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BIOL122 Unit Outline, Semester 1, 2019
BIOL122 Unit Outline, Semester 1, 2019
SEMESTER 1 2019
UNIT OUTLINE
Credit points: 10
Incompatible units: BIOL125 Human Biology 1 (I), BIOL126 Human Biology 2 (I), BIOL124 Human
Body in Health and Disease 1 (I), BIOL204 Human Body in Health and Disease 2 (I)
Mode: This is a face-to-face program core unit entailing 3 one-hour lectures and 1 two-hour
workshop every week over a ten-week semester. The weekly workshop classes are designed for
active learning. Independent and group work will be encouraged in these small classes for
maximum achievement of learning outcomes and graduate attributes. Note that the same content is
not always covered in lectures and workshops so it is important for you to attend all types of classes
to get the whole picture in a given topic.
LEARNING OUTCOMES
The Bachelor of Midwifery, Bachelor of Nursing and Bachelor of Paramedicine courses are
professional programs that require development of particular attributes for accreditation purposes.
These are also included in the learning outcomes.
On successful completion of this unit, you should be able to:
• LO1 Describe basic principles of pharmacology with respect to Quality Use of Medicines (QUM)
(GA4, GA5)
• LO2 Describe the pathophysiology of selected National Health Priority areas to explain their
respective clinical manifestations and pharmacological management (GA4, GA9)
• LO3 Explain how physiological changes that occur across the lifespan impact on disease
processes and drug administration (GA4, GA9)
• LO4 Relate microbiological principles to infection control practices (GA4, GA5)
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater
CONTENT
Topics will include:
• Principles of pathophysiology
o Inflammation
o Healing
o Oedema
o Thrombosis
• Principles of pharmacology
o Pharmacokinetics
o Pharmacodynamics
o Adverse drug reactions and drug interactions
o Lifespan considerations
o Selected drug groups based on NHP areas
• Microbiological principles
o Prevention and control of infection
o Host-microbe interactions
• Selected National Health Priority (NHP) areas
o Asthma
o Arthritis and musculoskeletal conditions
o Cancer
o Cardiovascular health
o Diabetes mellitus
o Dementia
o Mental Health
o Obesity
LECTURE CAPTURE
Lectures for this unit are recorded and these recordings will be available on the BIOL122 LEO site.
1. Tests
Part a: Online test Week 3, 15% LO1, LO3 GA4, GA5
14/03/2019
The online quiz requires students 25% LO2, LO4 GA4, GA9
11:55pm
to use appropriate resources to
demonstrate knowledge of basic
principles of pathophysiology and
ASSIGNMENT 1: Tests
Part a: Online test
ASSIGNMENT 2: Vodcast
Due date: Week 10, 09/05/2019, 11.55 pm
Weighting: 20%
Length and/or format: 5-minutes
Purpose: You will have the opportunity to describe the pathophysiology
and pharmacological management for a ‘person/client’ who has
either type II diabetes mellitus or asthma by making a Vodcast -
these conditions have been identified as National Health Priority
Areas according to the Australian Institute for Health and
# Commonly used drugs for asthma include salbutamol and inhaled corticosteroids. These medications can also be
used in pregnancy; the inhaled corticosteroid budesonide is considered to be the safest (Category A).
A commonly used drug for type II diabetes mellitus is metformin. Insulin is used to maintain normal blood glucose
levels for diabetic women in pregnancy.
• You will then be required to answer a series of specific questions that relate directly to your
‘person/client’ and the condition she or he has. All of your answers must be specific for this
person; marks will not be given where your presentation does not relate to the person you have
‘created’.
• The specific questions will be available on LEO during week 6 of semester.
• You will need to research your topic; please ensure that you keep a record of any references that
you have used.
• You will be required to write an annotated bibliography as part of this assignment. An annotated
bibliography provides information regarding how you used the research to support your
assignment.
For example: You may have used the following journal article:
Pilcher, J. and Beasley, R. (2015) Acute use of oxygen therapy. Australian Prescriber 38:98-100.
I used this article to examine the use of oxygen therapy for asthmatics.
☐ I have created a ‘person/client’ based on the criteria listed in the table on page 9.
☐ I have researched the condition that my ‘person/client’ has been diagnosed with.
☐ I have answered the specific questions that were made available on LEO and all my answers are
related to my particular person/client.
☐ I have checked my submitted Vodcast file using a different computer; the visual material is
working and I can hear the audio content.
☐ I have read the marking scheme and additional information about the Vodcast on LEO
REFERENCING
This unit requires you to use the APA referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and
note in particular that cheating, plagiarism, collusion, recycling of assignments and
misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and
can include being excluded from the course.
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
Required text(s)
Bullock, S. & Hales, M. (2013). Principles of pathophysiology. Frenchs Forest, Australia. Pearson.
Martini, F., Nath, J. & Bartholomew, E (2018). Fundamentals of anatomy and physiology (11th ed.).
San Francisco: Benjamin/Cummings.
Recommended references
Bryant, B., & Knights, K. (2015). Pharmacology for health professionals (4th ed.). Chatswood, NSW:
Elsevier Australia.
Bullock, S., & Manias, E., (2014). Fundamentals of pharmacology (7th ed.). Frenchs Forest,
Australia. Pearson.
Further references
Black, J. (2012). Microbiology: Principles and explorations (8th ed.). Hoboken, NJ: John Wiley.
Copstead, L.C., & Banasik, J.L. (2013). Pathophysiology (5th ed.). St. Louis, Missouri: Elsevier
Saunders.
Craft, J., Gordon, C., Huether, S.E., McCance, K.L., Brashers, V.L., & Rote, N. S. (2015).
Understanding pathophysiology. Chatswood, NSW: Elsevier Australia.
Guyton, A.C., & Hall, J.E. (Eds.) (2011). Guyton and Hall textbook of medical physiology (12th ed.).
Philadelphia, Pa.: Saunders/Elsevier.
Huether, S., & McCance, K. (2012). Understanding pathophysiology (5th ed.). St. Louis, Mo:
Elsevier.
Jenkins, G. W., & Tortora, G., J. (2013). Anatomy and physiology: From science to life (3rd ed.).
Hoboken, NJ: John Wiley & Sons.
85-100% (21.5-25) 75-84 (19-21) 65-74 (16.5-18.5) 50-64 (12.5-16) 0 – 49 (0-12) Mark/25
Serious errors or omissions
Very extensive coverage of Main areas of the subject
Coverage of the material required, with all matter covered, but perhaps
Main areas of the subject
Coverage of most of the main
that makes the material of
matter covered, but with some substandard quality.
subject content covered. Some with some minor omissions; areas, but with some major
omissions; generally good Significant areas not
matter unexpected aspects that are generally excellent overall omissions; a sound overall outline
overall coverage of the subject covered, or significant
relevant and integrated well coverage of the subject of the subject matter
(25%) into the subject as a whole matter
matter amounts of irrelevant
material brought in
Level of accuracy very high, Accurate, but with some lapses Generally accurate, but with some
Flawless accuracy without but perhaps with some areas of accuracy, perhaps in the significant errors of fact, or
Accuracy of any errors or that have slight more complex areas of the misinterpretations of core concepts. Many errors of key facts or
misunderstandings; lucid and misunderstandings, but not subject. These would normally Material requires significant concepts. Material requires
information well-explained. Layout and significant. Minor errors of require some revision. Some revision. Material has several extensive revision. Many
(25%) organisation of material is presentation or layout, but errors of formatting or formatting or composition errors formatting or editing errors
excellent none that impact upon the structure, but nothing too that betray a lack of rigour in
meaning of the material significant to cause concern compiling the material
Erudite, clear and explains Some areas where ambiguity Easy to engage with but does Generally clear and Material is confused or
complicated material in may be creeping in, but have some aspects that are understandable, but tends to over- ambiguous, with the user
Clarity of eloquent terms for target generally very clear and confusing or not well-explained, complicate material and make it being led towards
audience to understand easy/straightforward to which could lead to confusion hard to understand. Perhaps key misunderstandings or
material easily; excellent timing; understand; very good over the more difficult areas; aspects are missing or give an incorrect facts as a result;
(25%) sequenced in a logical, story- timing; mostly sequenced in a good timing; mostly sequenced erroneous impression/confused poor timing; little/no
like manner that enhances logical, story-like manner that in a logical, story-like manner understanding; reasonable timing; material logically
the vodcast enhances the presentation that enhances the presentation some material logically sequenced sequenced
Degree of The vodcast is ambitious and The vodcast has been a The vodcast was clearly not
The vodcast is good, but has not The vodcast does not
innovative, and represents a challenge to produce, and has straightforward and a
challenge, significant investment of time some excellent ideas or novel significant amount of effort has
taken an undue amount of effort or appear to have had much
organisation, planning or effort placed into its
referencing and thought; background to aspects to it; the background gone into its production, but
innovative thought to produce; the production; there is little or
and client your patient is exceptionally to your patient is very well there is limited innovation
background to your patient has no background to your
well explained; bibliography explained; bibliography was involved; the background to
background was fully annotated and all annotated and sources your patient is well explained;
some relevant detail; bibliography patient; poor, if any,
(25%) was mainly a citation list bibliography
sources credible credible bibliography was annotated
TOTAL
Additional comments: