Unit rationale, description and aim
Extending students’ knowledge and use of medical terminology, and developing their understanding of body systems, assists students in their transition into a health science degree. It is essential that students gain knowledge of medical terminology, and anatomy and physiology to be successful in the health sciences. Developing students’ knowledge and research skills in these areas and a deeper understanding of the human body systems, will assist them in their transition into a health science degree.
ACOM124 will develop students’ understanding of basic biological processes within the structure and function of the major body systems. The focus of the unit will be on the healthy human body and maintenance of homeostasis.
The aim of the unit is to further develop and consolidate students’ understanding of biological processes, relevant medical terminology, and the academic and communication skills required for undergraduate studies in health sciences.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe basic biological processes
Learning Outcome 01
Explain the structure and function of the major bo...
Learning Outcome 02
Locate, organise and present appropriate informati...
Learning Outcome 03
Communicate information about health and the human...
Learning Outcome 04
Content
Topics will include:
- Levels of structural organisation of the human body
- Cells and metabolism
- Body systems- structure and function
- Academic and scientific research and report writing
- Oral presentation skills
Assessment strategy and rationale
The assessment tasks for this unit are designed to enable students to demonstrate achievement of each learning outcome. The tasks have been selected and designed to assist in preparing for the content and assessment requirements of undergraduate studies in health sciences, and to build on knowledge and skills acquired in semester one. As the unit is part of a health science pathway, the purpose of the task design is to assess student communicative competence and discipline-specific language relating to processes and to human anatomy and physiology.
The report builds on skills from Semester 1 and requires students to search for, evaluate and organise relevant academic information and data from more discipline-specific sources and databases, immersing them further in the content of the discipline. The presentation is the second assessment scheduled as such as it necessitates further inquiry and research into the report topic, but requires students to demonstrate the communicative competence to clearly articulate that content and terminology to an audience or receiver. An exam is included in the assessment schedule as it is a means by which students’ understanding and application of content, and their ability to articulate processes, is assessed. Exam conditions require the student to demonstrate this in a timed and controlled setting, requiring independent thinking, skills and application.
Overview of assessments
Report This requires students to demonstrate thei...
Report
This requires students to demonstrate their ability to research a health-related topic, select appropriate and relevant information, and describe and analyse the topic. The report will assess knowledge and skills covered in the unit, including students' written communication and understanding of the academic report genre.
30%
Oral (individual) presentation on a health topic ...
Oral (individual) presentation on a health topic
The presentation is designed to assess students' ability to investigate, in more depth and detail, a specific aspect of the condition covered in the report. Students should demonstrate extended searches and retrieval of quality content from reliable academic sources, a clear focus, and accurate oral communication of content and terminology.
30%
Final Exam Students are required to respond to sh...
Final Exam
Students are required to respond to short and long-answer questions and texts to demonstrate their understanding of unit content and their ability to communicate clearly and accurately about health and the human body applying content and discipline specific language skills.
40%
Learning and teaching strategy and rationale
The purpose of this mode is to allow students to apply theory and content within the classroom setting, and to enable the facilitation of skills practice and development. In addition, it promotes an active learning environment with greater interaction. Workshops contain a short lecture component delivered by the teacher and designed for students to practise listening and note-taking skills. In addition, workshops are student-focused involving small group learning with student-teacher interaction which is focused upon the study and discussion of human anatomy and physiology as they relate to major organs and organ systems of the body. The assessment tasks are related to enquiry-based learning, whereby, with the guidance of the teacher, students will examine a health-related topic by identifying appropriate sources of information that can be used to prepare a written report and to deliver a presentation on that topic.
This unit is delivered face-to-face on campus in 3-hour workshops. The workshop format is designed to allow students to explore content and language, and subsequently engage with content and apply skills in a classroom setting. It is aimed at maximising the students’ opportunities for interaction and communication with the teacher and with their peers and provides practice and feedback on impromptu language use. Face-to-face mode is supported by online resources and activities available on the Learning Management System.