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Unit outline_

IMMU2911: Immunobiology (Advanced)

Semester 1, 2022 [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 and how it evolved from unicellular organisms to complex multi-cellular organisms. 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 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 a detailed overview of immunobiology as a basic research science. We will explore in detail 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. Advanced 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. This advanced version of Immunobiology has the same overall concepts as the mainstream unit but material is discussed in a manner that offers a greater level of challenge and academic rigour. Students enrolled in the advanced stream will participate in alternative components which may for example include guest lectures from experts. The nature of these components may vary from year to year.

Unit details and rules

Academic unit Department of Medical Sciences
Credit points 6
Prerequisites
? 
A mark of 70 or above in [BIOL1XX7 or (BIOL1XX8 or BIOL1XX3 or MEDS1X01) or BIOL1XX2 or MBLG1XX1]
Corequisites
? 
None
Prohibitions
? 
IMMU2011
Assumed knowledge
? 

CHEM1XX1 or CHEM1903

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Mainthan Palendira, umaimainthan.palendira@sydney.edu.au
Tutor(s) Mainthan Palendira, umaimainthan.palendira@sydney.edu.au
Type Description Weight Due Length
Final exam (Open book) Type C final exam Final exam
Part A - 30 MCQs (30%), part B- SAQ (20%) & part C -extended answers (50%)
40% Formal exam period 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4
Small continuous assessment Pre-practical quiz
Quiz from practical notes
10% Multiple weeks 5 minutes
Outcomes assessed: LO5
Assignment Title and abstract written task
Understanding an Immunology-based Scientific Article
15% Week 07 250 words
Outcomes assessed: LO5
Assignment group assignment Multimedia presentation
Video presentation and discussion of an immunological disease
20% Week 12 10 mins
Outcomes assessed: LO1 LO4 LO5
Online task Practical assessment 2
Theory of practical exam - online assessment in Canvas
15% Week 13 60 minutes
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
group assignment = group assignment ?
Type C final exam = Type C final exam ?

Assessment summary

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. 

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.

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 -02 Introduction to microscopy & immunohistology Practical (3 hr) LO1 LO2 LO5
Week 01 What is an immune system and why is it important? Lecture (1 hr) LO2
The components of the immune system Lecture (1 hr) LO2
Week 02 The Innate immune system Lecture (1 hr) LO2
Innate immune sensing Lecture (1 hr) LO1 LO2
Week 03 The Complement System Lecture (1 hr) LO1 LO2
MHC and antigen presentation Lecture (1 hr) LO1 LO2
Why do we need an immune system? Tutorial (2 hr) LO1 LO5
Week 04 T cells Lecture (1 hr) LO1 LO2
Initiation of lymphocyte responses Lecture (1 hr) LO1 LO4
Fundamental immunology laboratory techniques Practical (3 hr) LO5
Week 05 Helper T cells Lecture (1 hr) LO2 LO3
Killer T Cells Lecture (1 hr) LO2 LO3 LO4
Understanding a scientific journal article Tutorial (2 hr) LO1 LO2 LO5
Week 06 Immune system memory Lecture (1 hr) LO3 LO4
How lymphocytes “See” their antigens: BCR & TCR Lecture (1 hr) LO2 LO3 LO4
Agglutination, an example of antigen-antibody Interaction Practical (3 hr) LO4 LO5
Week 07 Cytokines: Types and key functions Lecture (1 hr) LO3 LO4
Immune Cell Movement: How do they get around? Lecture (1 hr) LO3 LO4
Immune effector molecules and their use in medicine Tutorial (2 hr) LO1 LO2 LO3 LO5
Week 08 Evolution of the Immune System Lecture (1 hr) LO3 LO4
Plant Immunology I Lecture (1 hr) LO2 LO3
Monoclonal antibodies in research and the clinic Practical (3 hr) LO4 LO5
Week 09 Plant Immunology II Lecture (1 hr) LO3
Veterinary Immunology I Lecture (1 hr) LO1 LO2 LO3
Week 10 Veterinary Immunology II Lecture (1 hr) LO1 LO2 LO3
Immunology & Disease: Host defence and vaccination Lecture (1 hr) LO1 LO3 LO4
Manipulating the immune system Tutorial (2 hr) LO5
Week 11 Immunology & Disease: Transplantation Lecture (1 hr) LO1 LO3 LO4
Immunology & Disease: Autoimmunity and Allergy Lecture (1 hr) LO1 LO3 LO4
Principles & practical applications of immunoassays Practical (3 hr) LO4 LO5
Week 12 Immunology & Disease: Resistance to COVID-19 Lecture (1 hr) LO1 LO2 LO3 LO4
Scientific communication Tutorial (2 hr) LO5

Attendance and class requirements

Attendance will be recorded from students' arrival date on campus or from March 31st, whichever is the earliest. From February 24 (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 & molecules of immunity in more multiple organisms
  • LO3. Describe, using multiple examples, how plants and animals recognise and respond to pathogens
  • LO4. Demonstrate how principles of immunology can be used to tackle health problems
  • LO5. Master cutting edge immunology techniques, analyse & interpret the data generated from experiments and effectively communicate the results

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.

No changes have been made since this unit was last offered

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.