Access Assignment Coversheet

Subject: Biology/Human Physiology

Level 3
Student Name Centre

Unit Title
Infectious Disease, Biological and Drug Defences 10206
Assignment Title
With the aid of diagrams discuss the nature of infectious disease and how biological systems, behavioural
practices and drugs can prevent and combat disease. (2000-2500 words)
See overleaf for assignment brief
This unit is graded
No of credits 6
Grade descriptors 1, 2, 4, 5 and 7 apply
Date due w/c 23/05/16 (Fri
Date set 01/05/16 Date submitted
27/05/16)
If a resubmission Date due Date submitted

Student Declaration:
I understand that copying / taking ideas from other sources (e.g. reference books, journals, internet, and tutor
handouts) without acknowledging them is plagiarism. I confirm that:
This assignment is all my own work
All contributions taken from other reading and research have been referenced accurately
Any direct quotations taken from other reading and research have been acknowledged and attributed
accurately
I have attached a bibliography listing all sources used in producing this assignment.
I have added the word count below.
I have read and understood the Ascentis document entitled Policies and Procedures for Dealing with
Malpractice provided by the tutor and understand the consequences of non-compliance with this document.

To be completed by student on submission and in confirmation of above declaration:

Student name (printed) Student signature

Word count
To be completed by tutor:
Tutor name (printed) Tutor signature

Unit grade awarded Word count confirmed as accurate Yes/No

To be completed by the ISM (Internal Standards Moderator) if work has been internally moderated:
ISM name (printed) ISM signature

Date internally moderated

September 2015 Page 1 of 7

 Assignment Brief
Assignment to be completed and handed in by the date published by the tutor

With the aid of diagrams discuss the nature of infectious disease and how biological systems, behavioural
practices and drugs can prevent and combat disease.

In this assignment you need to:

Identify a range of organisms responsible for infectious diseases (LO 1.0)

Explain how these organisms cause disease (LO 1.0)
Outline how diseases can be transmitted by vectors (LO 2.0)
Explain how infectious diseases can enter the body (LO 3.0)
Explain how the bodys non-specific defence systems help to prevent infection (LO 3.0)
Explain how behavioural practices such as hygiene control help to prevent infection (LO 4.0)
Outline the specific immune response of humoral immunity and cell-mediated immunity (LO 5.0)
Explain how the humoral response can give rise to acquired immunity (LO 5.0)
Explain how drugs can be utilised to treat certain diseases only and explain how drug resistance can arise
(LO 6)

Accurately cite a range of appropriate sources of information, listed at the end in Harvard format
Use relevant examples throughout
Use diagrams/charts/tables or similar to support written explanations

September 2015 Page 2 of 7


Learning Outcomes
The student should be able to:
1.0 Understand the biological
diversity and key features of
organisms that can cause
infectious disease
2.0 Demonstrate an understanding of
vector-borne disease
transmission
3.0 Show an understanding of how
the body is exposed to potential
infection and how it protects
itself from infection
4.0 Know how behavioural practices
can protect against infectious
disease
5.0 Demonstrate an understanding of
the specific immune defence
mechanism
6.0 Demonstrate an understanding of
how infectious disease can be
controlled and treated by drug
use
September 2015
Achieved
Assessment Criteria
Y/N
The student can:
1.1 Identify the biological diversity of organisms that can
cause disease
1.2 Explain how the structure of an organism enables it
to function as a pathogen
2.1 Explain the key features of vector borne diseases
3.1 Explain how infectious organisms can be transmitted
and enter the human body
3.2 Evaluate the bodys different non-specific defences
against infection
4.1 Discuss how hygienic procedures and personal
awareness in different situations can enhance the
bodys defence mechanisms
5.1 Relate the major components of the immune system
to their role in the specific immune response
5.2 Explain the specific immune response
6.1 Evaluate the use of drugs and their specificity as
control and treatment methods for causal organisms
with different biological structures and functioning
6.2 Explain, with examples, how drug resistance can arise
Page 3 of 7
Grading the assignment
Once the learning outcomes for this assignment are achieved, the student is eligible for grading against specific
grade descriptors (these are identified on the following pages)

There are no descriptor components for Pass. Students achieve a Pass by meeting the requirements of all the
assessment criteria of a unit

Only the components that are ticked apply to this

1 Understanding of the subject
assignment

Merit Distinction

The student, students work or performance: The student, students work or performance

a demonstrates a very good grasp of the relevant
knowledge base
b is generally informed by the major conventions
and practices of the area of study
c demonstrates very good understanding of the
different perspectives or approaches associated
with the area of study.
a demonstrates an excellent grasp of the
relevant knowledge base
b is consistently informed by the major
conventions and practices of the area of
study
c demonstrates excellent understanding of the
different perspectives or approaches
associated with the area of study.

Only the components that are ticked apply to this

2 Application of knowledge
assignment
Merit Distinction
The student, student's work or performance The student, student's work or performance
makes use of relevant a makes use of relevant a
ideas ideas
facts facts
theories theories
perspectives perspectives
models models
concepts concepts
with either with both
b breadth or depth that goes beyond the b breadth and depth
minimum required to Pass
and/or and/or
c very good levels of c excellent levels of
consistency consistency
precision precision
accuracy accuracy
insight insight
analysis analysis
synthesis synthesis
creativity creativity

September 2015 Page 4 of 7

 Only the components that are ticked apply to this
4 Use of information
assignment

Merit Distinction

The student, students work or performance: The student, students work or performance

a identifies new information from sources which a identifies new information from sources

are generally appropriate which are consistently appropriate

b makes some use of new information b makes extensive use of new information

c generally appraises the relevance and value of c consistently appraises the relevance and
new information accurately value of new information accurately

d shows a very good grasp of the meaning and d shows an excellent grasp of the meaning
significance of new information and significance of new information

e consistently combines or synthesises

information with outcomes that are
e generally combines or synthesises information
accurate, appropriate and
with outcomes that are accurate and
succinct
appropriate
innovative
creative

In practice-based/practical work: In practice-based/practical work:

f is informed by research that draws on a range

f is informed by research that draws on an
of sources and resources that goes beyond the
extensive range of sources and resources
minimum required for the work.

Only the components that are ticked apply to this

5 Communication and presentation
assignment

Merit Distinction

The student, students work or performance shows very The student, students work or performance shows
good command of: excellent command of:
format format
structure structure
use of images use of images
language (including technical or specialist language (including technical or

language) specialist language)
syntax syntax
register register
spelling spelling
punctuation punctuation
referencing referencing

September 2015 Page 5 of 7

7 Quality
Merit
The student, students work or performance:
a is structured in a way that is generally logical
and fluent
b puts forward arguments or ideas which are
generally unambiguous but which are in a
minor way limited or incomplete
c taken as a whole, demonstrates a very good
response to the demands of the
brief/assignment
September 2015
This grade descriptor applies to all units
Distinction
The student, students work or performance:
a is structured in a way that is consistently
logical and fluent
b puts forward arguments or ideas which
are consistently unambiguous and
cogent
c taken as a whole, demonstrates an excellent
response to the demands of the
brief/assignment
Page 6 of 7
Tutor Feedback

Credits awarded: Number of Resubmission Date for Referral

credits resubmission
Yes / No Yes / No Yes / No
Comments:

Tick if Performance
applicable against
Tutor comments
to this descriptor
assignment (P / M / D)
1 Understanding of
the subject

2 Application of
knowledge

4 Use of information

5 Communication
and presentation

7 Quality

Overall unit grade

September 2015 Page 7 of 7