types of variation-specific differences
Key points on the assessments:
Try your hand at MCQs, as practice does make you better at them> I have linked in a few online MCQs for you to try in the assessment section of the module
Important points: Answer the question, not what you think the question is. Irrelevant material will not gain you marks but will waste your time writing for no gain.
Accuracy in the terms used and the use of the appropriate terms for appropriate processes is important.
Errors in major facts, will limit your possible marks, such errors include such as calling B cells T cells or vice versa, getting innate and adaptive mechanisms mixed up or confusing MHC classes and T cell co-receptors, etc are marked as we read them, not how we think you meant to write it.
Organize your answer so that it has a logical progression. For instance, if describing the structure and associated functions of an antibody, start with the core details of the number of proteins involved in making up a generic IgG, the overall structure, etc, then drill down into the details of domain structures, bonds, locations of named types of variation, etc, class-specific differences – of course for antibodies, mentioning the wide range of receptors for antibodies (the Fc receptors) gives context to functionality, as does mentioning the different properties and generalized tissue localizations of the different classes. A diagram is very handy in such cases, providing it is both labeled appropriately and marked as a figure (ie fig 1, fig 2) and then mentioned in the text appropriately (ie see figure 1…)
So above all, answer the question to your fullest ability, without wandering off into irrelevant material or topics…
Please refer to any further instructions that accompany this document on Moodle
|Word limit per question (including figure legends; excluding references section, if relevant)||2000 words|
|Document format for submission (PDF or Word or either)||PDF or Word SUBMITTED TO MOODLE|
|References required (citations in text and references section at the end)?||Not required|
|Figure format(s) accepted (e.g. hand-drawn, composed in Powerpoint, and/or pasted from books/papers)||Labelled diagrams may be inserted where necessary to support your answer, but should preferably be hand-drawn and the image placed into the document, rather than taken from an existing work. If taken from an existing work, authorship of the image should be acknowledged in the legend to the figure.|
|Additional details/instructions:||Please include the question number and your ID number in the filename submitted.|
1. What is the evidence that complement is important in protection against meningococcal disease (40%)? How do meningococci (Neisseria meningitidis) protect themselves from the actions of complement (60%)?