HPS109 (T2 2025) – Assessment & Study Guide

Peer Assisted Study Sessions (PASS)

• Purpose & Structure

  • Peer-Assisted Study Sessions (PASS) are expertly facilitated by student leader Reza, who is a past high-achiever in HPS109 and currently enrolled at Deakin University.

  • These sessions are specifically designed by students for students to foster a highly collaborative learning environment where peers can engage with course material in a supportive, low-stakes setting, free from direct teaching staff presence.

  • Participation is completely free and voluntary, allowing students to join or leave at their convenience. Students can choose to attend either of the two weekly online sessions to best fit their schedule.

  • The initial weeks of PASS will primarily concentrate on core Biology, Chemistry, and Cell Biology content, specifically reinforcing topics covered in Weeks 1–2 lectures to build a strong foundational understanding.

• Timetable (T2, 2025)

  • Tuesdays 20{:}00 (Australian Eastern Standard Time, AEST) — Online via Zoom.

  • Wednesdays 11{:}00 (AEST) — Online via Zoom.

  • To join, navigate through CloudDeakin to the Online Classroom (Zoom) section, where current links are actively embedded within the unit site. Be aware that any old links found in PowerPoint presentations are merely placeholders.

  • Students are highly encouraged to enrol through STAR (Student Timetable and Registration) to ensure PASS sessions appear automatically and conveniently in their personalised university timetable.

• Evidence of Effectiveness

  • Empirical research consistently demonstrates a significant grade uplift for students who regularly attend PASS sessions.

  • Semester-level data reveals a remarkable +33\% increase in the proportion of HD (High Distinction) grades achieved by PASS attenders compared to non-attenders, highlighting a strong correlation between participation and academic success.

  • Cited benefits by past attendees include: improved comprehension of complex assignment requirements, facilitated peer de-confusion where students help each other clarify concepts, the establishment of a dedicated weekly study slot, and the development of more effective and consistent study routines.

Assessment Landscape (T2 2025)

Important administrative distinctions:

• AT1–AT3 are meticulously authored, templated, marked, and their feedback is managed directly by the teaching team (Sean & Daniel). Submissions for these assessments are made via the Assignments tool within CloudDeakin, and grading strictly adheres to the published rubric to ensure fairness and consistency.

• EoUA (End-of-Unit Assessment) is written by the teaching team but its delivery is exclusively managed by Deakin's Exams Division. This implies a strict adherence to central policies: no extensions can be granted by teaching staff, no late sittings are permitted, and all special consideration requests or IT support tickets must be directed through central university channels, not to the teaching team.

Late-penalty policy (AT1–AT3):

• No penalty will be applied for submissions made between the due time of 20{:}00 and 23{:}59 on the same night, offering a grace period for last-minute uploads.

• Afterwards, a penalty of 5\% of the available marks for the assessment will be deducted per calendar day, for up to 7 days. This means that if an assignment is out of 100 marks, 5 marks will be deducted each day it is late.

• If an assignment is submitted on Day 8 or later, it will automatically be marked as 0 (zero), although feedback will still be available upon request to aid learning.

Assignment 1 (AT1) — Detailed Requirements

Scenario Brief

You are required to craft a concise reply (approximately \le 500 words) to a Discussion-Board post from a genuinely confused peer. Their post outlines several key questions they need clarification on, forming the core of your response:

1. "What exactly is metabolism? What are the key differences in what occurs in the cytoplasm versus the mitochondria?" Your explanation must specifically include and differentiate between glycolysis vs Krebs/ETC, oxidative phosphorylation, and the ATP-PC system, detailing their locations and roles.

2. "Could you please direct me to the precise locations within the HPS109 learning modules and textbook that cover these topics? And could you explain these complex topics in simple, easy-to-understand terms?"

3. "Why do some academic resources list four steps from gene to secreted protein, while others list six? Can you precisely list these steps and clarify this apparent discrepancy?" You must also provide three distinct peer-reviewed journal articles relevant to this process, along with the exact search terms you used to find them.

4. "I've borrowed three references from my sister’s old assignment. Can you evaluate them for me – are they peer-reviewed, credible, and appropriate for this unit? Also, is it okay to simply copy and paste from my sister’s old paper?"

Technical Rules

• It is mandatory to use the provided Word template for your submission. Do not alter any pre-formatted headings or the overall structural layout.

• Submissions are strictly limited to PDF or .docx file formats only. Submitting in alternative formats such as Pages, .rtf, .dotx, etc., will result in 0\% being awarded for your assignment, as these formats cannot be reliably opened or marked.

• There is a hard cap of 500 words. This word count absolutely includes all in-text citations. It explicitly excludes your reference list, any tables, and figure legends.

• Formatting will default to 11-pt Calibri font with double spacing. Ensure your content is colour-blind-friendly by avoiding the use of red or green text as primary indicators.

• Academic Integrity: The use of generative AI tools like ChatGPT is acceptable for purposes such as idea-generation or initial brainstorming, but any such use must be explicitly cited within your work, following Deakin University's official AI disclosure norms. Plagiarism and collusion (e.g., sharing or copying work) are strictly prohibited and will lead to severe academic penalties.

Recommended Content Approach

• Introduction: Begin by providing a clear and concise definition of metabolism. Subsequently, clearly contrast catabolic processes (which involve breaking down molecules to release
  ightarrow energy) versus anabolic processes (which involve synthesizing complex molecules for body growth and repair).

• Spatial Mapping: Organize your explanation based on the cellular location of metabolic processes:

  • Cytoplasm: Focus on glycolysis (anaerobic breakdown of glucose) and the ATP-PC (adenosine triphosphate-phosphocreatine) system, which provides rapid, short-burst energy.

  • Mitochondria: Detail the Krebs cycle (citric acid cycle), the Electron Transport Chain (ETC), and the crucial ext{O}_2-dependent ATP synthesis (oxidative phosphorylation) where the majority of cellular energy is generated.

• Employ simple analogies (e.g., "glycolysis is the foyer, mitochondria are the power-plants of the cell") to make complex biochemical pathways more accessible and understandable for your peer.

• Provide Module & Textbook navigation by specifically directing your peer to: the Week 2 Cell Biology module; OpenStax Anatomy & Physiology chapters 3 and 25; and Thompson et al.'s Physiology, particularly pages 88-102. Ensure your directions are precise and helpful.

• For the Gene–protein explanation, clearly outline the full six steps: DNA transcription (DNA to RNA), RNA processing (splicing, capping, tailing), translation (mRNA to protein), post-translational modification (e.g., folding, glycosylation), packaging (into vesicles), and final secretion from the cell.

• For Research guidance, list specific, effective search terms (e.g., “post-translational modification,” “signal peptide cleavage,” “protein secretion pathway”) that your peer can use, and if possible, supply the Digital Object Identifiers (DOIs) for the three peer-reviewed articles you reference.

• For the Reference review, critically evaluate your sister's references based on criteria such as: whether they are peer-reviewed, the journal's impact and credibility, the publication date (ensuring currency), and their direct relevance to the topic. Crucially, provide a strong warning against recycling old assignments, as this constitutes a serious academic-integrity breach.

Rubric Snapshot (max 6 marks/criterion)

1. Accuracy & clarity of metabolic explanations: Evaluates the correctness and comprehensibility of your definitions and distinctions between metabolic pathways.

2. Completeness & logic of gene-to-protein overview: Assesses whether all key steps are covered and presented in a coherent, logical sequence.

3. Quality/credibility of 3 peer-reviewed articles + search-strategy description: Marks the relevance, authority, and proper citation of the articles, along with a clear description of how you found them.

4. Explicit direction to modules & textbooks; demonstration of platform navigation: Checks if you effectively guide your peer to specific learning resources and show how to use the available platforms.

5. Critical appraisal of sister’s references; advice re academic conduct: Evaluates your ability to critically assess external sources and provide sound advice on academic integrity.

6. Tone, structure, readability; informal yet scientifically correct: Assesses the overall presentation, flow, and appropriate balance between an informal, helpful tone and scientific accuracy.

Referencing Expectations Across the Unit

• Purpose: Proper referencing serves multiple critical functions: it ensures academic integrity by giving due credit to the original originators of ideas and information, it enables readers to easily trace the source of borrowed facts and concepts for verification or further research, and it fundamentally helps to avoid plagiarism, which is a serious academic offense.

• Style Flexibility: While formal referencing styles such as APA, Harvard, or Vancouver are not strictly enforced, it is absolutely essential to maintain a consistent shorthand style throughout your work. An acceptable shorthand includes key bibliographic information such as the author(s), year of publication, title, and source (e.g., a journal name with a link or DOI for online content).

• In-text citation must appear whenever any facts, ideas, direct quotes, or paraphrased content are borrowed from an external source. This applies to all assessments.

• Reference-list formatting mistakes will not be heavily penalised, provided that a clear and logical consistency is maintained across all entries in your bibliography.

• Acceptable sources: These are considered reliable and academically rigorous:

  • Peer-reviewed journals: Accessible through academic databases like PubMed, Scopus, and Google Scholar, ensuring the content has been vetted by experts in the field.

  • Academic textbooks: Authoritative and comprehensive works such as OpenStax, Marieb & Hoehn, which are foundational resources in their respective disciplines.

  • Credible agency sites: Websites of reputable, non-commercial organisations such as the World Health Organization (WHO) and the National Institutes of Health (NIH), which provide evidence-based information.

• Unacceptable / Use-with-caution: These sources should generally be avoided or used with extreme caution due to their lack of rigorous peer review or potential for inaccuracy:

  • Wikipedia and similar crowdsourced encyclopaedias, while useful for initial understanding, can be edited by anyone and are not peer-reviewed.

  • WebMD and other commercial health blogs, often provide generalized information that may lack scientific depth or be influenced by commercial interests.

  • AI hallucinations refer to information generated by artificial intelligence tools that may be entirely fabricated or incorrect, requiring careful verification.

  • Non-reviewed preprints are early versions of scientific papers that have not yet undergone the formal peer-review process, and thus their findings may not be validated.

Referencing the Learning Modules

When citing information presented in the learning-module slides, particularly figures sourced from OpenStax and 3D Medical, it is imperative to cite the original source (e.g., OpenStax College, 2023, ch. 14, Fig 14.2) rather than the CloudDeakin page itself. This ensures proper attribution to the primary creators of the content.

Example Shorthand Entry

Marieb EN & Hoehn K (2022) Human Anatomy & Physiology, 12th ed., Pearson.
Smith JT et al. (2023) Skeletal muscle mitochondrial adaptations... J Physiol https://doi.org/10.1113/JP283001.

Assignment 2 (AT2) — Homeostasis/Fight-or-Flight (Preview)

• Scenario (to be finalised): This assessment will likely present a dynamic scenario involving a sudden sensory threat, such as a loud bang occurring unexpectedly in the dark. Students will be required to:

  1. Accurately map the afferent sensory pathway, detailing the neurological route from receptors through the spinal cord, thalamus, and ultimately to the sensory cortex. They will also need to describe the efferent autonomic pathways, specifying both sympathetic and parasympathetic outputs and their roles.

  2. Identify and meticulously justify the specific physiological variables expected to undergo significant changes in response to the threat. This includes, but is not limited to, heart rate, blood pressure, plasma glucose levels, cortisol secretion, ventilation rate, skin blood flow, renal filtration, and gastrointestinal (GIT) motility.

  3. Engage in a comprehensive discussion on the integrated neuro-endocrine control mechanisms that intricately link and regulate the physiological changes identified above, demonstrating an understanding of systemic physiological responses.

• Word ceiling: The precise word limit will be announced closer to the assessment release, but it is currently anticipated to be approximately 700 words for Question 1 and 2 combined, and around 300 words for Question 3.

• Key Rubric Dimensions: The assessment will mainly evaluate: neural accuracy (precision in describing neurological pathways), physiological accuracy (correctness of physiological responses and mechanisms), depth of explanation (thoroughness and detail in your discussions), inter-system connections (ability to integrate different physiological systems), scholarly referencing (appropriate and accurate citation of sources), and overall coherence (logical flow and clarity of your arguments).

Assignment 3 (AT3) — Fluid Management Case Study (Preview)

Experimental Design (given)

This assessment will be based on a predetermined experimental design involving 5 distinct groups, each comprising n=20 participants, observed over an 8 hour period:

1. Control (No fluid) — This group will experience progressive dehydration, serving as a baseline for fluid loss.

2. IV Saline (0.9\% NaCl) — Participants will receive an isotonic intravenous infusion, mimicking standard medical rehydration.

3. Oral Water — Participants will consume water ad libitum, approximately \frac{body\,mass}{30}\text{ mL h}^{-1}, representing normal voluntary fluid intake.

4. Fluid-Restricted (Low oral) — This group will receive 50\% of the fluid volume consumed by Group 3, simulating a state of hypohydration.

5. Oral Water + Heat (40^\circC) — Participants will have identical fluid intake to Group 3 but will be subjected to thermal stress at 40^\circC, investigating the combined effects of heat and hydration.

Variables provided in a comprehensive table (measurements taken at Time 0, 4, and 8 hours):

• Core temperature (^\circC)

• Heart rate (bpm)

• Mean arterial pressure (mmHg)

• Urine output (mL)

• Serum [Na^+] (mmol·L^{-1})

• Perceived thirst (measured on a Visual Analogue Scale, VAS 0–10)

Task

Your primary task is to write a detailed Results & Discussion section, ranging from 1200\text{–}1500 words, based on the provided experimental data:

• You must meticulously detect and describe significant trends and patterns observed within each individual experimental group over time.

• Crucially, you need to compare and contrast the differences between groups. This includes, for example, comparing the effects of intravenous versus oral hydration, euhydrated versus dehydrated states, and heat-stressed versus thermoneutral conditions.

• All observations must be explicitly linked to underlying homeostatic mechanisms. This requires an in-depth understanding of: osmoreceptors, AVP/ADH (Arginine Vasopressin/Antidiuretic Hormone) secretion, the aldosterone-RAAS (Renin-Angiotensin-Aldosterone System) pathway, sweating responses, cutaneous vasodilation, and the baroreflex.

• You will integrate concepts from renal physiology, cardiovascular physiology, endocrine physiology, and thermoregulatory physiology to provide a holistic discussion.

• It is essential to critically engage with relevant academic literature, citing a minimum of \ge 10 peer-reviewed sources to support your interpretations and discussions.

• Finally, you must acknowledge and critically discuss the study limitations, such as sample size, the differences between laboratory and ecological validity, and any unmeasured confounders that might have influenced the results.

Rubric Highlights (draft)

1. Interpretation quality (20 marks): Assesses the depth and accuracy of your analysis of the data, including identifying key trends and relationships.

2. Integration with physiology & homeostasis theory (20 marks): Evaluates how well you connect observed results to fundamental physiological principles and homeostatic mechanisms.

3. Cross-group comparison & coherence (15 marks): Marks your ability to effectively compare different experimental groups and maintain a clear, logical flow in your discussion.

4. Scholarly depth / referencing (15 marks): Assesses the quality and quantity of your scholarly references and the appropriate integration of evidence into your arguments.

5. Logical structure, clarity, critical insight (15 marks): Judges the organization, conciseness, and the presence of insightful critical analysis in your report.

6. Presentation & word‐limit compliance (15 marks): Evaluates the overall professional presentation of your report, adherence to formatting guidelines, and strict compliance with the specified word limit.

End-of-Unit Assessment (EoUA)

• Format: The EoUA is a 90-minute online quiz administered within CloudDeakin under the "Quizzes" section. It will consist of a mixed format of Multiple Choice Questions (MCQ) and auto-graded short answer questions, which require precise responses for automatic scoring.

• Scope: The assessment is comprehensive, covering the entire curriculum taught throughout the unit. This includes content from all lectures, online modules, seminars, all practical worksheets, and designated textbook readings. Students are expected to have a holistic understanding of the course material.

• Open-book: This exam is open-book, meaning both digital and paper notes are permitted. Internet access will also be available during the assessment. However, the presence of significant time-pressure emphasizes the critical importance of pre-organization and efficient information retrieval rather than relying on real-time searching.

• Practice Resources: To aid in preparation, a full-length sample exam, along with exemplar solutions, will be made available in the dedicated EoUA folder within CloudDeakin, providing a realistic preview of the assessment.

• Administration: The EoUA is administered solely by the Deakin Exams Division. This means that all matters related to special consideration requests, IT failures encountered during the exam, or rescheduling must be handled through central university channels. The teaching staff cannot adjust timing, grant extensions, or provide extra attempts for this assessment.

Practicals & Lab Logistics

• Laboratory sessions will commence in Week 3 with the Cell Structure microscope practical, providing hands-on experience with fundamental biological concepts.

• Before attending each practical session, students are required to download the pre-prac interactive exercise and the corresponding worksheet (in PDF format) from the Content > Laboratory Resources section in CloudDeakin. Completing these beforehand is crucial for effective participation.

• Students must bring their completed worksheet (either printed or on a digital device) to class and actively participate in the in-class activities. While not submitted for grading, these worksheets are highly important as they constitute approximately 25\% of the EoUA question pool, directly impacting your final exam performance.

• Lab coats and safety glasses will be provided for use during practical sessions unless students already own their personal Protective Personal Equipment (PPE) that is compliant with Deakin's Laboratory Education and Safety (LES) standards.

• There is no separate online safety module required. Instead, a concise 10-minute induction video detailing essential safety procedures will be shown at the start of your first lab session.

Extensions & Special Consideration

• Applications for extensions on assignments (AT1-AT3) or for special consideration (for significant personal circumstances affecting academic performance) should be submitted via CloudDeakin. Extensions are typically applied through CloudDeakin > Assessments, while special consideration uses Tools > Special Consideration.

• It is mandatory to include appropriate supporting documentation with your application (e.g., medical certificates, statutory declarations). The teaching staff aim to respond to such requests within 2\text{–}3 working days.

• Remember: Extensions for the EoUA (End-of-Unit Assessment) are not possible through teaching staff; any requests for deferment of the exam must go through central university channels.

IT & Submission Tips

1. The due time of 20{:}00 for assessments has been specifically chosen to ensure that Deakin IT support remains on-call until 20{:}00. Always log a support ticket before the submission deadline if you encounter any technical issues.

2. Always convert your final document to PDF format before submission. This is crucial to avoid potential file corruption issues that can occur with Pages, .dotx, or other non-standard word processing formats, which could result in a 0\% mark.

3. Utilize the Turnitin Originality Check sandbox available in CloudDeakin prior to your final submission. This tool allows you to check for potential plagiarism and similarity issues, giving you an opportunity to revise your work.

4. Maintain robust version control of your assignments (e.g., naming convention "AT1v4FINAL.pdf"). This practice helps prevent accidental submission of incomplete drafts and ensures you always have access to your latest, most polished version.

Study & Research Advice

• Develop a consistent weekly routine that integrates all learning components: attend lectures, participate in PASS sessions, actively revise content, and diligently prepare for practical exercises. Active engagement leads to better comprehension.

• Leverage key resources effectively:

  • OpenStax Anatomy & Physiology: This is a free eText that provides comprehensive and clear explanations of core physiological concepts. Make it a primary reading resource.

  • Peer-reviewed search via PubMed / Google Scholar filters: When searching for articles, utilize filters like "Review Article," limit results to the "last 10 years," and prioritize studies focused on "humans" to ensure relevance and currency of your research.

  • Credible videos: Educational platforms such as Khan Academy and Amoeba Sisters can offer valuable visual and simplified explanations. Remember to cite these as web or video sources if you use their content.

• AI tools: Generative AI tools are acceptable for specific tasks such as brainstorming ideas, generating initial outlines for assignments, or assisting with reference formatting (e.g., using ZoteroBib or EndNote). However, it is absolutely essential that you critically check the accuracy of any AI-generated content and always cite its use according to university guidelines.

Ethical & Academic Integrity Notes

• Collusion (defined as unauthorized collaboration or sharing of past assignments) constitutes a serious breach of university policy and can lead to significant penalties. While advising peers and discussing concepts is permissible and encouraged, copy-pasting from another student's work is strictly forbidden.

• Plagiarism detection is actively employed through tools like Turnitin across all submissions. It is critical to paraphrase information from sources in your own words and provide proper citations for all borrowed ideas or facts, rather than directly copying.

• An AI disclosure statement is a mandatory requirement for any assessment where generative artificial intelligence tools were utilized in the creation or development of the work. This ensures transparency and adherence to Deakin's academic integrity standards.

Quick Reference Dates & Numbers

• PASS sessions officially start: Week 3.

• AT1 (Study Skills & Scientific Communication) due: 29\,\text{July}\,(Week\,4), 20{:}00. Ensure timely submission.

• AT2 (Homeostasis Case) submission window: Approximately 4 weeks after AT1, falling in Week 7.

• Mid-trimester break: Scheduled between Weeks 5–6, providing a period for rest and catch-up.

• AT3 (Fluid-Management Report) due: Week 11, 20{:}00 Tuesday of the final teaching week.

• Word limits for assignments: AT1 is capped at \le 500 words, AT2 is approximately 1000 words, and AT3 is between 1200\text{–}1500 words.

• Assessment weights: The total unit grade is calculated as 15\%\ (AT1) + 20\%\ (AT2) + 35\%\ (AT3) + 30\%\ (EoUA) = 100\%.