BMD1001 : Infectious threats (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Dr Vanessa Armstrong
- Co-Module Leader: Dr Beth Lawry
- Lecturer: Dr James Connolly, Dr Elisabeth Lowe, Dr Robert Yeo
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
Introduce students to microbiology, virology and immunology and provide a basis from which these areas can be further studied across the programme.
Cover the basics of an immune response and what the key components are.
Increase awareness of pathogens that affect human health and how the body responds immunologically to these challenges
Introduce the concepts of challenges faced globally due to these infectious agents and analyse data relating to this subject.
Outline Of Syllabus
Topics covered by this module include;
An introduction to micro-organisms with a focus on pathogens, their properties and characteristics and diseases that they cause.
Principals of immunity including both innate and adaptive responses to pathogens and the organs, cells and molecules involved.
Key examples of pathogens, how these can be managed and future global threats.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 144 | 1:00 | 144:00 | Revision, research for coursework |
| Scheduled Learning And Teaching Activities | Lecture | 19 | 1:00 | 19:00 | |
| Scheduled Learning And Teaching Activities | Practical | 3 | 3:00 | 9:00 | Practical 1A and B- 3hr each (bacteria DP ) Practical 2 3h – immunology |
| Structured Guided Learning | Academic skills activities | 5 | 1:00 | 5:00 | Guided interactive activities to reinforce lecture content, key concepts and technical skills. |
| Scheduled Learning And Teaching Activities | Practical | 1 | 2:00 | 2:00 | PC cluster based activity analysing data |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 1:00 | 4:00 | 2 post practical seminars 2 seminars (relating to case study linked to assessment) |
| Structured Guided Learning | Structured research and reading activities | 10 | 1:00 | 10:00 | Case study and poster research |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 2:00 | 6:00 | 3 poster workshops |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | Introduction to topic and assessments |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures a formal taught session to the whole cohort which consists largely of the exposition of theory, themes, methodologies and techniques. These will form the basis of a student’s understanding of a subject.
Seminars / Small group teaching will encourage contextualisation of taught material through discussion, Q&As, data interpretation and problem-solving. Small group teaching provides support for students in their preparation for the assessment format.
Independent study will allow students to extend their knowledge and prepare for assessments through consolidation of module content, reading of books, journal articles and other recommended references.
Workshops will provide skills training and potentially assessment guidance. Workshops foster active learning, collaboration, and critical thinking. It bridges theory and practice by engaging students in problem-solving, discussions, and hands-on activities, enhancing understanding and retention while developing teamwork and communication skills.
Laboratory-based practicals will provide hands-on experience of a range of practical techniques including safe laboratory practice. Practical classes will enable students to consolidate knowledge and develop laboratory skills including recording and analysing biological data and performing scientific calculations.
Computational-based practicals will provide hands-on experience of a range of computational techniques used to record and analyse data. These practicals will enable students to problem-solve with real-world data, reinforcing theoretical concepts.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 90 | 1 | A | 60 | Closed book Inspera invigilated exam, quiz-style questions (max 100) |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Poster | 1 | M | 40 | Group poster (20%) and embedded individual video (5 minutes, 20%) |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Digital Examination | 1 | M | Online timed (45 mins) Inspera exam, quiz-style questions (max 50) |
Assessment Rationale And Relationship
The end-of-module examination assesses knowledge and understanding of course material.
The formative in-course assessment will familiarise students with the format of the end-of-module exam and help students assess their knowledge and understanding of course material.
Poster presentation: this assesses a students’ ability to consolidate and integrate their knowledge and understanding of the topic via a visually appealing platform.
Video (embedded video- students explain poster): this assessment allows a student to create an output that assesses their ability to translate scientific information in a visual and engaging manner.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BMD1001's Timetable