SCHOOL OF BIOTECHNOLOGY AND BIOMOLECULAR SCIENCES
THE UNIVERSITY OF NEW SOUTH WALES
BACTERIA AND DISEASE
BABS 3081
2016
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
BIOTECHNOLOGY & BIOMOLECULAR SCIENCES
BABS3081
BACTERIA AND DISEASE
SESSION 1, 2016
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Contents
Information about the Course
3
Staff involved in the Course
3
Course Details
4
Rationale and Strategies Underpinning the Course
6
Course Schedule: Laboratory program
7
Student Diagnostic Unit (SDU)
8
Tutorial, Examination & Student Presentation program
10
Assessment procedures
11
Additional Resources and Support
13
Required Equipment, Training and Enabling Skills
13
Course Evaluation and Development
14
Administration Matters
15
UNSW Academic honesty and plagiarism
17
Risk assessment
18
Systematic Medical Microbiology
23
Kit One
25
Kit Two
37
Kit Three
50
Student Diagnostic Unit (SDU)
55
Throat swabs
62
Wound swabs
65
Faeces
68
Urinary tract infections (UTI)
71
Techniques in Medical Microbiology
82
Media in Medical Microbiology
101
Appendix 1: Collection and transport of specimens
109
Appendix 2: Commercial kits used in SDU
113
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria & Disease 3
BABS 3081 BACTERIA AND DISEASE
1. Information about the Course
NB. Some of this information is available @ myUNSW (https://my.unsw.edu.au)
Year of Delivery
Course Code
Course Name
Academic Unit
2015
BABS3081
Bacteria and Disease
Biotechnology & Biomolecular Science
rd
Level of Course
Units of Credit
Session(s) Offered
Assumed Knowledge,
Prerequisites or Corequisites
Hours per Week
Number of Weeks
Commencement Date
3 UG
6UOC
S1
Prequisite: BABS2011
Highly recommended: BABS3041 or BABS3641
6
12
29th February, 2016
Summary of Course Structure (for details see 'Course Schedule')
Component
e.g. Lectures
Lecture 1
Lecture 2
Laboratory
Lab – Component 1
HPW
Time
Day
Location
2
2-3pm
1-2pm
Tuesday
Wednesday
Mathews D
CLB 4
4hrs: Weeks 2 - 3
2-6pm
Wallace Wurth 122
Lab – Component 2
7hrs/day: SDU
9-5pm
Thursday
Tues – Fri (29 March - 1
April)
Lab – Component 3
4hrs: Weeks 1113
2-6pm
Thursday
Mathews 310
Bioscience 110
Online
Other activities, e.g., field trips
6
TOTAL
Special Details
*PLEASE NOTE this class includes a 4-day practical program that runs from 9am to 5pm on
st
Tuesday 29th March - Friday 1 April, 2015. For further details of practical schedule please
see pages 7 & 8.
2. Staff Involved in the Course
Staff
Course Convenor
(please see note below)
Role
Name
Assoc Professor
Ruiting Lan
Contact Details
Rm 301B, Ph 9385 2095
[email protected]
Consultation Times
By appointment
Additional Teaching
Staff
Lecturers &
Facilitators
Professor Hazel
Mitchell
Rm 301A, Ph 9385 2040
[email protected]
By appointment
Dr Jai Tree
Samuals S110, Ph 9385
9142.
[email protected]
Dr Jani O’Rourke
Rm 102, Ph 9385 3304
[email protected]
Tutors &
Demonstrators
Technical &
Laboratory Staff
Li Zhang
Sharon Murarotto
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria and Disease 4
3. Course Details
Course Description
(Handbook Entry)
1
2
Course Aims
Student Learning
3
Outcomes
Bacteria and Disease aims to develop a high level understanding of bacterial
pathogenesis, disease control and prevention. We examine in depth a select number of
pathogens that portray the diverse characteristics seen in different pathogenic bacterial
species. In conjunction with the lecture program, contemporary medical laboratory
training is given through a simulated diagnostic unit. Development of communication
skills constitutes part of this course.
That at the completion of the subject students:
a) Understand basic mechanisms by which bacteria can cause disease.
b) Recognise common themes in microbial pathogenesis.
c) Appreciate the process of biological research that has resulted in the current state
of knowledge of bacterial pathogenesis.
d) Use the literature to research a topic on medical microbiology and present this in a
professional manner.
e) Understand the basic principles of diagnostic bacteriology.
f) Acquire an understanding and be able to carry out a number of the basic skills of
the medical microbiologist such as the ability to recognise and identify common
bacterial pathogens.
Students should understand the pathogenic mechanisms used by common bacteria to
cause disease and be able to identify common pathogenic mechanisms used by these
bacteria. In addition students should understand what approaches can be used to
control the spread of disease as well as strategies that can be taken to prevent
disease. From a practical perspective students should understand and be able to
undertake the steps required to isolate, identify and report bacterial pathogens in a
routine microbiology laboratory. Students should be able to work as a team to prepare
and present a seminar or debate on an area of medical interest.
Graduate Attributes Developed in this Course
Science Graduate
5
Attributes (maybe replaced
by UNSW, School or
professional attributes)
4
Select the level of
FOCUS
Activities / Assessment
0 = NO FOCUS
1 = MINIMAL
2 = MINOR
3 = MAJOR
Research, inquiry and
analytical thinking
abilities
3
Capability and motivation
for intellectual
development
3
Ethical, social and
professional
understanding
3
Communication
3
Teamwork, collaborative
and management skills
3
The development of research inquiry and analytical thinking will be an
integral part of the Lectures and practical sessions. In addition the major
presentation and examinations requires students to demonstrate a
competency in these areas.
These attributes will be integral to Lectures, practicals, the major
presentation and examinations
These attributes will be covered in Lectures, practicals and the major
presentation. In particular the practical sessions will develop a professional
understanding of the importance of bacteria in disease and the role of the
medical microbiologist in diagnosing infective agents.
The student’s ability to communicate will be developed in the practical
component of the course, in the presentation of their research topic and in
the examination where students will be required to write essays that will
bring together their understanding of bacterial pathogenesis.
In the SDU students will learn to work in collaboration with other students
and staff to identify bacterial pathogens present in unknown samples. Time
management and organisational skills will also be developed in this unit.
Teamwork and collaborative skills will also be developed and are an
essential part of the major presentation.
1
myUNSW: Handbook (https://my.unsw.edu.au)
Learning and Teaching Unit: http://www.ltu.unsw.edu.au
3
Learning and Teaching Unit – Learning Outcomes: http://www.ltu.unsw.edu.au/outcomes
4
Learning and Teaching Unit – Graduate Capabilities: http://www.ltu.unsw.edu.au/graduate-capabilities
5
Science Faculty – Graduate Attributes: http://www.science.unsw.edu.au/our-faculty/science-graduate-attributes
2
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria & Disease 5
Major Topics
(Syllabus Outline)
Lecture/Tutorial Program
For the organisms listed below students should be able to:
1. List major diseases caused.
2. Explain in detail the mechanisms of pathogenesis in the diseases you have listed
above.
3. Understand the limitations of our knowledge and identify unsolved problems in our
understanding of how bacteria cause disease.
4. Identify the experiments which you feel have contributed most to our understanding
of the pathogenesis of the specific diseases you have listed above.
Bacteria covered:
Staphylococcus aureus
Staphylococcus saprophyticus
Streptococcus pneumoniae
Mycobacterium tuberculosis
Corynebacterium diphtheriae
Vibrio cholerae
Clostridium botulinum
Clostridium perfringens
Bordetella pertussis
Neisseria meningitidis
Salmonella enterica
Staphylococcus epidermidis
Streptococcus pyogenes
Viridans group of streptococci
Mycobacterium avian-intracellulare complex
Escherichia coli
Pseudomonas aeruginosa
Clostridium tetani
Helicobacter pylori
Campylobacter concisus
Neisseria gonorrhoeae
Practical Program
1. For the specimens listed below
•
•
•
•
Throat swabs
Wound swabs
Rectal swabs
Urine sample
Students should be able to:
a. Name the major pathogens that could be isolated from the specimen
b. Name normal flora commonly found in that specimen
c. Describe a protocol for culture and identification that would result in diagnosis
of the most common bacterial infections.
d. Set up and examine
i. microscopic preparations
ii. bacterial culture plates
iii. tests for the identification of microorganisms and interpret the findings.
Relationship to Other
Courses within the
Program
2.
Describe the major distinguishing features of the bacteria demonstrated in kits 1-3.
3.
Given appropriate plates and tests, identify organisms in Kits 1-3.
This course constitutes a Stage 3 subject as part of a Bachelor of Science Program
(3970) or Bachelor of Advanced Science (3972) with a major in Microbiology or
Medical Microbiology and Immunology.
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria and Disease 6
4. Rationale and Strategies Underpinning the Course
Teaching Strategies
The focus of this course is to understand the mechanisms by which bacteria colonise a host and
subsequently cause disease. In constructing the themes of this course, the bacteria covered
were specifically chosen to provide good examples of the range of pathogenic mechanisms used
by bacteria to cause disease. For example, toxin production is an important and common
mechanism by which bacteria cause disease, however the structure of the toxins involved, the
mechanism by which they act and their site of action varies considerably among bacteria. The
bacterial examples chosen for inclusion clearly demonstrate such differences but in addition
demonstrate that in relation to toxin related disease, some bacteria have very similar
mechanisms despite the fact they cause very different diseases. To encourage interactions
between students and staff, questions are often posed in lectures. This approach not only
reinforces understanding of the concepts being taught but also encourages discussion of the
similarities/differences in the mechanisms used by bacteria discussed in previous lectures. To
stimulate debate, discussion and to demonstrate that science is an evolving field areas of
controversy in bacterial pathogenesis are introduced. To stimulate independent learning, critical
thinking, and cooperative learning and to improve the student’s information literacy and
communication skills, groups of 3-4 students are required to present a seminar or debate on an
allocated topic not covered by the lecture component of the course. This task requires students
to research the literature, extract the relevant information and present this to their peers in a clear
and cogent fashion. To stimulate learning and to add some fun to these presentations students
are encouraged to use different formats for their presentations rather than a simple didactic
approach. This has resulted in some extremely clever and innovative formats, which include
games shows and quizzes, videos of interviews with experts in the field in which students dress
up and role-play, as well as presentations run as current affairs type programs. The practical
component of this course is designed to foster independent learning, the development of critical
thought and to stimulate both written and verbal communication. To facilitate this outcome
students work in a simulated Diagnostic Laboratory (Student Diagnostic Laboratory, [SDU]) over
a 3/4-day period during the Easter vacation. Each student is provided with 7 different simulated
patient specimens and is required to identify the causative agent by the end of the 3/4-day
period. This approach to practical teaching is challenging to students and while initially they may
be overwhelmed by the volume of work and by the fact that they have no detailed protocol to
follow, by the end of the week students are not only conversant with the knowledge base but are
extremely proud that, as individuals, they have managed to conduct appropriate tests, interpret
the results, diagnose their patients‚ infections and write a microbiological laboratory report. The
SDU also allows the academic staff to build empathic and supportive relationships with the
students and encourages bonding between students. To provide students with an up to date
view and experience of the practices of a ‘real life’ microbiology laboratory, each year I invite
members of the microbiology laboratory at St Vincent’s Hospital to help teach in the SDU. This
approach has been extremely successful as it not only allows students to access the expertise of
practicing hospital microbiologists but also stimulates discussions about future career choices.
Rationale for learning and
6
teaching in this course ,
The rationale behind the Bacteria and Disease course is to provide students with a learning
environment that stimulates and excites their interest in Medical Microbiology, develops their
intellectual abilities and clearly demonstrates the relevance of medical microbiology to their life
and future careers. While the aspirations of students clearly differ, the major expectations of the
majority of students is to be engaged (UG 1) throughout their degrees, gain knowledge and
develop skills that will equip them to find interesting and fulfilling jobs (UG 12). In the design of
this course my aim as an educator was to help students fulfil these goals by providing a
stimulating, safe and supported learning environment that not only provides opportunities to
develop their conceptual knowledge but excites and steers them along a path that enables
independent and critical thinkers and decision makers (Science GA 1,2), the ability to resource
information (Science GA 6), work collaboratively (Science GA 5), communicate in a clear and
informative manner (Science GA 4) and meet the challenges of the workplace. To help a student
complete a University degree and attain these attributes makes facilitating this process an
extremely rewarding experience.
6
LTU – Beliefs about Learning: http://teaching.unsw.edu.au/beliefs
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria & Disease 7
5. Course Schedule
7
Some of this information is available on the UNSW Timetable .
LABORATORY PROGRAM
Week
2
Date
Day
10.2.16 Thurs
Time
TOPIC
2 pm Laboratory WW122 Introduction to Diagnostic
microbiology and kits.
2.30 Laboratory (122): Medical Bacteriology Kit No 1
pm and Normal Flora.
4
17.2.16 Thurs
2 pm Laboratory (122): Medical Bacteriology Kit No. 2
7
21.4.16 Thurs
2 pm Laboratory (122): Mid session exam
These practicals are compulsory and are designed to assist you to recognise medically
important bacteria and to distinguish these from the autochthonous (normal) microbiota
of the human host.
Please Note:
The kits should be used as a resource, like a library book. The kits will be kept
in the laboratory refrigerator and can be used outside class time between 9 am
and 5 pm to revise what you have seen in the class demonstration. It is advised
that you take time to come and look over the material, devoting only about 30
minutes at any given session, to familiarise yourself with the cultures and
media.
There will be an open book lab test that will be handed out in the practical class
in week four and this will be due on 9am, Tuesday 7th April, the first day of the
Student Diagnostic Unit.
7
UNSW Timetable: http://www.timetable.unsw.edu.au/
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria and Disease 8
STUDENT DIAGNOSTIC UNIT (SDU)
(Three Day Program – 9am to 6.00pm
Tuesday, 29th March - Friday 1st April )
During the laboratory session you will be required to isolate, identify and, if necessary,
perform sensitivity testing on pathogens isolated from specimens sent to the SDU. Each
student will set up one (1) URINE SPECIMEN, two (2) FAECAL SPECIMENS, two (2)
THROAT SPECIMENS and two (2) WOUND SPECIMENS. These specimens will be set
up over the first two days of the program (one of each type per day). There will be a SDU
request form with each specimen. All specimens must be logged in the Laboratory
Register. You will be required to complete a work sheet and a laboratory report for each
specimen. Upon completion, each laboratory report must be checked by a tutor during the
SDU laboratory session.
Time
Tuesday
Wednesday
9.00
NOTE 10AM
START ON
TUESDAY
Tutorial:
Antibiotic
suspectibility
testing
9.30
10.00
11.00
12.00
Introduction to
SDU Diagnostic
methods
Hand in take
home test
Friday
Work up of
diagnostic
materials from
Tuesday and
Wednesday.
Completion of
outstanding
work.
Tutorial:
Report writing
Wound Swabs
Group meeting
on Major
Presentation
1.00
LUNCH
LUNCH
LUNCH
2.00
Faeces
Faeces
2.30
Urine specimen
processing
demonstration
and set up
Throat Swabs
Continue work
up of
diagnostic
materials from
Tuesday and
Wednesday.
3.30
Throat Swabs
Work up of
diagnostic
materials from
Tuesday
Thursday
Wound
Swabs
4.00
Display/
Good Cases
4.30
5.00
6.00
CLOSE
CLOSE
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
CLOSE
Display/
Good Cases
LUNCH
Bacteria & Disease 9
Laboratory Test
Test
To make sure that you are well prepared for the SDU, at the end of the
practical in week 4 you will be given a take home test on the work that
you have covered in the kits. In this test any aspect covered in the “Kits”
including the scientific rationale behind the use of different selective media for
the isolation of pathogenic bacteria, the scientific basis and results of
diagnostic tests used to identify bacterial pathogens, the normal flora and
microscopic appearance of clinical specimens including inflammatory cells and
Gram stain reaction where appropriate can be included. Completion of this
test is compulsory. The test will be handed in on day 1 of the SDU. Please
note the material covered in this lab test will not be examined in the midsession exam.
"Good Cases"
Because of the restrictions on time and the capacity of students to process a diverse array
of clinical specimens, we have arranged for a number of cultures and reports from "Good
Cases" to be brought into the class. You and a tutor will review these on the Thursday of
the SDU.
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria and Disease 10
TUTORIAL, EXAMINATION AND STUDENT PRESENTATION
PROGRAM
Week
Date
Day
Time
TOPIC
7
21.4.16
Thurs
2-3pm
Mid-session exam lab WW122
11
19.5.16
Thurs
2-6pm
Student Presentations*
Mathews 310
12
26.5.16
Thurs
2-6pm
Student Presentations*
Mathews 310
13
02.6.16
Thurs
2-6pm
Student Presentations*
Mathews 310
* All students MUST attend the 3 days on which the student presentations are to be
held, whether or not they are presenting.
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria & Disease 11
ASSESSMENT PROCEDURES
The assessment is divided into three components as listed below. Students must
pass each of the three components in order to pass the subject.
•
EXAMINATIONS
Mid-session examination (1 hour)
Two short answer questions and one essay covering any part
of the lecture program from week 1 up to and including week 5.
20%
End of session examination (2 hours)
Part 1
Part 2
•
This will consist of 4 short answer questions covering the
material covered in lectures from weeks 6-12.
One essay question. (See note below)
MAJOR PRESENTATION
Presentation.
•
40%
20%
PRACTICAL ASSESSMENT
Part 1
Part 2
One take-home test on the concepts and techniques used in
the kits.
Laboratory practice and aptitude
Student Diagnostic Unit reports**.
10%
10%
**Students who fail to submit this material completed to a satisfactory level will receive no
marks in the practical assessment and thereby fail the subject.
NOTE: Integration of knowledge and the ability to apply knowledge to new situations is fundamental to the
development of a scientist and an educated individual. The one essay question in the final examination will
be testing integration and application of knowledge gained in the subject. The lecture program is designed
to provide you with examples of the strategies bacteria are able to employ to induce disease in humans.
You should attempt to integrate your learning by asking of yourself questions such as “Why in the 21st
Century do I need to study bacterial pathogenesis?” “If I discovered a new bacterial pathogen how could I
use the knowledge I had gained from Bacteria and Disease to investigate the virulence determinants of this
new organism?” Students should be aware that answers that simply restate elementary material from
the lectures would not gain more than a pass for the essay questions!
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria and Disease 12
MAJOR PRESENTATION
A major component of the Bacteria and Disease subject involves the preparation of a
major presentation or debate. This component of the subject has several aims:
•
•
•
•
•
Reinforce subject material and extend your knowledge in the area of bacterial
pathogenesis and diagnosis of infection.
Develop your interest in new and important areas of human disease.
Enhance your skills in information retrieval.
Enhance your skills in critical appraisal of the scientific literature.
Develop your skills in oral presentations of scientific matter.
For the presentation you will work in groups of approximately 3-4 people. The groups will
cooperate in the collection of materials and references and in the formulation and delivery
of the presentation. By the end of the Student Diagnostic Unit each group MUST
have met at least once (preferably more) and will be required to submit a dot point
report (1 page maximum) outlining their plans and how the tasks will be allocated.
Both the individual and the team will be assessed.
The assignment topics:
A choice of possible topics will be distributed to you in week 1 at the Thursday
lecture. After choosing a group of 4 people that you would like to work with you
should examine the assigned topics and decide upon five topics that you would be
interested in researching and presenting. You should then rank these topics in your
order of preference from 1-5. (1= first choice). Your group members and five
preferred choices (ranked) should be handed to Assoc Prof Ruiting Lan, room
301B.
Alternatively you and your team members may wish to nominate your own topic.
This topic should not overlap with any of those in the distributed list or any area that
you have covered in the lecture program. All chosen topics must be agreed upon by
the course co-ordinator.
Once the topics and instructions are allocated, please read the instructions
given to you very carefully. Failure to comply with the directions will result in
a loss of marks. If you have any questions you should have these answered
as soon as possible.
NB:
IF BY THE THURSDAY OF WEEK 2 YOU HAVE NOT MANAGED TO FORM A
GROUP OR HAVE NOT MET OR BEEN IN CONTACT WITH THE OTHER
MEMBERS OF YOUR GROUP PLEASE SEE RUITING LAN AFTER THE
LECTURE.
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria & Disease 13
7. Additional Resources and Support
Text Books
Engleberg, N.C; V. DiRita and T.S. Dermody. Schaechter’s Mechanisms of Microbial
th
Disease, 5 Edition
Lippincott Williams & Wilkins, 2012
Availability: UNSW Bookshop, UNSW Library Open Reserve
Course Manual
Available in print and on-line
Required Readings
More advanced reading on the topics covered in the lecture series can be obtained
through Medline. In addition specific journal articles will be recommended by
individual lecturers.
Additional Readings
Reviews and current papers relevant to the topic covered in the major presentation
should be accessed through Medline.
Recommended Internet
Sites
http://vista.elearning.unsw.edu.au/webct/entryPageIns.dowebct
http://www.textbookofbacteriology.net/
http://www.geocities.com/CapeCanaveral/3504/gallery.htm
http://www.bacteriamuseum.org/main1.shtml
http://www.emedicine.com/
http://www.cdc.gov/
http://www.asm.org/index.asp
Societies
Computer Laboratories
or
Study Spaces
Australian Society for Microbiology
NA
8. Required Equipment, Training and Enabling Skills
Equipment Required
Personal protection equipment (PPE) such as safety glasses, lab coat.
Please see following pages for full details of Risk assessments and laboratory rules
and procedures.
Enabling Skills Training
Required to Complete
this Course
HS, ELISE, LILT
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria and Disease 14
9. Course Evaluation and Development
Student feedback is gathered periodically by various means. Such feedback is considered carefully with a view to
acting on it constructively wherever possible. This course outline conveys how feedback has helped to shape and
develop this course.
Mechanisms of
Review
Last Review
Date
Comments or Changes Resulting from Reviews
Major Course
Review
November
2009
A major aim of Bacteria and Disease is to encourage students to integrate
and recognise recurrent themes in bacterial pathogenesis. Thus in the final
exam both short answer questions on specific topics and two essays that
require the students to bring together material from across the course are
included. While good students liked this approach and performed well in
these essays, examination of the student comments from 2005 showed that
an increasing proportion of students did not like these essays and had great
difficulty in writing an essay. To address this issue, in 2013, the structure of
both the mid-session and end of session exam was changed. Instead of
setting 10 short answer questions in the mid session exam, the number of
short answer questions was reduced to 2 and one essay based on
integrating material across a number of lectures was introduced. In 2007
students felt that there was too many assessments and that the
assessments were conducted over too short a time frame. As a result the
tests associated with the SDU have been removed, replaced with a take
home test, and the other assessments spread out over the session.
8
June 2014
Q1 5.15
Q6 5.23
CATEI
Q2 4.92
Q7 4.92
Other
8
Science CATEI procedure: http://teaching.unsw.edu.au/catei
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Q3 5.15
Q8 4.92
Q4 5.15
Q9 5.31
Q5 5.23
Q10 5.23
Bacteria & Disease 15
10. Administration Matters
Expectations of Students
MINIMUM REQUIREMENTS TO ACHIEVE A PASS IN BABS3081
All students are required to achieve a satisfactory performance in all
components of the subject.
Students who have achieved an aggregate
overall, but only obtain a mark of 45% or
examination or have an unsatisfactory
components of the subject, may fail outright or
further assessment.
mark of 50% or more
less in the final theory
performance in other
be required to undertake
Where further assessment is required, unless there are special
circumstances that need to be taken into consideration, the student will
be awarded either a Pass or a Fail.
Should further assessment be required it is the responsibility of the
student to be available at the time and place notified. The
supplementary examinations will be held the week after the results are
th
released on myUNSW, on Tuesday 12 July. The time and place of
the exams will be given via UNSW email by BSB student office.
Health and Safety
Information on relevant Health and Safety policies and expectations
both at UNSW: https://safety.unsw.edu.au
In addition please see details of risk assessments and laboratory
procedures on pages 18-20.
Assessment Procedures
Special Consideration and
Further Assessment
Students have been known to suffer a major crisis such as death
or illness in the family or a major personal trauma during session.
Please let your subject convenor or tutor know of any such events
that may affect your performance in the subject as soon as
possible, so that appropriate assistance can be rendered. If you
are colour blind or have a specific disability please advise the
subject convenor at the beginning of session.
Students who believe that their performance, either during the session
or in the end of session exams, may have been affected by illness or
other circumstances may apply for special consideration. Applications
can be made for compulsory class absences such as (laboratories and
tutorials), in-session assessments tasks, and final examinations.
Students must make a formal application for Special Consideration
for the course/s affected as soon as practicable after the problem
occurs and within three working days of the assessment to which it
refers.
Students should consult the “Special Consideration” section of Moodle
for specific instructions related to each BABS course they are studying.
Further general information on special consideration can also be found
at https://student.unsw.edu.au/special-consideration.
HOW TO APPLY FOR SPECIAL CONSIDERATION
Applications must be made via Online Services in myUNSW. You must
obtain and attach Third Party documentation before submitting the
application. Failure to do so will result in the application being
rejected. Log into myUNSW and go to My Student Profile tab > My
Student Services channel > Online Services > Special
Consideration. After applying online, students must also verify
supporting their documentation by submitting to UNSW Student Central:
• Originals or certified copies of your supporting documentation
(Student Central can certify your original documents), and
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria and Disease 16
• A completed Professional Authority form (pdf - download here).
The supporting documentation must be submitted to Student Central for
verification within three working days of the assessment or the period
covered by the supporting documentation. Applications which are not
verified will be rejected.
Students will be contacted via the online special consideration
system as to the outcome of their application. Students will be
notified via their official university email once an outcome has
been recorded.
SUPPLEMENTARY EXAMINATIONS:
The University does not give deferred examinations. However, further
assessment exams may be given to those students who were absent
from the final exams through illness or misadventure. Special
Consideration applications for final examinations and in-session tests
will only be considered after the final examination period when lists of
students sitting supplementary exams/tests for each course are
determined at School Assessment Review Group Meetings. Students
will be notified via the online special consideration system as to the
outcome of their application. It is the responsibility of all students to
regularly consult their official student email accounts and
myUNSW in order to ascertain whether or not they have been
granted further assessment.
For Semester 1 2016, BABS Supplementary Exams are:
th
Ø BABS coded courses: Tues 12 July
Further assessment exams will be offered on this day ONLY and
failure to sit for the appropriate exam may result in an overall
failure for the course. Further assessment will NOT be offered on
any alternative dates.
Equity and Diversity
Those students who have a disability that requires some adjustment in
their teaching or learning environment are encouraged to discuss their
study needs with the course Convenor prior to, or at the
commencement of, their course, or with the Equity Officer (Disability) in
the Equity and Diversity Unit (9385 4734 or
http://www.studentequity.unsw.edu.au/
Issues to be discussed may include access to materials, signers or
note-takers, the provision of services and additional exam and
assessment arrangements. Early notification is essential to enable any
necessary adjustments to be made. Information on designing courses
and course outlines that take into account the needs of students with
disabilities can be found at:
http://www.gs.unsw.edu.au/policy/documents/equitystatement.pdf
Grievance Policy
9
School Contact
Faculty Contact
University
Contact
Contact BSB Office
G17, Tel: 9385 8047
Dr Gavin Edwards
University
Counselling
10
Services
Tel:
9385 5418
[email protected]
[email protected]
Tel: 9385 4652
OR Dr Louise LutzeMann,
[email protected]
Tel: 9385 2024
9
UNSW Grievance Policy: http://www.gs.unsw.edu.au/policy/documents/equitystatement.pdf
Compass – University Counselling Servicehttps://my.unsw.edu.au/student/pvc/student-life-and
learning/counselling/UsingOurServices.html
10
The School of Biotechnology & Biomolecular Sciences, UNSW 2016
Bacteria & Disease 17
11. UNSW Academic Honesty and Plagiarism
What is Plagiarism?
Plagiarism is the presentation of the thoughts or work of another as one’s own.
*Examples include:
• direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a
book, article, report or other written document (whether published or unpublished), composition, artwork, design,
drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person’s
assignment without appropriate acknowledgement;
• paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of
ideas of the original;
• piecing together sections of the work of others into a new whole;
• presenting an assessment item as independent work when it has been produced in whole or part in collusion
with other people, for example, another student or a tutor; and
• claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually
contributed.†
For the purposes of this policy, submitting an assessment item that has already been submitted for academic
credit elsewhere may be considered plagiarism.
Knowingly permitting your work to be copied by another student may also be considered to be plagiarism.
Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly
contain plagiarised material.
The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not
amount to plagiarism.
The Learning Centre website is main repository for resources for staff and students on plagiarism and academic
honesty. These resources can be located via:
www.lc.unsw.edu.au/plagiarism
The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid
students, for example, in:
• correct referencing practices;
• paraphrasing, summarising, essay writing, and time management;
• appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts.
Individual assistance is available on request from The Learning Centre.
Students are also reminded that careful time management is an important part of study and one of the identified
causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and
the proper referencing of sources in preparing all assessment items.
* Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the
University of Newcastle
† Adapted with kind permission from the University of Melbourne.
The School of Biotechnology & Biomolecular Sciences, UNSW 2016