of /0 lectures, / laboratory classes and * laboratory data analysis session.

Lectures

Mon!a*s 1@:// 19://

Tues!a*s 1@:// 19://


y the end of this course you should be able to:

e"amine the structure of skeletal, cardiac and smooth muscle;

determine the physiology of muscular contractions;

describe the factors which limit ma"imal o"ygen uptake;

discuss the cardiovascular adaptations to endurance training;

e"amine the physiological factors that effect endurance performance; determine the concepts underlying the anaerobic threshold;

look at the metabolic and peripheral adaptations that occur during endurance training;

e"amine the effects training at altitude can have on athletic performance;

determine the content of a healthy diet, and the impact a poor diet can have on a persons well-being;

e"amine the effects of manipulating carbohydrate, fat and protein content of the diet, and the impacts on

athletic performance;

discuss the literature associated with physical inactivity leading to the development of cardiovascular disease;

describe the issues surrounding drug use in sport;

discuss whether genetics plays a role in sporting performance;

introduce students to key concepts and theories surrounding sport and e"ercise psychology; describe the common pathways by which humans utilise the maFor fuel molecules carbohydrate, fat and

protein;


50/91

Page 46

describe how anaerobic and aerobic systems contribute to energy production in events of varying length and

intensity.

Laborator" Course



6rovide practical e"perience of measuring resting metabolic rate and conducting a subma"imal e"ercise test;

6rovide e"perience of data analysis and interpretation of e"perimental data.

The laboratory manual will be handed out at the first laboratory session. The intended learning outcomes of the

laboratory course are listed in the laboratory manual.


2.


51/91

Page 47

;A:ANIMAL DIVERSITY

Aims of the Course


survey the variety of animal life, from protoOoa to mammals, with an emphasis on the evolutionary forces that

have created this diversity;

demonstrate the fundamental unity of animal life, in terms of the mechanisms that organise body plans;

illustrate the adaptations of animals to different lifestyles in different habitats;

e"amine the causes of mass e"tinctions and new waves of adaptive radiation;

to analyse the interactions of human beings with other animals.



recall the variety of animal life, from protoOoa to mammals, with an emphasis on the evolutionary forces that

have created this diversity;

understand the fundamental unity of animal life, in terms of the mechanisms that organise body plans;

appreciate the adaptations of animals for different lifestyles in different habitats.

Staff

%ourse %oordinator: 6rofessor od 6age, oom ///, raham err uilding, e"t. +55,

email: oderic.6age1glasgow.ac.uk

&eputy %oordinator: 6rofessor 3alcolm ennedy, oom 4//, raham err uilding, e"t. )*,

email: 3alcolm.ennedy1glasgow.ac.uk

2dditional Teaching #taff: 6rofessor oger &ownie, oom /05, raham err uilding, e"t. )*)5,

email: oger.&ownie1glasgow.ac.uk

&r athryn !lmer, oom +0/ raham err uilding, e"t. 885*,

email: athryn.!lmer1glasgow.ac.uk

Textbooks

!ssential: %ampbell and eece (/00 DiologyE th !dition, The enFaminG%ummings 6ublishing %o.

ecommended: Bickman et al., D2nimal &iversityE, any recent edition

Assessment


%redits will normally be awarded for completion of coursework, attendance at laboratories and tutorial and sitting

the end-of-course e"amination.



comprise of 3%K and short answer $uestions.


P'iki> online assignment (*)I


52/91

Page 48

E'terna% E'aminer

6rofessor 7ames #picer, ?niversity of 6lymouth

Classes

This course consists of /* lectures, / laboratories and * tutorial.

Lectures

3e!nes!a*s 11://01.://

-ri!a*s 11://01.://



outline the principles used in the classification of animals;

describe the main groups of single-celled animals and outline their ecological importance;

discuss the main differences between single-celled and multi-celled animals;

outline the universal role of B=R genes in the establishment of metaOoan body plans;

distinguish the main groups of animal body plans based on development, symmetry and form;

discuss the costs and benefits of a sedentary life for animals;

outline the main characteristics of sponges, corals and other marine sedentary forms;

discuss the importance of corals in tropical marine ecosystems;

list the characteristics of the main classes of 2rthropods;

discuss the role of the Fointed e"oskeleton in the success and diversification of 2rthropods;

account for the distribution of the main groups of 2rthropods;

outline how 2rthropods move;

distinguish between commensalism, symbiosis and parasitism;

discuss the costs and benefits (to the parasite of a parasitic way of life;

outline the occurrence of parasitism within the main groups of animals;

describe the life cycles of some parasites of medical importance;

discuss the relationship of the vertebrates to their non-vertebrate allies;

outline the body plan of vertebrates;

discuss the relative diversity of the main groups of vertebrates;

describe the relationships of the main groups of fish to each other and to the tetrapods;

compare the main features of ancient and modern 2mphibians;

describe reproduction and the life cycles of modern 2mphibians;

discuss the costs and benefits of endothemic and ectothemic lifestyles to the vertebrates; show how the reptile egg overcame the problems of reproduction on land;

describe the main groups of e"tinct and modern reptiles;

discuss the selective pressures that may have led to the evolution of flight in vertebrates;

outline the main features of 2rchaeoptery";

list the main features of the body organisation of birds;

describe how the avian lung differs from that of all other land vertebrates;

outline the reproductive strategies used by birds;

outline the development of mammalian organisation from reptilian ancestors;

list the main features of mammals;

describe the general features of primates and compare lower primates and monkey; discuss the ecology of modern apes;

outline the evidence used to trace human ancestry;


53/91

Page 49

describe the basic features of hominid evolution;

describe how domestication influences an animal species;

outline the main animal species that have become domesticated, and why ;

give the geological perspective on e"tinction;

show how e"tinction as a process has been influenced by human activity.

Laborator" Course#tudents taking this course are e"pected to make use of the permanent e"hibits in the Aoology 3useum, both for

reinforcing and e"tending material covered in lectures, and for revision.



provide practical e"perience in recognition and direct study of different groups of organisation;

reinforce the knowledge of biodiversity.

Jnstructions for the P'iki> online e"ercise will be provided at the start of the course. The manual for the Certebrate

laboratory will be handed out before the laboratory and will list the intended learning outcomes of the laboratory.


2. =nline e"ercise: P'iki> (to be completed in own time midway through the course.


54/91

Page 50

Lecture Timetable


@ri /)-#ep 6rof 6age * %oping with diversity (*

/ 'ed 40-#ep 6rof 6age / %oping with diversity (/

@ri 0/-=ct 6rof 6age 4 %oping with diversity (4

4 'ed 05-=ct 6rof 6age + %oping with diversity (+

@ri 0-=ct 6rof 6age ) %oping with diversity ()

+ 'ed *+-=ct 6rof ennedy 8 aining comple"ity *

@ri *8-=ct 6rof ennedy 5 aining comple"ity /

) 'ed /*-=ct 6rof 2dams 2$uatic !cosystems *

@ri /4-=ct 6rof 2dams 2$uatic !cosystems /

8 'ed /-=ct 6rof ennedy *0


55/91

Page 51

9A:


56/91

Page 52

Assesse! "ourseor$: >isua% %a#orator* test an! "%ass test

The visual laboratory test e"amines material covered in laboratory * and will comprise multiple-choice $uestions

based on visual images and will be held during lecture times. The class test will comprise multiple-choice $uestions

and will e"amine material from lectures *-*) and the museum assignment, and will be held during lecture times.

E'terna% E'aminer

6rofessor 6eter &ockery, 9ational ?niversity of Jreland, alway

Classes

This course consists of * e-lecture, * lectures, / laboratories and a student-directed museum assignment.

LecturesGrou( 1 Tues!a*s /8://01/://

Thurs!a*s /8://01/://

Grou( . Tues!a*s 1://01;://

Thurs!a*s 1://01;://


These relate to the course as a whole (i.e. e-lecture ,lectures, and laboratory classes Therefore, on completion of

the course you should be able to:

define the levels of structural organisation: cellular, tissue, organ, system, and body;

list the principal body cavities and the organs associated with them;

define the anatomical position;

describe the vertebral column;

classify Foints;

describe a synovial Foint;

identify the organs of the respiratory system;

describe the nasal cavity;

describe the tracheo-bronchial tree;

identify the laryn";

e"plain the divisions of the lung including lobules;

identify the bones of the thora";

discuss mechanisms of breathing;

describe the location and surface features of the heart and identify its borders;

identify the chambers, valves of the heart;

identify the body>s maFor blood vessels;

describe the oral cavity;

list the parts and adaptations of the digestive tract;

describe the liver and pancreas; distinguish between arteries and veins;

describe blood cells;

identify the kidney, ureter and urinary bladder;

describe gross anatomy of skeletal muscle;

discuss muscle architecture and its contribution to force generation;

describe upper limb bones, main muscle groups and movements;

describe upper limb skeletal and Foint adaptations relating to mobilityGstability;

describe lower limb bones, main muscle groups and movements;

describe lower limb skeletal and Foint adaptations relating to mobilityGstability;

describe the testes and the male reproductive system;

describe the ovaries and the female reproductive system; describe the basic anatomy and functions of the corte" and subcortical structures of the brain;

describe the structure of the spinal cord.


57/91

Page 53

Laborator" Course



encourage the e"ploration of human morphology in greater detail;

provide practical e"perience of human morphology and function.


2. #elf-directed museum assignment in the 2natomy 3useum (*hr.


58/91

Page 54

Lecture Timetable


* Tue //-#ep &r @allon * Jntroduction to Buman @orm and @unction

Thu /+-#ep &r @allon / 7oints

/ Tue /-#ep 6rof. 6ayne 4 ibs &iaphragm, 3echanisms of reathing

Thu 0*-=ct 6rof. 6ayne + The espiratory Tract from 9ose to 2ir #ac

4 Tue 08-=ct &r @allon ) The Beart and 3aFor lood Cessels

Thu 0-=ct &r @allon 8 The &igestive Tract *

+ Tue *4-=ct &r @allon 5 The &igestive Tract /

Thu *)-=ct &r @allon 2ccessory &igestive lands

) Tue /0-=ct &r @allon Casculature and lood cells

Thu //-=ct &r ea *0 3uscle @orm and @unction

8 Tue /5-=ct Visua% La#orator* Test

Thu /-=ct &r ea ** ?pper


59/91

Page 55

1.A:4IOENGINEERING 6GLO4AL C (="ford ?niversity 6ress

#mith et al. (/00 P6lant iology> (arland #cience, Taylor @rancis

TaiO and Aeiger (/005 P6lant 6hysiology> (4rdedition #inauer 6ress

Assessment


%redits will normally be awarded for completion of coursework, attendance at tutorials and sitting the

end-of-course e"amination.



comprise of 3%K and short answer $uestions.

/.

2ssessment of coursework, which counts as 40I: class test (*)I

tutorial and essay (*)I


60/91

Page 56

Assesse! "ourseor$: "%ass test an! tutoria% essa*

The class test will comprise obFective $uestions and will be held during lecture times. 2ll students should attend

the tutorial where the topics for the essay will be presented and discussed, and then write an essay *000-*)00

words in length on the chosen topic; the essay must be submitted through Turnitin. &etails of the essay and

relevant material on the topic will be posted on the course 3oodle site. #ee D2ssessment TimetableE for dates,

times and locations.

E'terna% E'aminer

6rofessor eorge anting, ?niversity of ristol

Classes

This course consists of * lectures and * tutorial. 2dditional e"aminable information will be provided during the

lectures and the tutorial that will not appear in the lecture summaries mounted on the course 3oodle site;

students should attend all timetabled sessions.

Lectures

Tues!a*s 1/://011://0

Thurs!a*s 1/://011://0

Tutorial


The 2ims of the tutorials are:

esearch a topic related to sustainable food production

2ssess traditional and new approaches to increasing crop yields

The tutoria% "om(rises:2. Tutorial: &iscussion on reading material on 6lant enetic 3anipulation (/ hr. #elf-learning e"ercise consisting of literature searches and a written essay

You must complete both parts

Tutoria% times an! %o"ations

The class is divided into a number of tutorial groups; you you should select your group on 3y%ampus, and must


Sur,er*

#urgery hours will be arranged Fust prior to the class test and final e"amination during which time the teaching

staff will be available for $uestions and discussion.

Self!Instruction *aterial

#ee the course 3oodle site for resources and lecture summaries.


61/91

Page 57

Lecture Timetable


* Tue //-#ep &r &ominy * Jntroduction

Thu /+-#ep &r &ominy / The 3aFor %rops

/ Tue /-#ep &r &ominy 4 6lant reeding

Thu 0*-=ct &r &ominy + iotechnology H Transgenesis

4 Tue 08-=ct &r &ominy ) 2biotic #tress: Temperature

Thu 0-=ct &r &ominy 8 2biotic #tress: 'ater

+ Tue *4-=ct &r 3ilner 5 iotic #tress: 6lant 6athogens J

Thu *)-=ct &r 3ilner iotic #tress: 6lant 6athogens JJ

) Tue /0-=ct &r &ominyG &r 3ilner evision session for %lass Test

Thu //-=ct C%ass Test

8 Tue /5-=ct &r 3ilner iotic #tress: Jnsect esistance

Thu /-=ct &r 3ilner *0 iotic #tress: 'eeds

5 Tue 04-9ov &r 3ilner ** iotic #tress: 9ematodes

Thu 0)-9ov &r &ominy */ 2biotic #tress:


62/91

Page 58

1A:IMM7NOLOGY

Aims of the Course

The overall aims of the course are:

to introduce students to the immune system, how it recognises and responds to infection;

to promote an appreciation of the involvement of the immune system in infectious disease, autoimmunity,

allergy, transplantation and cancer;

to e"plain the importance of the immune system and how it can be usefully manipulated e.g. in vaccination,

treatment of inflammatory disease.



demonstrate knowledge of the immune system, how it recognises and responds to infections;

appreciate the conse$uences of involvement of the immune system in infectious disease, autoimmunity,

allergy, transplantation and cancer;

e"plain the importance of the immune system and how it can be usefully manipulated by e.g. in vaccination,

antibody therapy, treatment of inflammatory disease, immunosuppression.

Staff

%ourse %oordinator: &r #imon 3illing, oom +/*, %, e"t. 8+*,

email: #imon.3illing1glasgow.ac.uk

&eputy %oordinator: &r ob 9ibbs, oom 4/8, %, e"t. 480,

email: obert.9ibbs1glasgow.ac.uk

2dditional Teaching #taff: &r %harlie 3c#harry, %, e"t. ///,

email: %harles.3c#harry1glasgow.ac.uk

6rofessor 2llan 3owat, oom +*, %, e"t. +*+,

email: 2llan.3owat1glasgow.ac.uk

6rofessor 3aggie Barnett, oom +*, %, e"t. +*4

email: 3argaret.Barnett1glasgow.ac.uk

6rofessor Tom !vans, oom +/), %, e"t. +*,

email: Tom.!vans1glasgow.ac.uk

&r %arl oodyear, oom +/*, %, e"t. 48),

email: %arl.oodyear1glasgow.ac.uk

6rofessor 7im rewer, oom +/+, %, e"t. +*5

email: 7ames.rewer1glasgow.ac.uk

&r 6as$uale 3affia, oom +/4, %, e"t. 5*+/email: 6as$uale.3affia1glasgow.ac.uk

&r 2lasdair @raser, #cottish 9ational lood Transfusion #ervice, !dinburgh

email: 2lasdair.fraser1nhs.net

6rofessor Jain 3cJnnes, oom +*), %, e"t. +**

email: Jain.3cJnnes1lasgow.ac.uk

&r #hana %oley, %, !"t +/)

email: #hana.%oley1lasgow.ac.uk

&r uaidhri %armody, %, !"t )+)

email: uaidhri.%armody1lasgow.ac.uk


63/91

Page 59

Textbooks

ecommended: &avid 3ale, Jmmunology: 2n illustrated outline.

3urphy e al, 7aneway, Jmmunobiology, th !dition

*oodle

2ll notes will be posted on 3oodle before lectures if available but otherwise shortly afterwards. There will also a3oodle forum to allow students to ask $uestions and to clarify anything relating to lectures and learning

obFectives. 3oodle will also be used to post any messages to class such as timetable changes and further

information during session.

Assessment


%redits will normally be awarded for completion of coursework and sitting the end-of-course e"amination.


*.

2 0-minute e"amination at the end of the course, which counts as 50I of the final assessment which willcomprise of 3%K and short answer $uestions.


essay (/)I

class test ()I

Assesse! "ourseor$: "%ass test an! essa*

2 choice of essay titles will be provided at the start of the course. You will be re$uired to sign up for one of the

essays, review the literature and then write an essay on your chosen topic in your own time.

E'terna% E'aminer

6rofessor 2wen allimore, %ardiff ?niversity

Classes

This course consists of // sessions, a mi"ture of lectures and revision tutorials


2t the end of the course students should be able to understandGe"plainGdescribeGknow:

the cells and anatomy of the immune system;

the cells of the innate immune response and their contribution to the control and resolution of inflammation;

the benefits and potential dangers of acute and chronic inflammatory responses as illustrated by clinical

e"amples and outcomes of each;

the role of the maFor histocompatibility comple" (3B% in the immune response;

molecular events associated with the activation of immune cells.

the e"istence of distinct subsets of T cells, their characteristics, functions and regulation;

the molecular basis of T cell education within the thymus;

the e"istence of different cell subsets and their role in the immune response;

structure and function of antibodies;

the necessity of interactions between T and lymphocytes for optimal immune responsiveness;

the re$uirement for the immune system to be unresponsive in particular circumstances (tolerance and the

mechanisms of this unresponsiveness;

how the immune system responds to a variety of different types of infection;

the process, stages and mechanisms of transplant reFection as an immunological event;

the mechanisms of allograft and "enograft reFection;


64/91

Page 60

that activation of the immune system can be harmful as well as beneficial e.g. autoimmunity;

how vaccines can be used to manipulate the immune response to induce immunological memory;

the role of immunological memory in protection against infectious diseases;

the causes of cancer and how the immune system responds.

Lecture Timetable


* 3on /*-#ep &r 3illing * Jntroduction

'ed /4-#ep &r 3c#harry / %ells H 2natomy of the Jmmune esponse

/ 3on /-#ep &r 3c#harry 4 Jnnate Jmmunity H Jnflammation

'ed 40-#ep 6rof Barnett + 3B% H antigen processing

4 3on 0)-=ct &r oodyear 8 2ntibodies #tructure H @unction

'ed 05-=ct 6rof 3owat 5 T %ell 2ctivation H Tolerance

+ 3on */-=ct 6rof 3owat T %ell &evelopment

'ed *+-=ct 6rof 3owat T %ell #ubsets

) 3on *-=ct 6rof Barnett *0 %ell &evelopment, @unction H 2ctivation

'ed /*-=ct &r %armody ** 3olecular Jmmunology

8 3on /8-=ct &r 3illing */ 6utting Jt 2ll Together

'ed /-=ct C%ass Test

5 3on 0/-9ov 6rof !vans *4 Jmmune esponse to Jnfection J

'ed 0+-9ov 6rof !vans *+ Jmmune esponse to Jnfection JJ

3on 0-9ov 6rof rewer *) 3emory H Caccination

'ed **-9ov &r # %oley *8 Transplantation

3on *8-9ov &r 3illing *5 Jmmunodeficiency

'ed *-9ov &r 3c#harry * 2llergy H 2sthma

*0 3on /4-9ov 6rof 3cJnnes * 2utoimmunity

'ed /)-9ov &r 3affia /0 %ardiovascular Jmmunology

** 3on 40-9ov &r @raser /* %ancer Jmmunology

'ed 0/-&ec &r 3illing // evision Tutorial


65/91

Page 61

2B:EVOLUTIONARY BIOLOGY

Aims of the Course

The overall aims of the course are:

to introduce students to the basic concepts underlying evolution and its effects on living things, and to show

how current studies of genetic variation and taxonomy can be integrated to provide new insights intoevolution, population biology and biodiversity;

to introduce the methods used in reconstructing evolutionary trees, and discuss the role of phylogenies in

understanding evolutionary processes;

to show how evolutionary processes are reflected in the development of organisms and in their behaviour;

to describe and interpret macroevolutionary processes including speciation and extinction.

Detailed Intended Learning Outcomes


evaluate the alternative theories that account for the diversity of life on earth;

summarise and explain evolution in terms of fitness and selection;

explain the role played by mutation and polymorphism in the evolutionary process and in the study of

evolution;

summarise and discuss the influence of variation on phenotypes, including the concept of heritability;

summarise and discuss the importance of genetic diversity to the survival and conservation of species, and

the effects of inbreeding and outbreeding;

explain how speciation occurs and summarise and discuss the barriers that prevent species hybridization;

explain and evaluate evidence about relationships between different organisms using phylogenetic trees, and

explain and discuss the role of this form of analysis in conservation biology, agriculture and medicine;

explain how and why rates of evolutionary change may differ between lineages, and discuss the factors that

influence the distribution and survival of groups of organisms;

summarise and discuss how animal behaviour and development are shaped by evolution in relation to life

history strategies;

summarise and discuss the main evolutionary changes in the human lineage and evaluate the factors likely to

have influenced them.

Laboratory Course

Aims Intended Learning Outcomes


provide practical experience in thinking about and understanding evolutionary problems and concepts;

provide practical experience in performing uantitative analyses associated with addressing evolutionary

problems and concepts.

The laboratory manual will be handed out before the labs. The specific intended learning outcomes are listed in the

laboratory manual.


66/91

Page 62

Staff

!ourse !oordinator: "rofessor #arbara $able, %oom &'&, (raham )err #uilding, ext. *+*,

email: #arbara.$able-glasgow.ac.uk

eputy !oordinator: r $artin /lewellyn, %oom *', (raham )err #uilding, ext. +012

email: 3nna.$c(regor-glasgow.ac.uk

3dditional Teaching 4taff: r $ark #ailey, %oom &+, avidson #uilding, ext. +22&,

email: $ark.#ailey-glasgow.ac.uk

"rofessor %oderic "age, %oom , (raham )err #uilding, ext. &550,

email: %oderic."age-glasgow.ac.uk

"rofessor )evin 67ell, %oom *12, avidson #uilding, ext. 810,

email: )evin.6ell-glasgow.ac.uk

r. )athryn 9lmer, %oom &', (raham )err #uilding, ext. 8815,

email: )athryn.elmer-glasgow.ac.uk

r. )evin "arsons, %oom *1*, (raham )err #uilding, ext. 88&*,

email: )evin."arsons-glasgow.ac.uk

Textbooks%ecommended: %eece, .#, rry, /.3 , !ain, $./,


67/91

Page 63

Assessment o- t!e course is )ased on:

1. 3 2'Iminute examination at the end of the course, which counts as 5'J of the final assessment and

comprises obCective, short answer and problem based uestions.

. 3ssessment of coursework, which counts as *'J of the final assessment:

3ttendance and completion of inIclass laboratory assignments week 1 ?.+J@

3ttendance and completion of inIclass laboratory assignments week ?.+J@

"ostIlaboratory assignment ?1'J@

(roup poster presentation ?1+J@

Assessed course.or/: class tests and *oster *resentation

For the poster presentation, students will work in groups of four to present a poster on any 9volutionary #iology

topic, subCect to approval, at one of two sessions in week 11. (roups and titles must be chosen by the end of

week 2, and finished posters should be submitted by the start of week 11. "oster sessions will be held in the

atrium of atural 4election 1

Fri 2Ian "rof $able 8 >atural 4election

& Thu '&IFeb r #ailey 5 4exual 4election 1

Fri '+IFeb r #ailey 0 4exual 4election

+ Thu 11IFeb "rof "age 2 %econstructing 9volutionary Trees

Fri 1IFeb "rof "age 1' $olecular "hylogenies

8 Thu 10IFeb "rof "age 11 %econstructing 3ncestors

Fri 12IFeb "rof "age 1 $acroevolutionary "atterns 1

5 Thu +IFeb "rof "age 1* $acroevolutionary "atterns

Fri 8IFeb r 9lmer 1& 4peciation G 3daptive %adiations 1

0 Thu '*I$ar r 9lmer 1+ 4peciation G 3daptive %adiations 1

Fri '&I$ar r "arsons 18 9volution and evelopment 1


68/91

Page 64

2 Thu 1'I$ar r "arsons 15 9volution and evelopment

Fri 11I$ar "rof $able 10 9volutionary 3pplications

1' Thu 15I$ar "rof 67ell 12 Euman evolution

Fri 10I$ar "rof $ableD"rof "age ' %evision session

11


69/91

Page 65

Lab Timetable

1ee/ Da" Date Time Grou* Location

8 Tue 18IFeb 1&:''I18:'' + (raham )err '2


70/91

Page 66

$B:IN(ETION AND I++UNITY

Aims of the Course

The aims of the course are to consider selected examples of bacterial, parasite, viral and fungal pathogens, and

prions, in order to develop an understanding of:

how these agents infect their hosts;

how they evade o

Date post:	02-Mar-2018
Category:	Documents
Upload:	danielspinoza
View:	216 times
Download:	0 times

Theory Combined

Documents