- UCAS course code
- C100
- UCAS institution code
- M20
Bachelor of Science (BSc)
BSc Biology
Duration: 3 years
Year of entry: 2025
UCAS course code: C100 / Institution code: M20
- Key features:
Study abroad
Field trips
Accredited course
- Typical A-level offer: AAA-AAB including specific subjects
- Typical contextual A-level offer: AAB-ABC including specific subjects
- Refugee/care-experienced offer: ABB-ABC including specific subjects
- Typical International Baccalaureate offer: 36-35 points overall with 6,6,6 to 6,6,5 at HL, including specific requirements
Course unit details:
Membrane Transport and Signalling in Health & Disease
| Unit code | BIOL31621 |
|---|---|
| Credit rating | 10 |
| Unit level | Level 3 |
| Teaching period(s) | Semester 1 |
| Available as a free choice unit? | No |
Overview
Building on Years 1 and 2, this unit explores in depth the pivotal roles of membrane transport proteins (ion channels, transporters and pumps) in cellular activity, and the impact of disturbances in their normal activity arising from genetic aberration and disease. Students will gain a deeper understanding of the physiological and pathophysiological roles of these proteins, and their structure and function, to learn how they can be exploited to treat clinical conditions such as cancer, pain and dementia.
Pre/co-requisites
| Unit title | Unit code | Requirement type | Description |
|---|---|---|---|
| Membrane Excitability: Ion Channels & Transporters in Action | BIOL21321 | Pre-Requisite | Compulsory |
Aims
Ion channels and transporters have essential roles in the control of cellular activity. This unit aims to acquaint students with the roles of such proteins in clinical conditions, (e.g. cancer, pain, dementia) and the means to exploit them as therapeutic targets.
Learning outcomes
Recognise the pivotal roles of ion channel and transporter proteins in normal cellular activity.
Understand the consequences of disturbance to normal activity resulting from genetic aberration, disease, or drug action.
Be able to link knowledge of ion channel/transporter structure and function to pathophysiology and approaches used for therapeutic intervention.
Be able to review developing strategies for therapeutic intervention.
Recognise the pivotal roles of ion channel and transporter proteins in normal cellular activity.
Understand the consequences of disturbance to normal activity resulting from genetic aberration, disease, or drug action.
Be able to link knowledge of ion channel/transporter structure and function to pathophysiology and approaches used for therapeutic intervention.
Be able to review developing strategies for therapeutic intervention.
Syllabus
Structural and functional diversity of ion channels/transporters: Advanced knowledge of diversity in ion channel/transporter structure-function and its physiological and therapeutic relevance.
Ion channel trafficking: Principles of ion channel trafficking, targeting and distribution, in relation to disease and therapeutic exploitation.
Pain: Physiological roles of ion channels in pain transmission and how pain related channelopathies arise from genetic mutations. Exploration of drugs currently in use and their limitations. Advances in developing improved strategies for treating chronic and neuropathic pain are also explored.
Dementia: Physiological roles of vascular ion channels in regulation of cerebral blood flow, and the consequences of vascular ion channel dysfunction in Alzheimer’s Disease and vascular dementia.
Calcium Signalling and Disease: Physiological roles of ion channels and transporters involved in diseases arising from disrupted calcium signalling, e.g. calcium overload (stroke), genetic mutations (Alzheimer’s disease).
Cancer: Roles of calcium and sodium channels and transporters in cancer. How calcium impacts on key cancer hallmarks, e.g. proliferation, migration and how sodium transport promotes invasion and metastasis. Potential of the calcium signalling machinery and sodium channels as therapeutic targets.
Employability skills
- Analytical skills
- Online research paper-based problem to develop skills in critical analysis, and data interpretation (supported by a Workshop). Analysis of research papers in background reading.
- Oral communication
- Students are encouraged to discuss and answer questions during lectures and workshops.
- Research
- Lecture content is research-led with an emphasis on current research, and students are encouraged to read around the subject. In addition to their own literature-based research, students are directed to suggested further reading to enhance and consolidate their learning.
- Written communication
- Revision/Exam Practice Workshops support students in developing critical writing skills and exam technique.
- Other
- Students will develop self-discipline and time management skills.
Assessment methods
| Method | Weight |
|---|---|
| Other | 20% |
| Written exam | 80% |
Online research paper-based problem (SAQs) 20%
Written exam (essay Qs) 80%
Feedback methods
Online formative quizzes on core lecture material – written feedback for each Q via Canvas
Online research paper-based problem – individual and general written feedback via Canvas
Workshops – verbal feedback in sessions
Submitted essay plans (optional) – written feedback via email
Online discussion - written responses to student Qs via Canvas
Recommended reading
Study hours
| Scheduled activity hours | |
|---|---|
| Assessment written exam | 2 |
| eAssessment | 6 |
| Lectures | 18 |
| Independent study hours | |
|---|---|
| Independent study | 74 |
Teaching staff
| Staff member | Role |
|---|---|
| Elizabeth Fitzgerald | Unit coordinator |