Disease and body Defence
| Course Title: | Access to Higher Education Diploma – | ||
| Unit Title: | Disease and body Defence | Unit Code | WJG342 |
| Unit: Level: | 3 | Credit Value: | 3 |
| Tutor Name: | |||
| Student Name: | |||
| Task Number:
(If applicable) |
1 of 1 | ||
| Task Title: | Presentation on disease and body defence | ||
| Date Set: | Date Due: | ||
| Extension Agreed: | Date of Return to learner: | ||
| Date of Resubmission: | Resubmission Return to learner: | ||
Student declaration of authenticity
| I confirm that the assignment I have submitted is all my own work and that it has been appropriately referenced in line with the centre policy on referencing of submissions of academic work | |
| Signature of student: | |
| Date submitted: | |
WORK SUBMITTED AFTER THE DEADLINE WITHOUT AN AGREED EXTENSION OR APPROPRIATE MITIGATION WILL BE CONSIDERED FOR PASS ONLY
IV declaration
| I agree this assignment brief is fit for purpose and assesses the identified criteria. | |||
| IV Signature | Date: | ||
| Grade Profile Achieved for Assignment | Final unit grade, if applicable [1] |
| Learning Outcomes | Assessment Criteria | Assessment Criteria Met[2] | |
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1. Understand the main causes of disease. |
1.1. Describe the main categories of disease, infectious disease, non-infectious disease, and genetic disease, identifying examples from each category
1.2. Explain the role of microorganisms in causing infectious diseases and identify specific examples. |
Y/N
Y/N |
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2. Understand how infectious diseases are transmitted. |
2.1. Explain the ways in which infectious diseases can be transmitted and discuss specific examples
2.2. Evaluate the factors which increase the risk of contracting infectious diseases and how this risk can be reduced. 2.3 Identify the advantages and dangers in the use of antibiotics. |
Y/N
Y/N
Y/N |
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| 3. Understand how the body defends itself against infection. | 3.1. Describe external and internal defence mechanisms in the body.
3.2 Describe types of immunity: natural active, natural passive and artificial passive. 3.3. Describe disruptions to the immune response. |
Y/N
Y/N Y/N |
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| Description of Assessment Task (mapped to Assessment Criteria) |
| Task – To do a Power point presentation on Disease and defence with the use of an example of a specific bacterial disease. |
| Task (Learning outcome- 1, 2, 3)
Explain the different categories of diseases with examples and explain transmission routes of types of infectious diseases. Use an example of a bacterial disease to explain risk factors which contribute to spread of disease, use of control methods to reduce transmission and how the human body defends itself against infection. GUIDANCE Prepare and deliver a PowerPoint presentation. Your presentation should not exceed 10 minutes. You must upload your file on Turnitin by the due date. Use diagrams where necessary. You must reference your work using the Harvard Referencing system. It will add quality to your work if you use references from various articles and authors. Ensure you consider the following points: 1. Describe the main categories of disease: infectious disease, non-infectious disease, and genetic disease, identifying examples from each category. (A.C. 1.1). Include autoimmune diseases as well. (A.C 3.3) 2. Use examples of specific diseases to explain role of bacteria, virus, fungus in causing infectious diseases, their transmission routes, the worldwide importance of infectious diseases (A.C. 1.2, 2.1) 3. Focus on a bacterial disease and explore the following: a. Explain how body defends itself against infection; external and internal defence mechanisms including function of the immune system (A.C. 3.1, 3.2). b. Factors that increase the risk of spread of disease and how control methods can be used to reduce the risk including vaccinations. (A.C 2.2) c. Use of antibiotics as a form of treatment, how do antibiotics work (mode of action of 2 different antibiotics), the advantages and dangers in use of antibiotics. (A.C.2.3) |
| Grading Information | |||
| If you have achieved all Level 3 criteria you will receive a grade (Pass, Merit or Distinction) against the following Grade Descriptors. The grade awarded will be determined by your aggregated performance against the Grade Descriptor Components noted below. The boxes below each Grade Descriptor provide contextual statements which relate the language of the Grade Descriptor to the set assignment task. These statements will help you to know what is required at the identified Grade Descriptor and also to understand the Grade Profile that you have been allocated. | |||
| Grade Descriptor
(Insert more rows as necessary) |
To achieve a Merit:
The learner has |
To achieve a Distinction:
The learner has |
Grade Awarded |
| GD1:
Understanding of subject |
The student, student’s 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 |
The student, student’s work or performance:
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 |
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| What this means for the assignment
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The presentation shows a very good understanding of diseases, transmission of disease and body defence. There are some areas where material could be developed. Some theoretical inaccuracies are evident. However, overall, the resultant work shows a very good level of understanding of disease process and possible outcomes. | The presentation shows an excellent understanding of diseases, transmission of disease and body defence.
There are few (if any) areas where material could be developed. There are few (if any) theoretical inaccuracies. However, overall, the resultant work shows a very good level of understanding of disease process and possible outcomes. |
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| GD2: Application of knowledge | The student, student’s work or performance:
a) makes use of relevant
with either b) breadth or depth that goes beyond the minimum required to Pass |
The student, student’s work or performance:
a) makes use of relevant
with both b) breadth and depth |
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| What this means for the assignment
|
The presentation evidences the application of the student’s knowledge clearly and appropriately to the set task. Information applied is generally accurate and consistent in terms of its application to answering the set tasks and shows either breadth of knowledge in relation to the task or detailed development of knowledge (how diseases spread, how the body defends itself, control measures to prevent spread of disease). In both cases there are areas where the knowledge might have been more focussed in its application and/or developed further analytically. However, overall, the presentation represents a very good application of knowledge to the set task. | The presentation evidences the application of the student’s knowledge clearly and appropriately to the set task. Information applied is consistently accurate in terms of its application to the title and shows both breadth of knowledge in relation to the task and detailed development (depth) of knowledge in identified areas (this includes a consistent application of knowledge in analysing and evaluating how diseases spread, how the body defends itself, control measures to prevent spread of disease). There are few (if any) areas where the knowledge might have been more focussed in its application and/or developed further analytically. Overall, the presentation represents an excellent application of knowledge to the set task. |
| GD5:
Communication and presentation |
The student, student’s work or performance:
shows very good command of
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The student, student’s work or performance:
shows excellent command of
|
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| What this means for the assignment | The presentation is clearly structured and formatted. Information is clearly signposted within the overall structure and external references are appropriately cited. The presentation represents a generally consistent response to the set question and is logically sequenced through an introduction, main body and well signposted conclusion. However, there may be some errors in terms of structuring, referencing and overall presentation skills. | The presentation is clearly structured and formatted throughout. Information is consistently and clearly signposted within the overall structure and external references are appropriately cited. The presentation represents a consistently excellent response to the set question and is logically sequenced throughout with a clear introduction, main body and well signposted conclusion. There may be few (if any) errors in terms of structuring, referencing and presentation skills. | |
| GD7: Quality | The student, student’s work or performance:
a) is structured in a way that is generally logical and fluent b) taken as a whole, demonstrates a very good response to the demands of the brief/assignment |
The student, student’s work or performance:
a) is structured in a way that is consistently logical and fluent b) taken as a whole, demonstrates an excellent response to the demands of the brief/assignment |
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| What this means for the assignment
|
The presentation develops a clear and logically structured response to the assignment task. The student uses his/her knowledge and understanding well in presenting his/her response. There are some errors in terms of knowledge and understanding (or structural consistency). However, on balance the work presents a very good coherent response which clearly addresses the assessment task. | The presentation develops a clear, consistent and logically structured response to the assignment task. The student uses his/her knowledge and understanding well in presenting his/her response. There are few (if any) errors in terms of knowledge and understanding (or structural consistency). On balance the work presents an excellent and insightful response which clearly addresses the assessment task |
Assessor’s comments
| Tutor Feedback | ||
| Individual feedback and targets for improvement and any comment in relation to resubmission (if appropriate):
Please also refer to the ‘What this means for the assignment’ boxes on page 3 in terms of understanding the rationale for the grade judgments allocated to the different Grade Descriptor Components. |
Areas for Improvement: | Tick
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| Spelling | ||
| Punctuation | ||
| Grammar | ||
| Structure | ||
| Referencing | ||
| Signposting | ||
| Content | ||
| Tutor Signature: | Date: |
| Internally Moderated by: (if applicable) | |
| Date/s: |
| Student Reflections / Planning in relation to Tutor Feedback (where appropriate): |
| Student Target Setting for Future Assessment (where appropriate): |
[1] If there is more than one assignment for a unit, the final provisional grade for the unit cannot be awarded until all assignments have been completed, and this space should be left blank.
[2] Where an Assessment Criteria is judged to have not been met this will result in a ‘resubmission’ in accordance with the QAA Grade Scheme Regulations (See Section C for guidance on Resubmission of student work).
