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A2 Human Biology Coursework Ocregister

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A2 biology coursework mark scheme

A2 biology coursework mark scheme

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Human Biology

Human Biology

This major is designed to provide students with the fundamental courses required for entry into: schools of medicine, veterinary medicine, dentistry, and pharmacy; Ph.D. programs in the biomedical sciences; and biotech research, teaching, medical technology, patent law, physical therapy, nutrition, and nursing. The core classes required of all human biology majors provide the student with the basic principles that help us understand normal human physiology and the molecular basis of human disease. The course options in human physiology, human disease, and biomedical-related laboratories provide the students with educational breadth while still allowing them considerable flexibility in tailoring their course of study to suit their educational goals.

The major requirements below apply to students who were admitted to UC San Diego in Fall 2016 or later.   If you were admitted to UC San Diego prior to Fall 2016, please refer to your degree audit, the UC San Diego General Catalog, or academic plan that aligns with your admit term for a listing of major requirements.  If you have further questions, please contact a Biology Advisor for clarification.

  • BILD 1, 2, 3, and 4

Note: Effective Fall 2015, entering freshmen are required to complete Introductory Biology Lab (BILD 4). Transfer students will be held to the new requirement beginning Fall 2017.

  • Chemistry 6A, 6B, 6C, and 7L
  • Mathematics 10A, 10B, and 11 or 20A, 20B, and 11

    Note: Effective Fall 2016, entering freshmen are required to complete Calculus-Based Introductory Probability and Statistics (MATH 11).  Fall 2016 and 2017 entering transfer students may complete either MATH 10C, 20C, or 11 to satisfy the math sequence.  Transfer students will be required to complete MATH 11 beginning Fall 2018.

    • Physics 1A/1AL, 1B/1BL, and 1C/1CL or 2A, 2B, 2C, and one lab (2BL, 2CL, 2DL)

    Note: Any given course can only satisfy one major requirement

    • Organic Chemistry I (CHEM 140A)
    • Organic Chemistry II (CHEM 140B) 
    • Organic Chemistry Laboratory (CHEM 143A)
    • Metabolic Biochemistry (BIBC 102) 
    • Genetics (BICD 100) 
    • Molecular Biology (BIMM 100) 
    • Molecular Basis of Human Disease (BIMM 110) 
    • Human Physiology I (BIPN 100) 
    • Human Biology (HB) Core Courses - complete two courses from the following: Human Physiology and Human Disease. At least one course must be taken from each group.
      • Human Physiology
        • Nutrition (BIBC 120)
        • Embryos, Genes and Development (BICD 130)
        • Immunology (BICD 140)
        • Circadian Rhythms-Biological Clocks (BIMM 116)
        • Human Physiology II (BIPN 102)
        • Biology and Medicine of Exercise (BIPN 108)
        • Endocrinology (BIPN 120)
        • Human Reproduction (BIPN 134)
        • Cellular Neurobiology (BIPN 140)
        • Cellular Basis of Learning and Memory (BIPN 148)
      • Human Disease
        • AIDS Science and Society (BICD 136)
        • Virology (BIMM 114)
        • Pharmacology (BIMM 118)
        • Microbiology (BIMM 120)
        • Medical Microbiology (BIMM 124)
        • Biology of Cancer (BIMM 134)
        • Diseases of the Nervous System (BIPN 150)
        • The Healthy and Diseased Brain (BIPN 152)
    • Upper-Division Biology Labs - complete one of the following options:
      • Option 1 - complete one six unit lab from the list below:
        • Laboratory in Microbiology (BIMM 121)
        • Animal Physiology Lab ( BIPN 105)
      • Option 2 - complete two four unit labs from the following courses.  You must select one course from Group 1 and one course from Group 2.
        • Group 1:
          • Biochemical Techniques (BIBC 103)
          • Eucaryotic Genetics Laboratory (BICD 101)
          • Laboratory in Molecular Medicine (BICD 145)
          • Computer Modeling in Evolution and Ecology (BIEB 143)
          • Recombinant DNA Techniques (BIMM 101)
        • Group 2:
          • Biochemical Techniques (BIBC 103)
          • Eucaryotic Genetics Laboratory (BICD 101)
          • Plant Molecular Genetics and Biotechnology Laboratory (BICD 123)
          • Laboratory in Molecular Medicine (BICD 145)
          • Ecology Laboratory (BIEB 121)
          • Molecular Methods in Evolution & Ecology Lab (BIEB 123)
          • Marine Invertebrate Ecology Lab (BIEB 131)
          • Aquatic Ecology Lab (BIEB 135)
          • Computer Modeling in Evolution and Ecology (BIEB 143)
          • Animal Communication Lab (BIEB 167)
          • Recombinant DNA Techniques (BIMM 101)
          • BISP 196/197/199 (at least 4 units)
    • Upper-Division Biology Electives - complete two upper-division biology courses (each course must be at least four units) offered by the UC San Diego Division of Biological Sciences.
      • One quarter of BISP 195 and/or one quarter of either BISP 196, 197 or 199 may be applied to this requirement. Students may only apply one BISP 196, 197 or 199 toward their major, as either a biology lab or a biology elective, but not both .Subsequent quarters of 195, 196, 197 or 199 may be applied toward college and university requirements.
      • T he following Scripps Institution of Oceanography courses may be taken and applied to this requirement: SIO 123, 125, 126, 127, 128, 132, 133, 134, 147, 181 and 189. Students are required to meet the Division of Biological Sciences residency requirement.
    Minimum Grade Requirement
    • All courses required and used toward any biology major requirements must be taken for a letter grade and completed with a C- or better.
    • The minimum grade requirement applies to all lower-division, upper-division, required courses taken in other departments, as well as courses transferred and used toward major requirements.
    • Exceptions will be made for those required courses that have a P/NP only grading option (e.g. BISP 199).
    • The minimum major GPA requirement is 2.0.

    Please note:  The degree audit may not automatically reject D grades for the major. If your degree audit appears blue and you have a D in a required course for the major, please contact a biology advisor.

    Upper-Division Unit Requirement

    To receive a Bachelor of Science from UC San Diego, all students must complete 48 or more units of upper-division course work within the major .

    Please note. The degree audit may not display an accurate number of upper division biology electives required for the major in order to meet the 48 upper division unit requirement.

    If your degree audit is blue and the 48 upper division unit requirement in the bottom of the first column is red, you will need to take additional upper division biology coursework in order to satisfy this requirement.  If you have questions, please contact a biology advisor.

    Biology Residency Requirement

    To receive a Bachelor of Science in Biological Sciences from UC San Diego, all students must complete at least twenty units of upper-division coursework in the Division of Biological Sciences with a grade of C- or better. This coursework must directly apply to the student’s Biology major requirements, and must be taken while officially enrolled at UC San Diego. Courses completed outside of the UC San Diego Division of Biological Sciences will not be counted toward the residency requirement.

    A2 Biology Coursework -Investigation into the effect of different concentrations of antibiotics on the growth of bacteria - GCSE Science - Marked by

    A2 Biology Coursework -Investigation into the effect of different concentrations of antibiotics on the growth of bacteria

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    Biology Coursework Aim: My aim is to investigate the effect of different concentrations of antibiotics on the growth of bacteria. Hypothesis: I predict that as the concentration of the antibiotics increases the bacteria growth decreases Null Hypothesis There is no link between the concentration of antibiotics and the effects it has on the growth of the bacteria Theory Antibiotics work in 4 ways, which are listed below: 1. Cell Membrane Disruption - This involves making the cell fully permeable which results in substances moving into it causing it to burst and so kills the bacteria 2. Inhibiting Nucleic Acid Synthesis - This method doesn't kill the bacteria off but keeps the growth level static. The bacteria isn't able to replicate its DNA and so no binary fission occurs, causing the growth level to become static 3. Inhibiting Cell Wall Synthesis - This is where an antibiotic inhibits the enzyme required to form cross links within the cell wall and as a result the bacteria looses its structure and is unable to function properly. 4. Inhibiting mRNA Translation - This is where the Translation part of protein synthesis is inhibited by binding across the bacterial ribosome meaning proteins and enzymes the bacteria it requires isn't made and so dies. Having said how antibiotics work above, it is logical to presume that the higher the concentration of antibiotics the more effective it will be in wiping out, and killing the bacteria. Because the more antibiotic molecules there is in the solution means there is a higher chance that these antibiotic molecules will come upon a bacterial cell and disrupt the cell and kill it. So in conclusion it is logical to state that the higher the concentration of antibiotic the more effective the antibiotic will be at killing of the bacteria. Dependant Variable There are a number of different ways of measuring the effectiveness of the antibiotics but I will be using the technique of bioassays. . read more.

    Do the experiment again but this time substitute the antibiotic with distilled water. Precautions The precautions I will be taking are: * Clean the work surfaces with disinfectant to prevent contamination * Do not eat or chew in the lab * Wear the necessary safety gear * Turn the Bunsen burner flame to yellow when not in use * Use scissors to cut the cell o tape rather than mouth to prevent contamination * When opening the lids of the gar solution, Petri dishes etc I will try to keep the opening to minimum to prevent airborne contamination * Flame the bottle necks to prevent contamination by killing the bacteria * Use a separate syringe for each use- prevent cross contamination * I am going to dip the glass rod in ethanol to kill bacteria * I am going to place corks on test-tubes to prevent airborne contamination * Use buffer solution to keep pH level constant to prevent ph becoming a variable * Label all test tubes and Petri dishes- to prevent mixtures * Cello tape the Petri dishes so that the lid is secure but to allow oxygen to enter Table Test tube Percentage Concentration (%) Width of clear zone (mm) Average Diameter (mm) EX1 EX2 EX3 1 100 2 90 3 80 4 70 5 60 6 50 7 40 8 30 9 20 10 10 11 0 Graph Implementation Apparatus 1. Agar Solution 2. Bacteria Culture 3. Antibiotic Solution 4. Distilled sterile Water 5. Petri Dish 6. Bunsen Burner 7. Syringe 8. Scissors 9. Glass Rod Method 1. Firstly I got a lab coat and wore it as a safety measure and also used disinfectant to disinfectant the table I was carrying my experiment out on to rid the area of any bacteria to limit the chances of any contamination 2. I then used hand wash to wash my hands 3. . read more.

    * Also the cotton wools placed in the test tubes to prevent oxygen from entering was a slightly different size and may not have totally prevented the air entering into the tube meaning that if it was bigger the would have been a higher chance that less oxygen may have entered, decreasing the bacteria's ability to grow much faster. De to the wool being smaller in size, more oxygen may have entered meaning that more bacteria were growing faster which means that the absorbency reading will be higher, this may be the cause of my anomalous results. * The amount of each solution had to be the same cause if they weren't then this would have affected the growth and death of bacteria because if more antibiotic solution was present then more bacteria would have died resulting in a decrease in light absorbency and vice versa with the bacterial solution. * Also the light absorbency of all the test tubes differed as they could not all be measured in one go meaning that in some test tubes some bacteria had more time to grow, giving an invalid absorbency reading. The method I used could have been improved since I used turbidamitry which gives total cell count, both living and dead isn't really accurate or representative. I could have improved this by using bioassays which is a method that will only count the living cells which may have given a better representation. I could also improve the experiment next time by making sure that the size of the cotton wool was decent sized so that it has a higher chance of preventing oxygen entering into the test tube allowing the bacteria to grow more faster. Another way to improve the experiment is to make sure to properly rinse out the cuvettes after each sample from each test tube was measured in the colorimeter to prevent contamination and an invalid light absorbency reading. Kamrul Hassan . read more.

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    as control #1, which would indicate whether or not bacteria was present in the broth and bacteria mixture being tested. Finally, as a second control, sterile broth that had not been inoculated was added to an eighth sterile culture tube.

  • Streptomycin: Streptomycin is an antibiotic that is produced by soil bacteria of the genus in streptomyces and can be active against both gram-positive and gram-negative bacteria. Micrococcus luteus: Micrococcus luteus can be found in many places such as the human skin, water, dust, and soil.

    1. Thus, resulting in the woodlice accumulating in more humid regions. Another effecter on a woodlouse's movement is whether or not their body surface is in contact with any other object (including other woodlice). They exhibit a positive thigmokinesis when this occurs, and will move around so that the maximum amount

    2. With fewer bacteria around for our immune system to combat many researchers believe our organs are turning on themselves resulting in increased sensitivity to the likes of pollen and dust. Parts of the world such as Africa are overrun with infection yet allergies are virtually unheard of and it is

    1. Ethically the use of bacteria in the cloning of animals is controversial. At the Roslin Institute in Scotland, scientists successfully cloned an exact copy of a sheep, named 'Dolly'. This was the first successful cloning of an animal and most likely the first occurrence of two organisms being genetically identical.Recently the sheep's health however has deteriorated detrimentally.

    2. As all four oxygens are released, hemoglobin binds to two protons. This helps to maintain equilibrium towards the right side of the equation.

    1. I passed the top of the forceps through the flame to kill of any germs that it may have had. 2. The mastrings had a paper tab at the centre, I used the paper tab to slowly lift the mastring from the dish and placed it in the centre of the plate and pressed it down gently.

    2. Captivity shortens animal life spans it does not increase them. Adam Roberts, senior vice president of the animal protection advocacy group Born Free USA, said caging animals can create problems for both humans and the animals. "It's not good for the animals," Roberts said on "GMA" today.

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    Human biology a level coursework

    Human biology a level coursework Human biology a level coursework

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