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Unit outline_

IMMU2011: Immunobiology

Semester 1, 2021 [Normal day] - Remote

Immunobiology is the study of defence mechanisms that protect living organisms against life-threatening infections. In this unit of study you will explore the essential features of the host immune responses mounted by animals, both vertebrates and invertebrates, plants and microbes themselves. Studies in animal and microbial immunobiology are leading to breakthroughs in veterinary and clinical medicine, including combatting infectious diseases, maximising transplant success, treating allergies, autoimmune diseases and cancer, as well as the development of new vaccines to prevent disease. Understanding the immunobiology of plants also enables us to protect crops from disease which enhances our food security. In this unit of study you will be provided with an overview of immunobiology as a basic research science. We will explore the nature of the immune cells and molecules that recognise danger and how the immune system of animals and plants respond at the cellular and molecular level. Practical and tutorial sessions are designed to illustrate particular concepts introduced in other face-to-face activities. Further self-directed learning activities, including online learning activities, will facilitate integration of fundamental information and help you apply this knowledge to the ways in which the host organism defends against disease. Upon completion, you will have developed the foundations to undertake further studies in Biology, Animal Health, Immunology and Pathology. Ultimately, this could lead you to a career in medical research, biosecurity and/or Veterinary Science.

Unit details and rules

Academic unit Infectious Diseases and Immunology
Credit points 6
Prerequisites
? 
BIOL1XX7 or (BIOL1XX8 or BIOL1XX3 or MEDS1X01) or BIOL1XX2 or MBLG1XX1
Corequisites
? 
None
Prohibitions
? 
IMMU2911
Assumed knowledge
? 

CHEM1XX1 or CHEM1903

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Scott Stimpson, scott.stimpson@sydney.edu.au
Type Description Weight Due Length
Final exam (Record+) Type B final exam Final exam
Final exam
40% Formal exam period 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4
Tutorial quiz Pre-practical quiz
Assessment to see whether you have prepared adequately for practical class
10% Multiple weeks 10 mins
Outcomes assessed: LO5
Skills-based evaluation group assignment Oral presentation
Effectively communicate to a diverse range of audiences
15% Week 07 5 minutes
Outcomes assessed: LO1 LO4 LO3 LO2
Online task Comprehension table
Understanding scientific reports
5% Week 08 5 minutes
Outcomes assessed: LO1 LO4 LO3 LO2
Assignment Title and abstract written task
Understanding an Immunology-based Scientific Article
15% Week 08 250 words
Outcomes assessed: LO1 LO2 LO3 LO4
Tutorial quiz Practical exam 2
Theory of practical exam
15% Week 13 60 Minutes
Outcomes assessed: LO5
group assignment = group assignment ?
Type B final exam = Type B final exam ?

Assessment summary

Title and abstract written task

Assessment criteria

HD (14-15):Excellent responses. The student has clearly understood every aspect of the article. They have thought deeply about the results and the implications for human health. The additional original article cited was an outstanding choice. The short title was highly appropriate and very informative.

D (12-14):Very good responses. The student appears to have understood almost every aspect of the article. They have given some careful thought to the results and the implications for human health. The additional original article cited was an excellent choice. The short title was appropriate and informative.

Cr (11-13):Good responses. The student appears to have understood most, but not all aspects of the article. They have given some thought to the results and the implications for human health. The additional article cited was a very good choice. The short title was appropriate but may not have been particularly informative.

P (9-11): Average responses. The student appears to have understood some, but clearly not all aspects of the article (at least not the important ones). They have given some thought to the results and the implications for human health although it appears they may have “missed the point” or didn’t understand the “big picture”. The additional article cited was appropriate but not directly relevant or was a review article (not original research). The short title was mostly appropriate but may have lacked sufficient information to be useful.

F (<9):                      Poor to Very poor responses. The student has clearly missed or not understood the important aspects of the article. They have given little thought to the results and the implications for human health. They have “missed the point” or didn’t understand the “big picture”. There was no additional article cited or the one that was cited was a poor choice with little relevance. The short title was absent or not appropriate or lacked sufficient information to be useful.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

A penalty of 20% of the total possible marks for each day your assessment task is overdue will be applied. Assessments submitted more than 4 calendar days late without approved special consideration will receive zero marks.

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
Week 01 What is an immune system and why is it important? Lecture (1 hr) LO1
The components of the immune system I Lecture (1 hr) LO1
Week 02 The components of the immune system II – organs & lymphatics Lecture (1 hr) LO1
The basis of pathogen recognition (Evolution & type of innate receptors) Lecture (1 hr) LO1 LO2
Types of immunity Workshop (2 hr) LO1
Week 03 Evolution of innate immune cells Lecture (1 hr) LO2 LO3
How do immune cells move around? Adhesion molecules & chemokines Lecture (1 hr) LO3
Introduction to microscopy & immunohistology Practical (3 hr) LO1 LO5
Week 04 How do immune cells communicate? Lecture (1 hr) LO3
Strengths and limitations of Innate Immunity Lecture (1 hr) LO3
Fundamental immunology laboratory techniques Practical (3 hr) LO5
Week 05 How do plants defend against infections? Lecture (1 hr) LO1 LO2
What Lymphocytes “See”: MHC molecules & antigens Lecture (1 hr) LO2 LO3
Components of the immune system Workshop (2 hr) LO2
Week 06 How lymphocytes “See” their antigens: BCR & TCR Lecture (1 hr) LO3 LO4
How are lymphocytes activated? & Choosing the right warriors: Clonal selection Lecture (1 hr) LO3 LO4
Agglutination, an example of antigen-antibody Interaction Practical (3 hr) LO4 LO5
Week 07 The weapons of adaptive immunity I: Killer & helper T cells Lecture (1 hr) LO3 LO4
The weapons of adaptive immunity II: diverse antibody responses Lecture (1 hr) LO3 LO4
Generation of diversity in lymphocyte receptors Lecture (1 hr) LO3
Defence mechanisms in plants and animals Workshop (2 hr) LO3
Week 08 The complement system Lecture (1 hr) LO3 LO4
Comparative immunology – from marsupials to humans Lecture (1 hr) LO3 LO4
Week 09 The Immune Response to Infections in mammals Lecture (1 hr) LO4
How do we boost the resistance to infections in plants? Lecture (1 hr) LO4
Monoclonal antibodies in research and the clinic Practical (3 hr) LO4 LO5
Week 10 What did we learn from the devil facial tumour disease? Lecture (1 hr) LO4
Evolution of the adaptive immune system Lecture (1 hr) LO1 LO3
Identifying immune cells Workshop (2 hr) LO3 LO4 LO5
Week 11 How do vaccines protect? Lecture (1 hr) LO4
Principles & practical applications of immunoassays Practical (3 hr) LO4 LO5
Week 12 Immune cells in health and diseases Workshop (2 hr) LO4

Attendance and class requirements

Attendance will be recorded from students' arrival date on campus or from March 31st, whichever is the earliest. From March 1 (week 1), students enrolled in this unit should engage with and study all online content, as directed in the Canvas site, including the submission of any required formative tasks and completion of any asynchronous activities.

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

Abbas, Lichtman and Pillai (2016) Basic Immunology: Functions & Disorders of The Immune System, 5th Edition

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. Differentiate the types of immunity
  • LO2. Compare and contrast the cells and molecules of immunity in more than one organism
  • LO3. Describe, using examples, how plants and animals recognise and respond to pathogens
  • LO4. Demonstrate how principles of immunology can be used to tackle health problems
  • LO5. Perform experiments using cutting edge immunology techniques, then interpret and communicate the data generated

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.

The pre-practical quizzes time limit has been increased from 5 to 10 minutes per student feedback from previous years.

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.