[b]Subject Code/Name:[/b] [url=insert link here]SUBJECT CODE SUBJECT NAME[/url] Please insert the handbook link for the subject, and replace SUBJECT CODE SUBJECT NAME with the appropriate details
[b]Faculty:[/b] (insert faculty here)
[b]Workload:[/b] (specify how many lectures, pracs, tutes ect. and their duration)
[b]Assessment:[/b] (Outline the various assessments which make up the subject and how much each counts for)
[b]Lectopia Enabled:[/b] Yes, with/without screen capture etc.
[b]Past exams available:[/b] Yes, how many? No. Was there a sample exam?
[b]Textbook Recommendation:[/b] What must you buy? What is "recommended"? Do you need it?
[b]Lecturer(s):[/b]
[b]Year & Semester of completion:[/b]
[b]Rating:[/b] Out of 5
[b]Your Mark/Grade:[/b] (Optional)
[b]Comments: [/b] Give your overall opinion of the subject, lecturers, assessment etc. and a recommendation, plus anything else which you feel is relevant.
[b]Major:[/b] [url=http://insert link here]Major Name[/url] Replace "insert link here" with the handbook url for the major and replace "Major Name" in the URL tags with the appropriate name of the major. Also delete this text.
[b]First Year Subjects:[/b] (use the following format "UNIB1070 Principles of ATARNotes Review Writing" Your Mark/Grade (Optional)
[b]Second Year Subjects:[/b]
[b]Third Year Subjects:[/b]
[b]Year of completion:[/b]
[b]Rating:[/b] out of 5
[b]Your Average Mark:[/b] (Optional)
[b]Comments:[/b]
Lectures will provide basic information about the processes leading to the development of the drugs, their mechanism of action, the historical context of their impact on society, and how this has been handled legally. Tutorials and small group work will allow students to discuss and debate the issues raised and to put them into the context of their own experiences.
Hours: 4-hours. 1 x 1-hour lecture, 2 x 1-hour seminars, and 1 x 1-hour practical per week.which is blatantly untrue, it's more like 2x 2hr tutes per week, one of them with a Russian native speaker, often ends early and ends up being 1.5hrs each.
Total Time Commitment:
8 hours per week, including 4 hours of class time. Total 96 hours per semester.
Contact Hours: 3 x one hour lectures per week, 1 x one hour practice class per week.3x1 hour weekly lectures and a problem-solving tutorial.
Total Time Commitment: Estimated total time commitment of 120 hours
Several students have requested solutions to past CHEM20018 papers. School policy is that beyond 1st year, past exams solutions or exam tutorials will not be provided. In higher years, it is expected that students should be able to prepare for exams with the support of the extensive online notes, CA tests, and tutorials with solutions. You should attempt the past exams then consult with the lecturers for each part of the course.
Biochemistry[/list][/list]
- Know the amino acids, single letter codes, three letter codes, resonance structures, properties and how to draw peptides and how the amino acids interact with one another.
- Understand the chemical interactions involved and basic thermodynamics and be able to explain them.
- Know the Ramachandran plot, as well as all of the properties of b-sheets and a-helices, including how to draw a rough schematic.
- Know every step, including enzymes and cofactors, of glycolysis, gluconeogenesis, glycogenolysis, glycogenesis, TCA cycle, electron transport chain as well as a few other reactions which you are given. You need to be able to recognize and name all of the molecules, but not draw them.
- Have a solid understanding of enzyme kinetics.
- Know all of the signalling pathways relating to glucogon, insulin, adrenaline etc.
- Know all of the diseases discussed in this part of the course.
Genetics
- Know the key structures of chromosomes and how they are replicated.
- Learn all the steps in transcription and translation, contrasting prokaryotes and eukaryotes.
- Know the relevance of epigenetic marks and how they affect gene expression.
- Make sure you understand tumour supressor genes and how you can identify them.
- Make sure you know about the types of mutations which can lead to cancer (oncogenic/tumour suppressor), and how some of these can be treated. There is a big emphasis on Myc translocation and BCR-ABL fusion.
- The lac operon as well as other types of positively and negatively acting transcriptional systems are important to understandand at a conceptual level.
- Know about developmental pathways - make sure you understand the maternal effect and understand how the anterior-posterior axis is determined. Also learn about how Hox genes affect development.
- Understand the concepts of complementation testing, forward genetics and reverse genetics (such as the GAL4:UAS system).
- At least know about Sanger Sequencing and general ideas of modern-genetic technology. You don't need to know ALL techniques, but know what the ENCODE project wants to do, as well as the features of Next-Gen sequencing.
Suppressor mutations always come up in a big question in the final exam.Be able to interpret gels, as they are bound to come up somewhere
Cell Biology
- Understand the concept of topology.
- Know the various mechanisms and processes by which proteins are trafficked around the cell, including the steps and diagrams.
- Know all the properties and features of the cytoskeleton (actin filaments, intermediate filaments and microtubules).
- Know all the details of epithelial tissue including cell junctions and the electron micrographs which are given in the slides.
- Understand all of the features of connective tissue, includuing fibrous proteins, adhesive proteins and proteoglycans.
- Know all of the signalling pathways which you get taught in detail, including how to draw them. The important ones seem to be MAPK, Wnt/b-catenin and TGFb signalling. Explain how these pathways cause cancer.
- Explain the characteristics of epithelial to mesenchymal cell transition, which is the transformation of benign growths to malginant tumours.
Micro/Immunology
- Know all of the features of bacteria, and how they contribute to virulence, including the experiemental evidence for this, especially toxins, fimbriae and capsids.
- Know examples and charactersitics of lots of different bacteria with different features. Roy's favourite's are Clostridium sp. and Mycobacterium tuberculosis. Make sure you note down ALL of the bacteria he says
- Know how bacteria are classified both in the lab and also how species/subspecies are determined.
- Know how different drugs work against bacteria and the mechnisms of the ones which you are taught.
- Know the viral life cycle, including examples for different types of viruses (ss/dsDNA and ss/dsRNA) and how they replicate.
- Know some antiviral drugs and how they work.
- Know the details of polio virus, poliomyelitis and how the Salk and Sabin vaccines vary in prevention of contracting Polio.
- Understand how the innate immune system operates, and the key effectors, especially the complement system.
- Understand the mechanisms and effector cells of humoral and cell mediated immunity.
- Be able to describe how antibodies and T-cell receptors are generated.
- Know the structure of antibodies, T-cell receptors and MHC molecules to the level of detail given in the slides.
- Be able to explain the mechanisms by which pathogens evade the immune system and provide examples of such pathogens.
Pathology
- Know the different types of necrosis.
- Know the different types of cell adaptations.
- Know the difference between necrosis and apoptosis and the causes/pathways for each.
- Know the cause, process, regulation, characteristics and types of acute inflammation.
- Know all of the different types of hypersensitivities and the examples given for each.
- Understand the basis for an excessive immune response and immune deficiencies, as well as examples (e.g. allergy, AIDS).
- Understand the process of transplant rejection.
- Understand the different cells types and their capacity to regenerate.
- Know the process of wound healing by regeneration and by repair using connective tissue, as well as the repair process for cutaneous wounds and the complications which may arise.
- Understand the mechanism and characteristics of chronic inflammation, as well as the causes and macroscopic appearance.
- Understand the transformation, causes and epidemiology of cancer. Be able to appreciate and explain the genetic and cellular changes which occur in cancer cells.
- Describe the properties of cancer cells, and how these can be exploited to identify cancer masses.
- Be familiar with the signalling pathways that may cause cancer.
- Understand how cancers are graded and described.
- Understand the selective pressures that influence metastasis in cancer.
- Understand the linear progression and parallel progession models of cancer.
3 coding projects | 3 x 10% |
Online IVLE worksheets | 10% |
45 minute mid-semester test (written) | 10% |
2 hour exam (written) | 50% |
Tim Baldwin | Most main lectures Some advanced lectures |
Andrew Turpin | Main lectures if Tim's absent Some advanced lectures |
Head tutor, I think | Revision lectures |
Various people from industry | Guest lectures |
4 assignments | 20% |
3 hour exam | 80% |
1 assignment | 5% + 15% |
Weekly online tests | 8% |
Financial accounting questions | 1% |
Management accounting questions | 1% |
3 hour exam | 70% |
Professor Michael Davern | Introduction (2 lectures) |
Matt Dyki | Financial accounting (4 lectures) |
Michelle Hoggan | Management accounting (4 lectures) |
Close Textual Analysis 800 Words | Week 4(ish) | 20% |
Research Essay 1200 Words | Week 8(ish) | 30% |
Research Essay 2000 Words | Week 15 | 50% |
The Multi Choice covers the last 3 weeks of the semester, and if you take the time to revise carefully, and memorize all the information in the last few lectures, then you can breeze through the MCQ very quickly. The Multi Selection Section was the hardest in my opinion. It tests you on fine detail, and you need to label diagrams. However, once again, this is all in the lectures, and if you are careful to revise fine points, and practice labeling diagrams, then this section will not be that much trouble. In my opinion, this section rewards those who know their work most. The final section is a Short Answer Section. Everyone hated this section this year, because it contained a question on the borders of the Inguinal Canal. However, if you took the time to memories this, since it had a lecture slide all to itself, then this question wouldn't have given you any trouble. This section could be hard if you didn't do enough revision, because you can't really bluff your way through it.
Northcote Investigation Wiki ~1000 Words | Week 4 | 10% |
VCAT Tribunal ~1500 Words | Week 8 | 15% |
Property Valuation ~2000 Words | Week 15 | 20% |
(1) Setting the scene: A hypothetical introducing the subject, and an overview of the milestones in human genetics.
(2) Nature and nurture. What is the human genome, what does it contribute to who we are and how?
(3) Reading the future. What can genes tell us about ourselves and our potential children, and what do we really want to know? Clinical and non-clinical uses of genetic testing. What are the ethical and psychosocial considerations of genetic testing?
(4) Genetics and race. How does genetics interface with the concept of race?
(5) Visible and invisible differences. Exploring the psychological ramifications for people with genetic disorders that cause differences in physical appearance.
(6) Genetics and art. Exploring the influence and inspiration of genomics on various media.
(7) Genetics and the law. Legal implications of genomics will be addressed including: genetics in solving crimes and paternity; ownership of DNA including patenting of genes; sharing of genetic information within families, issues of confidentiality and privacy, genetic testing of children; genetic discrimination in insurance and employment.
(8) Genes and kinships. What connects families? How do we understand donor-assisted conception, paternity “fraud,” and complex “blended” families?
(9) Ethics of reproductive choice. Ethical considerations of reproductive choices set against the background of the history of eugenics and the current emphasis on free and informed choice, including termination of pregnancy following genetic testing.
Sustainability Essay 1500 Words | Week 6 | 20% |
Group Project “1900” Words | Week 9 | 25% |
Sustainability Project 1300 Words | Week 15 | 25% |
Reflective Journal X Words | Weekly | 20% |
Tutorial Participation | Weekly | 10% |
Bonus Marks | Various Weeks | +3 marks |
Lecture 1: Introduction. Know your terminology. What's a coronal plane? Supine? Pronate? Rotation?
Lecture 2: Human Form & Function. General introduction - just appreciate the lecture. Principles such as the germ layers are covered in more detail in embryology lectures.
Lectures 3-5: Nervous System.
Lectures 6,7,9 - Embryology.
Lecture 8 - Skin.
Lecture 10 - Skeletal system.
Lecture 11 - Articular system.
Lecture 12 - Muscles.
Lecture 13 - Vascular system.
Lecture 14 - Vertebral column & back.
Lecture 15 - this is the MST. Examines Lectures 1-13..... the average was ~21/30.
Lecture 16-22: Upper & Lower Limb.
Lecture 23: Principles of Viscera. An important yet easy lecture. Jason is a funny guy and his lecture slides are reasonable - not too much content, not too less.
Lecture 24: Upper respiratory tract. Jason does a good job of cramming in a lot of content here. This is much more expanded in 3rd year. He shows a video and keeps it entertaining.
From lecture 25 Junhao takes over from here until the last 2 lectures.
Lecture 29 is MST 2 covering from Lecture 14-28.
Lecture 31,32: Back to Jason for female and male reproductive systems.
Lecture 33 - Exam Format discussed
As already observed, there is no such thing as memory of the present while present, for the present is object only of perception, and the future, of expectation, but the object of memory is the past. All memory, therefore, implies a time elapsed; consequently only those animals which perceive time remember, and the organ whereby they perceive time is also that whereby they remember.
2 assignments | 2 x 5% |
45 minute mid-semester test | 10% |
3 hour exam | 80% |
2 group assignments | 2 x 10% |
45 minute mid-semester test | 10% |
2 hour exam | 70% |
Full marks on the assignments is normal.
By the end of semester you will have been presented with about 150 problems of varying length and of varying degrees of difficulty. If you understand the solutions to these questions you are adequately prepared for the end of semester examination. If you do not understand the solutions, extra problems will not help you.He is referring to the problems in the problem sets as well as the designated exercises in the textbook.
This is a superb theorisation of waiting as existence preceding essence, negative space which precisely makes meaningful by repetition in lieu of a symbolic designation of a given thing's meaning. Your secondary reading is strong here and provides interesting vectors for you to posit the enduring legacy of the dialectic of possibility and the impossibility which didascalia, dialogue, and dramaturgy together exacerbate through direct and arbitrary encounter as theatrical counterparts.If anyone knows what this means, could you please PM me...
URL? | Topic: |
l:m/epp.e7xtroic/tu/thy5wn | Wavelet Trees |
nl:mc/ph/ii..tapmct/tmedreoh/ictpiaersieth | Arithmetic Coding |
l:m/dwp.o5trvoi/ctu/thy3ln | Huffman coding |
o:l/tU0p/7./4gogtAth | Set Cover |
“Don’t cry about spilt milk—it’ll be free yogurt by next Wednesday.”
10 individual assignments | 20% |
3-hour end-of-semester exam | 80% |
Min. | 1st Qu. | Median | Mean | 3rd Qu. | Max. |
0.00 | 10.29 | 12.65 | 12.33 | 16.23 | 19.20 |
3 individual assignments | 20% |
3-hour end-of-semester exam | 80% |