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Unit outline_

BIOS1172: Biological Aspects of Ageing

Semester 1, 2022 [Online] - Camperdown/Darlington, Sydney

This unit of study examines the physiological changes associated with the normal processes of ageing and the decrease in functional capacity which occurs as a result. It will include a physiological explanation of ageing in relation to the cardiovascular, respiratory, immune, nervous, musculoskeletal, renal and endocrine systems and the skin. An understanding of the normal processes of ageing will help health professionals to interpret the ageing experience from the point of view of the client, understand the functional limitations which result from ageing, and differentiate 'normal' from 'abnormal' ageing. This is an entry level unit designed to give students an overview of topics relevant for professional practice. Topics are not covered in the detail that is applicable to specialist clinical units of study. Students who achieve a pass have a basic working knowledge of professionally relevant aspects of ageing. Students who achieve higher grades are better able to integrate various aspects of the unit, and to apply their knowledge to solve problems or explain higher level phenomena.

Unit details and rules

Academic unit Department of Medical Sciences
Credit points 6
Prerequisites
? 
None
Corequisites
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None
Prohibitions
? 
None
Assumed knowledge
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None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Peter Knight, peter.knight@sydney.edu.au
Type Description Weight Due Length
Final exam (Open book) Type C final exam Final exam
mcq and extended response
50% Formal exam period 2 hours
Outcomes assessed: LO4 LO5 LO6 LO8 LO9 LO10 LO11 LO7
Assignment Mid-semester assignment
Assignment
30% Week 06
Due date: 03 Apr 2022 at 23:59
1000 words
Outcomes assessed: LO1 LO2 LO3
Online task Feedback questions
Submitted answers to feedback questions
10% Week 12 Approx 200 words per module
Outcomes assessed: LO1 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Online task Module quiz
Online quiz
10% Week 12 5 MCQ per module
Outcomes assessed: LO1 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Type C final exam = Type C final exam ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Students who achieve this grade have demonstrated comprehensive basic knowledge and the ability to apply that knowledge to complex problems to the level specified in the in the unit of study description

Distinction

75 - 84

Students who have achieved this grade have correctly answered enough questions to demonstrate they have achieved the basic level of knowledge to meet the aims of the unit as specified in the unit of study description. They have also answered many of the higher grade questions correctly indicating that they can extensively apply the basic knowledge to relevant questions and engage in abstract problem solving.

Credit

65 - 74

Students who have achieved this grade have correctly answered enough questions to demonstrate they have achieved the basic level of knowledge to meet the aims of the unit as specified in the unit of study description. They have also answered some of the higher grade questions correctly indicating that they can apply the basic knowledge to relevant questions.

Pass

50 - 64

Students achieving marks in the pass range have correctly answered enough questions to demonstrate they have the basic knowledge to meet the aims of the unit as specified in the unit of study description. This may have been achieved by answering at least 80% of the pass level questions correctly, or by answering a significant percentage of the higher grade questions correctly. In setting the standard is assumed that the ability to correctly answer the higher grade questions indicates that the student has a working understanding of the important concepts and the knowledge that underpins those concepts, without necessarily being able to express the knowledge explicitly.

Fail

0 - 49

Students who fail this unit have failed to accumulate enough marks to reach the pass threshold. This means that they have failed to demonstrate an adequate level of knowledge of basic concepts to meet the aims of the unit as specified in the unit of study description

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Weekly All topics Individual study (6 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

none

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Describe the key goal for aged care and the different ways in which you can think about the ageing process. Explain the two main theories that explain why ageing occurs in detail. Explain the relationship between ageing and disease and the implications for the provision of health care services. Explain the reserve capacity concept and how it explains many of the things that observed in older people?
  • LO2. Describe the effect of ageing on the functional capacity of the cardiovascular system and why these changes occur. Explain the relationship between ageing and disease in the cardiovascular system? Describe the structural and functional changes that occur in the ageing heart and vascular system. How do primary changes in the cardiovascular system affect the function of other organ systems?
  • LO3. Explain the effect of ageing on the reserve capacity in the respiratory system; the age-related change that occur in the airways, chest wall and the respiratory muscles; and why older people at increased risk of developing respiratory infection. Explain how ageing affect gas exchange in the lungs.
  • LO4. Explain why the ability of the immune system to respond to challenges changes with age with specific reference to each part of the innate and acquired immune systems. Explain the importance of vaccination in older people. Describe the factors that contribute to ageing in the immune system and how the immune system associated with ageing in other body systems?
  • LO5. Explain the consequences of age-related changes in the musculoskeletal system, why they occur and how they relate to function. Describe the changes occur in the ageing muscle and bone, their effects, and why they occur. Explain how changes in other body systems affect the musculoskeletal system. explain the pathogenesis, prevention and treatment of osteoporosis.
  • LO6. Describe the structure and roles of the skin. Explain how ageing affects each of the cutaneous layers and the implications of these changes with special reference to the development of pressure sores and problems associated with wound healing.
  • LO7. Describe the structural and functional changes that occur in different parts of the nervous system and why they occur. Explain how ageing affects memory and what can be done to minimise the development of memory problems. Explain the relationship between disease and functional changes in the nervous system. Explain the effects of ageing on the special senses and sleep and describe the implications of these changes.
  • LO8. Describe the general role of hormones in the body, the age-related changes that occur in glands and receptors and the functional effects of these changes. Describe in detail the effects of changes occurring in the ovaries, pituitary, parathyroid and adrenal glands with increasing age and the effects that these changes have an older person.
  • LO9. Describe the components of pharmacokinetics and how they are affected by ageing. Explain the term polypharmacy and its implications for older people including adverse drug reactions. Describe the identification and management of adverse drug reactions. Explain what is meant by adherence and how it can be maximised.
  • LO10. Explain the age-related changes that challenge the nutrition of older people and how they exert their effect. Describe the risk factors for malnutrition and the implications of weight loss for older people. Describe the details of food preference, feeding behaviour, and special nutritional requirements of older people.
  • LO11. Describe the basic physiology of pain Describe how prevalence of pain changes in older people and the common pain syndromes. Explain how people's attitudes and responses to pain changes they age.Explain the challenges to managing pain in older people and the consequences if it is not managed properly.Describe the principles of pain assessment and pain management in older people and the psychosocial and behavioural factors affecting pain.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Student feedback is considered when planning the unit for the following semester.

Work, health and safety

none

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.