2

I.
Medical Foundation Program
II.
AIC campuses (Hungary and Germany)
III.
College Terms (2011-2012)
IV.
Orientation Program
1.
College Registration: Activate Your Student Status
2.
Student Settlement Assistance
3.
Avicenna Placement Test and Class Grouping
4.
AIC Educational System
5.
Examinations at AIC
6.
Educational Materials at AIC
7.
College Rules and Regulations
8.
Presence and Absence
9.
Departments of College
10.
Communication with/within AIC
11.
University Admission/Examination
12.
Insurance and Medical Service
13.
Catering at AIC
14.
Safety Rules (Laboratory, Fire, ...)
15.
Study and Learning Skills
16.
The Role of Student Counsellor
17.
Immigration and Residence Permit Issues
18.
Extracurricular Activities
19.
Get to Know Budapest
3
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40
43
34
35
38
58
59
60
64
Page
11
13
6
9
15
16
17
19
23
30
31
32
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V.
Academic Calendar
VI.
Appendices
Sample timetables
Syllabi
Lesson plans
Useful contact information
Student Calendar
169
194
65
68
69
73
4

Dear AIC Student,
Welcome to Hungary and Avicenna International College (AIC). We are very pleased to greet you among our students.
This Student Manual includes the most essential information on our Medical Foundation
Program (MFP) and all necessary details about the academic calendar and student life at AIC.
Please read it carefully.
You will need to refer to this Student Manual during your studies at AIC. You will find the answers to most of your questions in this manual. We will train you about the contents of this
Student Manual during the Orientation Program upon your arrival and registration at AIC.
This ensures that you understand what you are going to be doing at AIC during the 1-2 semesters of education in the 2011-2012 academic year.
Should you have any further questions, our colleagues at the Student Administration Office
(SAO) are always ready to assist you with any educational or non-educational issues.
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6

You have chosen our pre-medical program (MFP) as your field of study. This course enables you to meet the admission requirements of European universities for any medically related field of study, and to be prepared for the academic criteria of the first 2 years of university studies. To meet this end, you will receive a well-designed education which demands your full-time, concentrated and purposeful work and attention.
The scientific program of MFP offers the following subjects in a well-structured manner:
I.
Biological Sciences:
Cell and Molecular Biology
Genetics
Microbiology
Immunology
Physiology
Anatomy
Histology
II.
Chemical Sciences:
General Chemistry
Organic Chemistry
Introduction to BioChemistry
III. Language Studies:
Medical English and Terminology
General English
The above subjects will prepare you in medical Biology and Chemistry. These subjects not only comprise the topics in your forthcoming university entrance examination, but they are also absolutely necessary for laying the groundwork for your future studies as a medical student. Most of these subjects focus on the human body with a medical approach. Medical
English and Terminology will basically be a new language for you. This is the language with which medical staff communicate with each other and medical textbooks are written in. That is why a good command of Medical English will greatly facilitate your studies in future. As all courses are offered in English, some intensive general English classes are also incorporated into MFP. Obviously, if you are already good at English, you will receive fewer English classes.
7

AIC admits international students all throughout the year. Students join one of the following terms to start their MFP program, depending on the time of arrival.
Standard MFP Program (from September 2011 to June 2012)
This is a 2 semester program which includes science and English education, offered to students who join one of the groups of A, B or C.
Group B students follow the standard course material. Group A students are stronger in
English and science, and are expected to have extra scientific subjects and may take fewer
English classes depending on their language skills. In case of excellent English knowledge,
AIC may grant these students exemption from English education. Students in Group C are much less prepared in English and science, so they may have more English classes. Grouping is based on the results of the APT (written and oral) exam.
When the content of Standard Program is finished, students may select one of the 3 possibilities to further broden their knowledge and get better prepared for the entrance examination:
Option 1: The student may join the Basic Review Program with weekly classes
Option 2: The student may join the current Intensive Program with intensive teachhings
Option 3: The student may join the Super Intensive Review Program specially designed for those students who have finished the educational material of MFP
Options 1 and 2 are free of charge. Participants wishing to select Option 3 must pay the participation fee prior to the start of the course.
Intensive MFP Program (between January-June 2012)
Those students who cannot join the standard program are able to prepare for the university exam during a 1-semester intensive course. The grouping structure is the same as in the standard program, and this course offers the same subjects as described above, in an intensive manner, and with more classes in science for students who have a much better command of
English.
After completing the Medical Foundation Program, you can apply to any university (in or outside Hungary) and continue your studies in general medicine, dentistry, pharmacy, veterinary medicine, physiotherapy, molecular Biology or any other bio-medically related field.
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9

AIC operates two campuses: one in Budapest (Hungary) and the other one in Kastl (Bavaria,
Germany). Both campuses offer educational programs according to a unified standard. You will enjoy the excellent infrastructure available for study in Kastl, such as a fully furnished dormitory, a charming dinning hall, a spacious library, a gym, a sports hall, student clubs,
Internet access, and the security and serenity of the beautiful landscapes of Bavaria.
Students in the Medical Foundation Program may have educational camp programs in
Germany or at other locations during the academic year 2011/2012. Camps are essential parts of the educational program and are obligatory to attend. No other classes or programs will be provided on the Budapest Campus during the camp period.
AIC provides full boarding (breakfast, lunch, dinner), accommodation, sports facilities, social programs, and organises travel between Budapest and Kastl.
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11

AIC starts MFP on two separate dates during the 2011/2012 academic year.
As indicated above, AIC launches the pre-medical program (MFP) twice during the academic year, starting in September 2011 or January 2012. There is no time limit to join the program;
AIC admits students throughout the year.
Students arriving after the registration day can enter the program at their own discretion.
However, even if you arrive later than others, we shall find the best conditions for you to join the science program. AIC is not oblidged to provide extra classes, and you will have to cover the missed material independently. Teachers are always available to answer your questions.
You will always be given the chance to join the next term of MFP.
If you need any extra assistance, please contact your teachers or the Student Counsellor who will be more than happy to help you.
Students who wish to continue their studies at AIC in the next academic year (2012/2013) must arrange for the application and payment of related fees before the registration date of the academic term.
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13

Before you start your studies at AIC, we will take you through an ”Orientation Program”.
This program will help you to settle in easily and quickly. It will also answer many of your questions, therefore you can complete your program more effectively and successfully. The
Orientation Program starts on the first day of your arrival and lasts up to one week. The
Orientation Program includes the following modules/tasks. Depending on the time of your arrival, the order of these modules may change.
1.
College Registration: Activate Your Student Status
2.
Student Settlement Assistance
3.
Avicenna Placement Test and Class Grouping
4.
AIC Educational System
5.
Examinations at AIC
6.
Educational Materials at AIC
7.
College Rules and Regulations
8.
Presence and Absences
9.
College Departments
10.
Communication with/within AIC
11.
University Admission/Examination
12.
Insurance and Medical Service
13.
Catering at AIC
14.
Safety Rules (Laboratory, Fire, ...)
15.
Study and Learning Skills
16.
The Role of Student Counsellor
17.
Immigration and Residence Permit Issues
18.
Extracurricular Activities
19.
Get to Know Budapest
Participation in the meetings and presentations are compulsory and will be registered in your
Index. Accompanying parents are welcome to participate on these occasions. You will receive detailed instructions on the Orientation Program at the time of registration. At the end of the
Orientation Program or at the end of each module, you will take a test to make sure that you have understood all important components of the Orientation Program.
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College Registration
Activation of Student Status
Registration is the first part of the Orientation Program. Your student status will be activated only after registration. Without registering you will not be allowed to start your studies at AIC. Our colleagues will assist you with the whole process of registration, which takes place at the Student Administration Office (SAO).
Registration includes the following steps:
1.1Identification of Student.
Obtaining the Registration Package. The Registration Package includes:

Student Manual,

Student ID,

Schedule of Orientation Program

Registration Form

College map, Budapest map
1.2Completion of the student registration form.
1.3Completion and review of the student documents. You are supposed to have handed over all the documents at the time of application. If the documents are not complete, for any reason, you will receive a note saying which documents are missing, and you will get 2 weeks to bring in those documents. You and your parents will also receive an email about the missing documents.
1.4Registration in the Avicenna Online Examination System (if not done before).
1.5Registration in the Avicenna Online Education System.
The day of your arrival is considered D0. Registration takes place on D1 or the first day after your arrival in Budapest.
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Student Settlement Assistance
After you are done with registration, you will need to start arranging your Settlement with the help of college officers. The first day of the Orientation Program (D1) is completely dedicated to this purpose. From the second day to the fifth day of the Orientation Program
(D2-D5) you will continue with the Settlement activities in the afternoons.
Settlement assistance, among other things, includes the management of the following:
Accomodation
You may have already chosen the place of your residence before arrival in
Budapest. Otherwise, the colleagues at the Accommodation Office will show you all the possibilities of residence in Budapest. You will choose the best option for yourself. Our friendly interpreters and the legal advisors (lawyer) will help you finalize the lease agreement.
Bank Account
You will be assisted to open a bank account where you can handle your financial matters.
Mobile Phone
You will be provided the option to buy a Hungarian SIM card for your mobile phone.
Shopping
You will be taken to the nearest shopping centers to buy the items you need. You will also familiarize yourself with these places for your future needs.
Health Insurance and Medical Services
To live and study in Hungary (Europe) you need valid medical insurance. Some of you may hold international insurance, or you may be a citizen of a European country, so your insurance is valid in Hungary, too. It is your responsibility to check with your insurance company to find out whether your insurance policy covers you in Hungary. If you need an insurance policy valid in Hungary and other countries of Europe, you will be given the instructions to complete the application forms. You will have to pay the relevant fees depending on the type of the insurance policy.
Immigration and Residence Permit
Our assistants will help you to fill in all the necessary documents. On the first
Wednesday after your arrival, at 8:30, you will be accompanied by a colleague to the Immigration Office for the residance permit process. If you miss this occassion, then it is your own responsibility to arrange for the immigration procedures.
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Avicenna Placement Test (APT) and Class Grouping
As an AIC student, you must sit for a placement examination called APT, which measures your actual knowledge in Biological Sciences, Chemical Sciences and English. It includes written and oral parts.
Your written tests include multiple choice type questions where you have to find the one correct answer. You have to write on a special answer sheet in pencil, as the tests will be corrected by machine . In the case of Internet based testing, you will use your laptop and log on to the Avicenna Online Examination System.
At the oral part, you will get a few questions in Biology and Chemistry. You should not worry; the questions will be easy! We want to understand what you ”know” instead of what you ”do not know”. It is useful to review your science books from high school before your arrival, but APT does not require any special preparation.
Based on your exam results, you will join a science group appropriate to your level, and an English Level group. In science there are 3 groups – Group A, Group B and Group C.
In English, groups are categorized based on CEFR which include 17 levels in total. You will join the group/level which best accomodates your knowledge. The following criteria are considered for grouping:
You will join Group A, if you get a minimum APT score of 80% in Biology and
Chemistry, and if your English score reaches pre-advanced or advanced level.
You will be a Group B member, if your APT score exceeds 50% in Biology and
Chemistry, and if you reach intermediate level in English.
You will be transferred to Group C, if your Biology and Chemistry score is below
50%, and if your English test results show you are below intermediate level.
The MFP Entry Chart on the following page illustrates the grouping structure at AIC and any possible re-arrangements which are done once a year, after Mid-Term exam 2.
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AIC Educational System
The AIC educational system prepares students for a successful entrance examination.
However, it is not enough for you to get into the university; you will also have to be able to remain at university and pass your exams with good results. The latter is more difficult.
We have taken these facts into consideration. You will not only learn scientific facts from your teachers in the classroom, but we will also give you answers to several ”how to” questions: e.g., how to manage your time, how to study effectively, how to take notes, how to prepare for an exam, how to succeed if time is limited and your tasks seem endless. They will be your valuable tools this year and later on at university.
The contents of your program (MFP)
At the beginning of this manual, you can find a list of subjects/modules in the Medical
Foundation Program.
In the Standard Program (2 semesters) you will go through all the essential parts of these modules. In the Intensive Program (1 semester), the same will be taught in a more condensed and intensive format. This means that your timetable will contain more science classes per week, and probably less English.
The material which you are going to cover in MFP includes all related college level syllabi, categorized by subject, and the entrance exam requirements of medical universities. Many of you have never studied science subjects in English. Some of you have little background knowledge in Biology and Chemistry. For this reason, the science subjects start from the very basic concepts and build up your knowledge. AIC’s specific educational materials are designed with special care, to facilitate your learning process. If you go through your books and study their contents regularly, you will successfully compete with other applicants at the entrance exam.
As an appendix, you will find lesson plans in this manual. The lesson plans show you the date of your lessons, the topics to be covered in class, the relevant textbooks and other educational materials. A list of oral topics is also included in this manual. Please review it very carefully and follow the list all year round. If you miss a class, you can easily check the material of that class in the list. Therefore, it is important to be present at lectures and also at seminars because it is very difficult (almost impossible) to grasp what you have missed in a seminar.
You will read about seminars and absences later.
Group A students study Histology (Semester 1) and Anatomy (Semester 2) within MFP. They will receive a thorough and well-planned introduction to these subjects, which will be of great help to them at university. Previous Group A studens have already experienced the importance of studying such materials in MFP.
All academic information you need is written in your course books and workbooks. Your teachers will give you supplementary sources (books, Internet links, videos, illustrations) to broaden your knowledge.
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The other main part of MFP is the language studies. Each student at AIC will receive English classes, except for special cases, such as native speakers or those with an excellent command of English.
Learning a language on your own is not impossible but very difficult and takes a long time.
When you study alone, there is no one to tell you how to study, or to correct your mistakes, or to have a conversation with you, or to explain to you points when you need most. You need guidelines and communication. This is how our structured English level is formed to help you.
The structure of your program
Your program basically has two main parts: the science part and the language part. In the science part, your classes are held in the form of lectures and seminars. In the language part, you study in smaller groups, like in a seminar.
Lectures will give you the new material. Most probably you will sit in the class together with other medical students from other science groups. Although all compulsory material is included in your book, always do the followings:
Arrive with a complete study package (book, workbook, notebook, pen, etc.)
Take notes of your teacher’s explanations. Your notes must be clear and obvious, otherwise you will not remember them after a few weeks. You can use your laptop to make notes with the permission of your teacher.
Write down or draw what your teacher writes/draws on the board.
It is useful if you use unified and logical abbreviations and your notes have a structure. It will be easier to review them later.
Write down the links when your teachers show you something (picture, drawing, film) from the Internet or a different source.
Ask your teacher if you do not understand something. Your teacher will either answer you immediately or you will receive the answer to your questions later, in another class.
Check the links at home and review the material. They will help you a lot to remember the correct answers at the exam.
In seminars, you will study in smaller groups. The main goal of a seminar is to imitate the exam situation, and to practice the study material. So, in a seminar you will
do exercises in your workbook and practice test questions
practice topics for the oral examination
hold presentations in front of your groupmates on different issues in Biology and
Chemistry
discuss unclear questions in detail with the help of your teacher
have live conversations with other students
It is very important to bring to class not only your workbook, but the complete study pack for each seminar, and to do your homework.
Let’s talk a little about homework. Some students underestimate the importance of homework and fail to complete their assignments. This is not wise. How can good homework help you?
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1. Homework is a tool to repeat what you heared in the classroom. It will strengthen your knowledge in the actual topic.
2. A piece of information is burned into your brain if you write it down besides reading it once or twice.
3. Homework teaches you to follow instructions, work independently, and to manage your time and energy.
4. Makes a good basis for a better understanding of the material.
The above statements include what you want: you want to keep all information in your brain, you want to manage your student life and you want to make your life easier.
If you agree with the above statements, do your homework regularly!
As mentioned previously, English is taught in smaller groups. Each group collects students with nearly the same knowledge. This is an essential part of class management – you need the same basis to go on with the new material. Also, in a small group everyone has more opportunity to practice and interact with the teacher.
Teaching science – Interactivity
Interactivity is the key word in our educational system. Instead of a simple lecture where the teacher talks and the students listen, we want you to be an active player. You can immediately react to the material being taught by asking questions. This is even more so in seminars.
Questions are valuable both for the student and the teacher. As a student, you can easily find the solution to a problem if you ask questions. Your questions are important signals for your teacher as he/she can see what you have understood and what topics must be discussed in more detail. Your questions show the way you want to follow and your teacher can guide you to gain a better understanding. With the help of our tutors, you will grasp the key points and you can explore new fields in Biology or Chemistry.
On the other hand, besides your books, you will have access to online databases (e.g. the
Avicenna Internet-based Education System), will use the Internet, videos and other audiovisual aid to widen your knowledge. Audio and visual effects help you a lot to memorize and recall the required piece of information. Loud and frequent repetitions of terms and definitions in the class also burn the information into your brain.
Teaching English – Communication
Our English teachers focus on two keywords: communication and grammar. Your knowledge in a language is active if you are able to express your thoughts in a sophisticated way and put together grammatically correct sentences. Plus we should not forget about the entrance exam which requires you to complete grammar exercises in the written exam.
Therefore, in most of your English classes, you will learn the essential vocabulary and, to speak about certain topics. Furthermore, you will learn how to write a short essay, have a presentation and how to solve test questions with maximum success.
English language education is arranged according to a level structure based on CEFR
(Common European Framework Reference) which targets IELTS as its benchmark. We
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distinguish 17 levels, of which 5 can be completed during one academic year. One level takes
60 hours. This system enables you to improve very quickly and enhance your knowledge intensively. There is a mid-level exam at the 30th class and the level exam is arranged during the very last class of the level. Some level exams require you to sit for a listening and oral test as well.
How to prepare for a class?
What can really help you a lot to have a better understanding of the material in class is if you prepare for the class in advance.
Your teacher prepares for every single class – this is an obvious fact, isn’t it? Despite the fact that the teacher knows the material very well. It is still important for him/her to prepare! After so many years! So you can imagine how important it is for you to prepare for classes.
If the class is a lecture
Check the lesson and learn what is scheduled for the next class. Read the study material in your book at home before the lecture.
Underline the unknown English words, check them in your dictionary and memorize them. Do not stick to words, try to understand and remember the whole meaning of a sentence.
Mark what terms or parts of the material you cannot understand and make a list of questions.
If you received the answers to your questions, add them to your list. You have already prepared a checklist for further practice. These questions may be in your next test!
If the class is a seminar
Read the material in your book carefully page by page again and underline the most important parts.
Review the exercises in your workbook and prepare the homework.
Review your lecture notes and drawings, check the links again.
Memorize the content. You do not have to memorize it word by word!
Try to explain the content with your own words. Use the words you studied in the preparation phase. You can perform it as a presentation to yourself or you can ask your friend or flatmate to listen to you. Ask him/her to correct your mistakes.
Put together your presentation material (if any) and perform it to yourself (or someone else) a few times.
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Examinations at AIC
Avicenna Placement Test:

Students must participate in the Avicenna Placement Test (APT) either in their home country or in Budapest. Dates of the APT are fixed and announced by the
Department of Education. APT includes written and oral components. Based on your exam results, you will join the appropriate science and English groups.

The written part of the APT includes the following subjects:
Biology, Chemistry, English (general and medical). Here you will get multiple choice questions. These questions are based on the material that you will study during MFP. Based on the results of the exam, we can measure your preparedness for the classes. Your weak and positive points will be revealed. Therefore, you can pay more attention to your weak points.

The oral part evaluates your understanding of scientific subjects in English and your readiness to participate in future exam interviews.
Exams during MFP at AIC:
You will take many exams during MFP. All exam dates are set by the Department of
Education and are reflected in your Academic Calendar (posted on the AIC website).
A) Science Exams
To evaluate your educational progress and science knowledge during the academic year, you will take the following exams in science:
Weekly Progress Tests (WPT):
These are short evaluation tests organized every Monday morning between 8:00-9:45 a.m.
In case a Monday is a public holiday, the exam may be arranged on different a day/time according to the Academic Calendar. WPTs cannot be retaken. They covers all science modules taught in the program during the week prior to WPT. The majority of WPTs are in the form of MCQs and are administered via the Avicenna Online Examination System.
Other forms of examinations may be applied as well.
Mid-Term exams and Final exam:
There are 4 Mid-Term and one Final exam in the Standard Program. The Intensive
Program includes two Mid-Term and one Final exam.

The Mid-Term 1 exam covers the material taught from the beginning of the academic year until the exam date. Other Mid-Term exams cover the material taught during the period between two successive Mid-Terms. Mid-Term exams 2 and 4 consist of 2 parts - a written test and an interview. The results of WPTs,
Mid-Term exams 1 and 2 and the Final exam comprise the marks in your transcript of the first semester of the academic year. WPTs, Mid-Term exams 3 and 4 plus the Final exam results will costitute the transcript marks for the second semester.
Your class performance (evaluated by your teachers) will also influence your transcript results.
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
During an interview, you present your knowledge of a specific subject in front of the Examination Board. The Examination Board may be represented by 1-2 lecturers of AIC or invited university professors. Each student has to choose one or more topics to answer, however, other questions may be expected.
B) English Exams
Education in each English level takes 60 hours of in-class training.
Mid-level Exam: The Mid-level English exam includes the material taught during the first
30 hours of education.
Level Exam: Level exams in English are organised in the last session of each level, which covers the entire material taught during the 60 hours of education. Some level exams may contain listening and speaking components as well.
Mid-level exams cannot be retaken. Level exams can be repeated to improve results at the end of the academic year, on the specified date.
You will be promoted to a higher English level only after successful completion of the previous level, which includes regular attendance of the classes and success in the exams.
General conditions of exam participation, absences

Participation in WPTs and other exams is compulsory for all students. All absences must be justified in writing (e.g. medical certificate or approval for leave) and handed over to the Department of Education. Unauthorized absence results in an automatic failure which counts as a zero in the calculation of your Grand
Average Point. Failure in any exam is considered as a 1.

All students are required to arrive on time for the exams and finish it within the allowed time frame. In case of late arrival, the student will not be allowed to participate in the exam. This is considered as an absence and registered as a zero.

Students will also be informed in advance on the means (e.g. calculator, laptop) allowed into the exam session. No other help is acceptable. Any use of unauthorized materials will result in an automatic failure.
Retake exams:

All Mid-Term exams are retakable. Mid-Term exams can be repeated only on the specified dates in January and June as mentioned in the Academic Calendar. Only those who took the exam for the first time but failed or need a better grade can repeat the exam. Those who also fail for the second time may apply for another possibility of re-take. Decisions are made by AIC in each case. Repeating an exam requires written registration and payment of the exam fee prior to the actual date of the retake exam. The receipt of payment must be presented to AIC before the exam starts.

The fee of any repeat exam is EUR 15,-/subject/exam (if the student attends the exam for the first time).
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
The fee of any retake exam is EUR 500,- (if the student did not attend the exam for the first time unjustifiably). This fee covers all the applicable exams in one academic year.

After repeating an exam, the better result will be considered for the final marks, which appear in the educational record of the student and in the official transcript issued after the completion of the educational program.

Any permitted retake exam can be completed within a maximum of 2 years following the academic year in which the student registered. After this period, the student needs to register at AIC for any re-takes. Students must complete a retake application form (online or in writing) and forward it to the Department of
Education. After payment of the related fees, the student can retake the exams.
Such retake exams are organised on Monday mornings at 8:00 a.m. during the academic year. To take the retake exam on Monday, your request must arrive at least 1 week (on the previous Monday) before the retake exam. Otherwise, you can sit for the retake only the following Monday.

You have to fill in the online application form to register for a retake exam. The application form lists all modules in an academic year (students from previous years must also indicate the year they attended the College) and you have to mark the ones you want to repeat. You can also decide if you want to sit for all exams on the same day or if you wish to take the exams separately. The Student
Administration Office will prepare your test package for the following Monday.
You will be required to pay the retake exam fee (see above) by bank transfer prior to the exam day.

You are responsible for bringing all necessary accessories (a pen, pencil, eraser, calculator) for the exam.

In case you cannot come on the agreed date, you will be required to inform the
Student Aministration Office by email. If you fail to inform us on your absence, your retake exam application will be terminated and you will have to re-apply for a new date later on.

English level tests cannot be re-taken during the academic year. However, students are allowed to request a retake of English level tests on the specified re-take exam day in order to improve their marks.
Evaluation system:

Scoring is based on the following grading system:
5 ═ Excellent (90-100%)
4 ═ Good (78-89)
3 ═ Average (67-77)
2 ═ Pass (50-66)
1═ Fail (0-49)
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
Consideration of exam results for Semester 1 (Standard Program):
Type of exam
Mid-term exam 1
Mid-term exam 2
Ratio
20%
20%
Oral exam (Mid-term 2)
Class performance
Weekly Progress Tests
Final Exam
Total:
15%
10%
25%
10%
100%

Consideration of exam results for Semester 2 (Standard Program):
Type of exam
Mid-term exam 3
Mid-term exam 4
Ratio
20%
20%
Oral exam (Mid-term 4)
Class performance
Weekly Progress Tests
Final Exam
15%
10%
25%
10%
100% Total:

Consideration of exam results in Intensive Program:
Type of exam
Mid-term exam 1
Mid-term exam 2
Ratio
20%
20%
Oral exam (Mid-term 2)
Class performance
Weekly Progress Tests
Final Exam
15%
10%
25%
10%
Total: 100%
Exemptions:

Any requests for exemptions must be in writing (email) and addressed to the
Department of Education. Decisions will be made individually considering the student’s actual knowledge and previous degrees. Full exemption means exemption from attending the classes and exams. Partial exemption is granted if the student does not have to attend the classes but must take part in the examinations.
University entrance exams:

Entrance exams to medical universities are organized every year in Budapest and and abroad. Students can choose the place of the exam (Hungary or any other country). Those who apply to more universities usually take one test in Biology,
Chemistry and English and take the interviews separately to each university. The
AIC Admission Department will inform the students of the results after having received the offical response from the concerned university. The university
26

application and admission procedures are arranged by the Admission Department.
Relevant details will be posted on the AIC website or sent to students via the AIC newsletter or email.
Students are allowed to apply to any university (in or outside Europe) and they have to meet the admission requirements of the concerned university. The Admission Department will assist in the application and admission process.
27

1.
WPTs are held on Mondays at 8:00 a.m
.
They are obligatory for all students .
2.
WPTs cannot be repeated.
3.
Arrive on time . Latecomers cannot enter the exam room.
4.
Mobile phones must be turned off.
5.
Bring a pen, a soft pencil and an eraser with you.
Special answer sheets must be filled in only inpencil.
For Internet-based exams bring your laptop .
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6.
A s cientific calculator is needed for Chemistry, Mathematics and Physics.

7.
Calculators must not be given to other students.
8.
Talking is not allowed during the exam.
9.
If you are finished, you can leave the exam room only at the announced time or at the end of the test.
10.
WPT results count towards your transcript marks.
29

Educational Materials at AIC
The educational materials at AIC are provided in two formats:
Paper-based (books, hand-outs)
Electronically
Most science books have been prepared and edited by AIC faculty members and designed specially for the needs of our pre-medical students. You will receive your material and instructions as to how to use them. You will also receive the access codes to the electronic material on the Avicenna Online Learning System at registration.
You may receive supplementary materials during the academic year. It is also highly recommended to widen your knowledge by using the AIC library.
30

College Rules and Regulations
AIC students are required to fully observe all College rules and regulations. Such rules and regulations are posted on the website and College boards. It is the responsibility of the students to regularly read these rules. A selection of the rules is as follows:
1.
You are required to arrive at the classes according to your valid timetable(s). No late arrival is acceptable. In this case you may be allowed to join the class after the break only.
2.
You have to show your student card at the main entrance. If you have no card, please contact the Student Administration Office.
3.
If you leave the building during the day, you have to register at the Reception
Desk .
4.
You must be aware of and follow the academic calendar, the exam regulations and other rules and notices announced during the year. If you have questions, please contact the Student Administration Office.
5.
You are required to keep the building clean and in order. Do not leave garbage in the classroom.
6.
You are responsible for any damage caused by you on the College premises.
Please inform the Student Administration Office if you have noticed any damage.
7.
Communication with the College is via email. If you require a document, submit your request via the AIC website. You can contact the Student Administration
Office during the Opening Hours personally.
8.
No entry for students to the office areas without permission.
9.
You can use the student facilities (library, buffet, dining hall, etc.) in the basement of the school building during opening hours. Wireless Internet is available on the entire premises.
10.
You have to inform the office on your expected absence over 3 days in writing.
Otherwise, the College is obliged to notify the Immigration Office about your leave.
11.
In case of sickness, you must provide a medical certificate issued by a doctor or hospital to the Educational Department. Otherwise, your absence will be considered as unjustified. If your absences are over the limit, the College is entitled to terminate your student status.
12.
If you feel sick , please contact the Student Administration Office. Our staff will help you to have the proper medical care.
13.
Smoking, alcohol and other illegal substances are strictly forbidden on the
College premises. Mobile phones or other audiovisual devices are not allowed in the class; you must turn them off before the session. Laptop use may be allowed by teachers.
14.
The College does not take any responsibility for valuable personal items left on the College premises (e.g. mobile phones, Discmans, jewellery, etc.). If you find such items, please hand them over to the owner or the Student Administration
Office.
15.
You are required to arrange your personal matters (e.g. bank arrangements, reservations, etc.) before or after your classes.
These rules are approved by the President of Avicenna International College. They are valid for the whole academic year.
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Presence and Absence
Attendance in science and English classes is obligatory for all AIC students. Every absence is recorded in your academic file. Absences are considered as ’justified’ or
’unjustified’. For example, an obligatory visit to the Immigration Office or a period of sickness certified by a medical doctor are considered as justified absences and will be registered but not counted into the total number of absences. Any other absence without prior permission will be recorded as unjustified.
AIC sends official reports to students and parents three times a year (October, January and
March). The report includes absences and exam results. Written evaluation of the student’s in-class activity, behaviour and sufficient or insufficient educational development. Weekly reports may also be sent to the students and parents via email.
In a serious case of repeated absences, AIC may terminate the student status and the student will not be able to continue his/her studies at AIC.
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Departments of College
AIC operates the following departments:
President Office
Department of Education:
Department of Languages and Communications
Department of Medical Studies
Department of Technical Studies
Department of Business Studies
Department of Pre-PhD Studies
Student Administration Office
Admission Department
Avicenna Publications
Department of Finance
Accommodation Office
Student Settlement Services
The Student Administration Office (SAO) is open from Monday to Friday between 9:00 and 17:00. Students can contact the staff during class break times. You can alternatively contact SAO via email at: office@avicenna.hu
33

Communication with/within AIC
In case you have any questions or problems, first you need to contact the Student
Administration Office (SAO). Our assistants will help you directly or advise you to find the responsible person who can help you. The Student Administration Office can be contacted on weekdays (Monday-Friday) during the class break times.
Certain requests must be forwarded to SAO by email or via application forms on the website, such as:
-
-
-
-
-
Request for program change
Request for short leave during the academic year with a valid reason
Request for a school certificate or other documents
Request to re-take exams
Request for a meeting with the officers of AIC
The email contact of the SAO is: office@avicenna.hu
If needed, you will be informed by SAO about the necessity of a hand-written request.
34

University Admission
You have joined MFP because you intend to continue your studies in one of the medical fields. You will continue your studies in English. You can apply to any university in
Hungary or outside Hungary. Our former students who have successfully and diligently completed MFP, have entered their desired university with a high success rate. Many of them have already finished their studies and are now residents or practicing doctors. It is important that you follow all the instructions of the educational program of MFP.
2007 - 2008
35

2008 - 2009
2009 - 2010
The Admission Department of AIC is responsible for:
providing information about the European universities with medical programs,
assisting you with application to your desired universities,
assisting you with the university examination,
informing you of the results of admissions/examinations,
assisting you with registration at the university after successful admission.
36

During the Orientation Program, you will hear our first admission session and we will complete the necessary documents together. In this session, we will go through the following steps:
1Presentation about European medical universities
2Completion of university application forms (Hungary and outside)
3Review of the material needed for application, provided by the student
4Payment of the application and examination fees
The Admission Department organises several admission meetings for all pre-medical students during the academic year.
You can learn the most important issues on the admission procedure and get guidance about choosing the proper university, your field of study, successful exam preparation methods and other useful information.
The dates of these meetings are as follows (also mentioned in the Student Calendar):
Date Time Subject
17/October/2011
16/November/2011
15/December/2011
Universities in Hungary
Admission process
Q and A
Universities in the UK, Poland
Admission process
Prepare for entrance examination
Q and A
Universities in Czek Republic, Holland, Denmark
Admission process
Keypoints for successful application
Q and A
16/January/2012
15/February/2012
13/March/2012
16/April/2012
Universities in Latvia, Estonia, Lithuania
Admission process
Q and A
Universities in Hungary, Poland, Czek, Slovakia, Romania
Admission process
Q and A
Universities in Sweden, Finland, Denmark, Holland
Admission process
Q and A
All European universities
Admission process
Q and A
Q and A 15/May/2012
37

Insurance and medical services
As a student studying in Europe, you will need to have valid medical/accident insurance.
You can bring your insurance from your home country (if valid in Europe) or our staff will help you to choose the best insurance policy which is offered by insurance companies in Hungary.
38

Catering at AIC
The college canteen offers you warm meals every day. You can try the excellent Hungarian cuisine but can also taste international foods (Italian, Turkish, Chinese, Iranian, Japanese, etc.).
You can have your lunch pre-purchased. Breakfast and dinner may also be available based on the needs of our students.
The canteen is open on weekdays as follows:
Breakfast time: 7:00-8:30
Lunch time:
Dinner time:
11:50-14:00
18:00-20:00
When the canteen is not available, the buffet serves you with sandwiches, snacks, sweets, fruit and refreshments.
You can also help in the canteen and buffet services on a voluntary basis. You can find more information about student work in this manual.
Any social work for the AIC community is highly apprecited and awarded. Recommendations and certificates of appreciation will the attached to the student’s academic and university admission package.
39

Safety Rules
(Laboratory, Fire)
Lab Safety Guide
STUDENT RESPONSIBILITIES:
1.
Determine the purpose and procedure of the experiment by reading completely the experiment before actually beginning.
2.
Wear proper protective clothing/gear.
3.
Be aware of the dangers of long hair, long sleeves, and loose clothing.
4.
Laboratory groups will be assigned. Remain in your lab group throughout the experiment. Lab activities are team efforts.
5.
Do the experiments as assigned and in the manner prescribed. Unauthorized experimentation is not permitted.
6.
Keep your lab and other working areas neat and clean during lab sessions.
7.
Running, horseplay and practical jokes are NOT allowed. Stay on-task and maintain quiet behavior during lab sessions. Loud and boisterous behavior is not acceptable.
8.
Dispose of materials in the proper containers as instructed by your teacher. Governing law is extremely specific in reference to the disposal of chemicals.
9.
To avoid poisoning and/or contamination, no eating or drinking is allowed in the science classroom or laboratory.
10.
Know the location and proper use of the emergency safety materials such as the fire blanket, eyewash, and fire extinguisher.
11.
The teacher MUST be notified IMMEDIATELY of any accident, even if minor.
12.
All laboratory equipment MUST be properly cleaned, dried and put away at the end of the lab session. This includes lab aprons, goggles, general lab areas, and sinks.
CHEMICAL SAFETY:
1.
Replace caps on chemical bottles immediately after use.
2.
NEVER return unused solutions or solids to stock containers as they can contaminate the stock chemical. Report suspected contamination to the teacher.
3.
Use paper to protect balance pans. Chemicals SHOULD NOT be placed directly on the balance pan.
4.
Never taste chemicals or drink from laboratory glassware.
40

5.
Test the odor of chemicals by waving your hand over the container and sniffing cautiously. Avoid inhaling chemical fumes.
6.
Consider ALL chemicals to be dangerous. Most of them can be dangerous if used incorrectly.
7.
CLEAN UP IMMEDIATELY ANY CHEMICAL SPILLS. Report any hazardous conditions.
8.
Laboratory counters and tabletops WILL be cleaned and dried after each laboratory session.
9.
FOLLOW DIRECTIONS for the proper disposal of wastes.
EYE SAFETY:
If an accident occurs which involves splashing any chemicals into the eye, rinsing or washing of the eye must start immediately and continue for a minimum of 15 minutes. Students will be
REQUIRED to wear protective goggles during laboratory periods that can involve any danger to the eyes.
TEACHER INSTRUCTIONS:
Any additional safety instruction associated with any experiment as determined by the teacher
MUST be fully followed.
ALL STUDENTS TAKING PART IN ANY SCIENCE LABORATORY ACTIVITY
MUST HAVE A SAFETY CONTRACT ON THEIR STUDENT FILE.
41

Safety Contract
While I am a student at Avicenna International College, I agree to:
1.
Follow the oral and written instructions given by the teacher.
2.
Protect my eyes, face, hands and body with appropriate safety gear when involved in science experiments.
3.
Keep my work area(s) clean and neat to avoid accidents and contamination.
4.
Contact the instructor immediately when help is needed fast.
5.
Know the locations of 1st aid equipment, eyewash, fire blanket and fire extinguisher.
6.
Act in a responsible way at all times so as to ensure the safety of others, as well as well as my own.
I, (print student’s name) --------------------------------------- , have been instructed in the lab safety and emergency techniques needed for my science class. I understand and agree to follow the lab safety regulations set forth above and in the Lab Safety Guide as instructed by the teacher, lab manuals, and specific experiment instructions. I am aware that my safety and the safety of my classmates depend on my behavior in the laboratory. With this in mind, I will closely follow the oral and written instructions provided by my teachers and/or the school administration.
Student Signature/Date
Student Name (please print)
Student Email address (please print)
/
42

Study and Learning Skills
Study Skills
What Kind of a Learner Are You?
To get the most out of your studies, you should find out how you can learn best – that is, what kind of a learner you are. You may belong to one of the following groups.
 An auditory learner learns by listening. If you’re an auditory learner, you should find friends to study with, so you can ask questions and discuss the text. If you have to study alone, you can reinforce your learning by reciting key concepts out loud or reading them into a tape machine and listening to the tape later. Or you can explain what you’re learning to your friends or family.

A visual learner learns by reading. If you learn best this way, you should concentrate on finding quiet places where you can focus on the material you’re reading.

A kinesthetic learner learns by doing. If you learn best by doing something, you’re going to have to be creative in the way in which you study. For example, highlight your text or take notes as you read. Think about practical ways to apply the materials you’re reading.
To help you determine what kind of a learner you are, take a few moments to complete the following exercise. While a short quiz like this can’t pinpoint perfectly how you learn, it can provide insights into how you see yourself and the learning process. Once you know what kind of a learner you are, you’ll be better able to plan your study procedure.
Note: You may discover that you have strong scores in more than one learning style. That’s okay; it means you learn in more than one way. Take advantage of every technique that helps you to learn.
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Check YES or NO beside each of the following statements to reflect how you learn best.
YES NO
1. I learn a lot from listening to instructors and other knowledgeable people.
2. I figure things out best by trial and error.
3. Books are easy for me to learn from.
4. Give me a map and I can find my way.
5. I like to have directions explained to me orally.
6. I can often assemble something I just bought without looking at the instructions.
7. I learn a lot from discussions.
8. I’d rather watch an expert first and then try a new skill.
9. The best way for me to learn how something works is
to take it apart and put it back together.
10. I can remember most of what is said in classes and meetings without taking notes.
11. In school, the classes in which I did best involved physical activity.
12. Diagrams and drawings help me understand new concepts.
A “yes” answer to questions 1, 5, 7, and 10 indicates that you learn by hearing information:
you’re a strong auditory learner.
A “yes” answer to questions 3, 4, 8, and 12 indicates that you learn by reading, watching, and studying diagrams:
you’re a strong visual learner.
A “yes” answer to questions 2, 6, 9, and 11 indicates that you learn by doing things:
you’re a strong kinesthetic learner.
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Study Schedules
Schedules put you in control of your time and your life. At college, you have to be present in class at certain times, hand in assignments by their due dates, and take examinations on scheduled dates. You must also create your own schedule so you can stay on track with your goals.
One of the advantages of your program is being able to study besides college on your own schedule. And you’re the only one who knows what that schedule should be like.
Start with the big picture. Do you have a target date for completing your program and getting to university? If so, start with that date. Then, plan how you would like to budget your time each day. Lay out your schedule accordingly.
Weekly Schedule
To make your schedule more manageable, prepare a weekly plan for yourself. Each week contains 168 hours. To plan your week, use this chart to estimate the number of hours you spend each week on certain activities.
Activity Hours Spend per Week
Attending college
Sleeping
Dressing, showering, and so on
Eating
Traveling to and from college
Shopping, cooking, and preparing
Watching TV
Engaging in leisure activities
Cleaning and doing laundry
Socializing (parties, going out, …)
Internet (Facebook, chat, …)
Other
Total hours spent
After you’ve completed the chart, subtract your total from 168. Your answer is the number of free hours you have each week. Is it more than you need for your studies? If so, great. Just decide how many of those hours you’re going to devote to your education.
If you don’t have enough free hours for your studies, you may have to make some changes in your life-style. For example, suppose you indicate that you watch television 25 hours each week. You may decide to eliminate an hour or more every day and devote that time to
45

studying. To help you analyze your allotment of time, ask yourself questions like these – and then answer them honestly:
1.
On what activity do I spend the most time?
2.
On what activity do I spend the least time?
3.
Do I spend too much time on any one activity?
4.
Do I need to spend more time on any activity?
5.
Is the amount of time I spend studying producing the results I want?
6.
Overall, am I satisfied with the way I spend my time? Why or why not?
7.
If I could make some changes, what would they be?
Schedules make your life easier, not harder, because they help you organize your time. A well-organized and planned schedule can in a sense “add hours to your day.”
If you find that your weekly schedule isn’t working, try completing the following chart.
Transfer the numbers from the previous table into the “Estimated Time” column. Then, on a separate piece of paper, keep track of the actual hours you spend on the activities during the next week. Write down the actual hours as you spend them
. Don’t put it off until later in the day, because it’s easy to forget the correct amounts by then. When the week is over, total the times for each activity and complete this chart.
Activity
Attending college
Estimated Time Actual Time
Sleeping
Dressing, showering, and so on
Eating
Traveling to and from college
Shopping, cooking, and preparing meals
Studying at home
Watching TV
Engaging in leisure activities
Cleaning and doing laundry
Socializing (parties, going out, …)
Internet (Facebook, chat, …)
Other
Total hours spent
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Once you’ve filled in the chart, list the activities in which you spent more time than you originally estimated. Then list the activities in which you spent less time than you estimated.
How can you use this information to revise your weekly schedule?
How Long Should You Study?
Consider these three important points when planning the amount of time you study during one sitting:
You don’t have to study for hours at a time to be effective.
If your daily schedule is such that you can spend only a short time studying, that’s okay. In fact, you’ll probably benefit more by studying every day for 30 to 45-minute periods than you would by studying for several hours once a week. You must decide what works best for you in terms of your schedule for other activities and in terms of your own preferences.
You need to take breaks from intensive study.
Regular breaks can help you stay on task and focused. Set limits for yourself. In general, you should try to schedule study times of one to two hours. When you notice you’re becoming bored, distracted, or tired, take a break. Give yourself 10 minutes to stretch, walk around, or get a snack.
In the beginning, set a time limit of 30 minutes. Study for that length of time, take a 10minute break, and then go back to your studies. You’ll be surprised how refreshed you feel after just a quick break to increase your concentration. Walking and stretching exercises are good ways to spend your break time.
Each person is different in terms of how long he or she can focus on information in a text.
Although we’ve given you some guidelines, they’re only suggestions. Because you’re a unique individual, with unique abilities and a unique lifestyle, you must decide for yourself the best time and the amount of time that’s appropriate for you.
At the end of each study time, take a few minutes to plan your next session. In that way, when you begin to study again, you’ll know exactly where you ended and what you have to accomplish next. If you study on, say, Monday, and you’re unable to study again the same subject until Friday, you may not remember where you were and how much you had read.
Making a list of things to do in your next session can save a lot of time.
You might also find it helpful to make a list of things to do outside your study time. These things may include items related to your program and items related to other daily activities.
For example, here’s one student’s daily list of things to do:
1.
Return reference book to library.
2.
Look for book recommended by the teacher.
3.
Pick up milk, eggs, tomatoes, and cheese from Tesco.
4.
Pick up clothes at dry cleaners.
5.
Spend one hour studying Chemistry on Friday at 7 pm.
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For these lists, you can use something as simple as a piece of scrap paper or something more elaborate like a daily planner or appointment book. The important thing is to use them to help you plan your time in the best possible way.
Where Should You Study?
Your study place doesn’t have to be elaborate. A desk or small table in your bedroom or guest room will do. It’s not a good idea to study in bed, however. That location may be a little too comfortable, and you’ll find yourself falling asleep.
If possible, use your study area only for studying. Try to keep your study area separate from the areas where you take care of other responsibilities, like paying bills and managing household expenses. For one thing, you may get distracted from your studies by thinking about the electric bill. For another, you may lose phone bills or other important papers among your textbooks and notes.
If you can, avoid high-traffic areas such as the kitchen or family room where you may be distracted and interrupted by family members. Find study area away from the noise of the television and children’s play. If you don’t have a bedroom or spare room to use for study, choose the quietest corner of the family room or living room, and arrange your desk so you’re facing the wall. Make sure you have an adequate light source over your desk – a floor lamp, and overhead light, or a desk lamp – to illuminate the material you’re working on.
If you live with your family of if you have flat-mates, let them know that studying is like a job and that you need quiet time to do your work. Schedule a regular time for studying at home and make it a routine. Soon your family will get used to the idea that when you’re in your study place, you’re unavailable except for an emergency. Let your family know how long you plan to study. Tell them you’ll be unavailable for that period of time. Then stick to it. If you’re a morning person, get up an hour earlier and study then. An hour of concentrated work early in the morning can sometimes be more valuable than two hours late at night when you’re tired.
The telephone can be a tremendous distraction. While you’re studying, switch off your mobile phone and take messages. If you have an answering machine or voice mail, let the caller leave a message. If the phone really becomes a problem, leave if off the hook during the time that you’re studying.
Some learners – for example, auditory learners – find they can study best with some background noise, such as the television, radio, or stereo. Others – for example, visual learners – find such noise to be a distraction. Experiment with your own study area. If you find you study best with music in the background, by all means use it as a study aid. If you find that background noise, such as the telephone, radio, or stereo, is a distraction, find a quite place to do your studying. You’re in control of how and when you study, and it’s up to you to learn how you study best.
If you’re unable to study at home, consider going to your local public or college library. Plan your time carefully and take all your necessary study materials with you. You should be able to find a quiet, well – lighted study space at your public library. Most libraries have evening and weekend hours that may coincide with your study schedule. The feature that makes
48

libraries a perfect study area is their atmosphere. Most of the people there are reading and spending time quietly.
Here is the list of some libraries available for your use:
Szabó Ervin Library
Address: 1088 Bp. Reviczky u. 1..
Tel.: +36 1 411-5000
Working hours:
Monday – Friday: 10 am – 20 pm
Saturday: 10 am – 16 pm
Registration fee: 1700 HUF/6 months
Necessary documents: student card/ school certificate, passport
Nearest metro station: Kálvin tér (Metro 3)
Semmelweis Universtiy Centre Library
Address: 1088, Budapest Mikszáth tér 5.
Tel.: +36 1 459-1500
Working hours:
Monday – Friday 9am-20pm
Registration fee: 1.250 HUF/year
Necessary documents: student card/ school certificate, passport
Nearest metro station: Kálvin tér (Metro 3)
National Széchenyi Library
Address: 1827 Budapest, Szent György tér 2.
Tel.: +36 1 224-3700
Working hours:
Tuesday-Saturday 10am-9pm
Registration fee: 1500 HUF/6 months
Necessary documents: student card/school certificate, passport
Nearest metro station: Moszkva tér (Metro 2)
Bus: 16 A, várbusz (Buda Castle bus) from Moszkva tér
49

Organizing Your Materials and Tools
Organizing your study time is an important key to successfully completing your program.
However, organizing your study materials and tools is equally as important. In fact, the two go hand in hand. If you don’t have a regular study time that you stick to, having neatly organized, materials won’t help you very much. On the other hand, if you have to spend the first part of your study time organizing your materials or looking for lost papers and tools, your study schedule will be of little value.
Keep all of your materials in one convenient place. A study cardboard box or plastic crate is a good storage place for your study units, study guides, textbooks, other program materials, and any correspondence related to your program.
To make the most of your time, make sure your study place has everything you need to get the job done. Here are some standard items you should keep at your desk or table:

Ball point pens (Felt-tip markers tend to bleed through paper.)

Pencils

Highlighters to mark important items or passages in your text

Lined notebook paper

Typing or printer paper

Binder, notebooks, or folders

Dictionary

Good desk lamp
Use the notebook paper for jotting down important points, things you want to read more about, questions for your instructor, and so on. Use the typing or computer paper to make sketches or diagrams, if appropriate, or to print out information you locate on the Internet.
Before you begin to study the materials related to your program, determine how you’re going to keep track of your notes and other important papers. Ideally, you should create a separate folder for each study unit. Label the folder with the title of the unit, and keep all related papers in the folder.
A dictionary is an invaluable reference tool for any serious student. If you have one, keep it handy while you’re reading so you can look up the meanings of any unfamiliar words you encounter in the text. If you have access to the Internet, search for online dictionaries. Add your favorite online dictionary to your list of Internet bookmarks.
Your study units carefully define and explain all new terms relating to the subject you’re studying. However, you may encounter a general term that’s unfamiliar to you. Get into the habit of looking up each word you don’t understand. Consider starting a notebook specifically for vocabulary words. Review it occasionally, and make a deliberate effort to use the words in
50

your conversations. (You’ll be reading more about vocabulary notebooks in the next section of this study unit.)
Finally, make sure you have adequate lighting at your study area. Without proper lighting, you may become tired quickly, and you may find yourself rereading passages before you fully understand them.
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Learning Skills
In this section, you’re going to examine some specific suggestions on how you can make your study time more valuable. Not every method will be appropriate for your study habits. Choose those that you think will help you, or adapt some to fit your needs. Ignore those that you feel won’t contribute to your understanding of the materials.
SQ3R: Survey, Question, Read, Recite, Review
SQ3R was developed in 1941 by Francis P. Robinson of Ohio State University. It’s an old system, but it works. Millions of students have successfully used this system, or a variation of it, to improve their reading and studying. SQ3R stands for Survey, Question, Read, Recite,
Review
. Let’s take a look at each one of these elements.
Survey
The purpose of the survey step in SQ3R is to help you become familiar with your textbook organization. To survey material you’re about to read, look quickly at the following types of features:

Titles and other headings

Illustrations, photos, charts, and graphs

Text printed in highlighted boxes

Boldface and italic type

Summary, if appropriate
Scanning these features will give you a good idea of what topics you’re about to study.
Question
The next step in the SQ3R method is questions. This step requires you to leaf through the pages you’re about to read and turn the headings into questions. Doing this helps direct your reading and your thinking. Then, as you read and study the material, you can look for answers to your questions. For example, look at the first few heads at the beginning of this study unit.
Here’s how you can turn them into questions:

What are the advantages of my program?

What is the gap and how can I bridge it?

How is my program designed?

What study materials will I be using?

What kind of examinations will I have to take?

How can I log on to the AIC website?
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The better the questions are, the better your understanding of the material will be.
Read
Begin to read the material slowly and carefully, one section at a time. Don’t worry about how long it takes. As you read, look for answers to the questions you’ve just asked. Highlight things you want to remember, make notes in the margins, and look up any words you don’t understand. If you’ve completed the first two steps (survey and question), the material should seem familiar to you. You are prepared to read the new material more efficiently. You have an idea of the information you’re required to learn and you’re able to read with clearer intent.
You know why you’re reading a section and what to focus on
Use a highlighter or a ballpoint pen to mark important points. If you use a highlighter, choose a color that won’t bleed through the page. Don’t use a pencil. A pencil with a sharp point may tear the page, and a mark made with a dull pencil point will smudge and fade.
Underline or highlight only important words or phrases. Try to avoid marking entire sentences. If you highlight too many things, nothing will stand out when you are reviewing, and your highlighting will be meaningless.
Specifically, mark definitions, examples, names, dates, and events. Also, mark principles, rules, and characteristics. Highlight words in boldface or italics. These are terms the author is emphasizing and wants you to remember.
Recite
Every time you come to a new heading in the text, stop and repeat, either silently or aloud, the main points of what you’ve just read. Recite it from memory or refer to your marginal notes or the information you’ve highlighted. If you have trouble with this step, reread the section until it becomes clear to you. Reciting the material in your own words is a tremendous aid to learning. It makes it easier to retain the information.
Review
Review any material you read as soon as you can. Review it again before you prepare for the examination. This part of SQ3R helps to keep information fresh in your mind.
One way to review is to resurvey the material you’ve read. Or go over the notes you’ve made to see if they still make sense. Reread any passages that you’ve underlined or highlighted.
Another method you can use in the review step is to go back over the questions you developed for each head. See if you can answer them. If not, look back and refresh your memory about that particular topic. Then, continue with your review until you’re satisfied that you know the material well.
Building Your Vocabulary
Vocabulary Notebook
You may decide to create two separate vocabulary notebooks, one for terms relating specifically to the subject of your program and one for general vocabulary terms. Here’s a good procedure to follow for increasing your vocabulary:
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1.
As you read, whether it’s a newspaper, a magazine, a novel, or your textbooks, stop and write down every word you don’t know.
2.
Below the word, copy the phrase or sentence that contains the word.
3.
Look for context clues. (This method is explained next.)
4.
Look up the word in a dictionary and write down its definition.
5.
Write a sentence of your own, using the new word.
6.
Review the words periodically as your list grows.
7.
Make it a point to use the word in your daily conversations. After you use it a few times, it will be part of your speaking vocabulary.
Context Clues
Before you look up a word in the dictionary, try to determine the meaning on your own. If someone were to ask you, “What does loquacious mean?” you might not know the answer.
However, sometimes you can read the sentence or sentences around the word to get an idea of what it means. Clues you get from these sentences about the meaning of a word are called context clues . For example, the word loquacious occurs in the following sentence. Read it and see if you can figure out what loquacious means without looking it up in the dictionary.
Someone told me Carol was a loquacious individual, but I found her to be rather quiet.
Based on this sentence, you can assume that loquacious is the opposite of quiet. Therefore, it must mean talkative.
You can’t always determine the meaning of a word from its context. However, you can often get a good idea of what it means by carefully reading the sentence that contains the word and maybe a sentence or two before and after the word. Try it the next time you encounter an unfamiliar word. Then look the word up in a dictionary to see if you’re correct.
Prefixes and Suffixes
Another way to get a clue to the meaning of new words is to understand prefixes and suffixes .
A prefix comes at the beginning of a word. Being familiar with the meaning of prefixes helps you to decipher the meanings of words. For example, the prefixes im-, in-, and un mean not.
Here are some words that contain these prefixes, along with the meaning of the words: im polite im proper not polite not proper in definite not definite in human not human un important not important un necessary not necessary
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The prefix re - means again. Some examples of words beginning with this prefix are re appear re copy appear again copy again re pack pack again
A suffix c omes at the end of a word. One common suffix is
–ly
. When this suffix is added to a word, it changes the word into an adverb that means in a specified manner. Carefully study the following words that end in –ly.
slow ly kind ly tender ly in a slow manner in a kind manner in a tender manner
A suffix
–like
means having the characteristics of . Here are some examples of words ending in this suffix.
When you see an unfamiliar word in anything you read, check to see if it contains a prefix or a suffix. If you know the meaning of part of the word, you may be able to decipher the meaning of it all. cat like child like bulb like having the characteristics of a cat having the characteristics of a child having the characteristics of a bulb
Dictionary
A dictionary will probably be your most important reference tool. Whenever you begin to use a new dictionary, survey it to become familiar with what it has to offer you. Most dictionaries include:

The pronunciation of the word

The part of speech (noun, verb, adjective, adverb, pronoun, conjunction, or interjection)

The etymology, or history of the word

The date the word first appeared in English

The definition of the word
Get to know your dictionary and use it. A dictionary is much more than a place to look up the meanings of words you don’t know. It’s one of your most important study tools.
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Preparing for Examinations
Preparing for examination is a continuous process. You should never leave reviewing for exam to the last night before the exam. Here are some guidelines for you as to how to prepare effectively for an exam:
1.
Read the books and notes every day. Always imagine that you have an exam the next day.
2.
Take your own notes for exam preparation. You will not be able to read all your books before the exam, but you can read through your summary notes several times a few days before the exam.
3.
Do not stay up the night before the exam. Instead, you should have your dinner early and go to bed earlier than usual. You need to have more hours of sleep to recharge and have enough energy for the exam session.
4.
Get up early in the morning. Take a shower and have a good breakfast, but not too heavy. You will need lot of carbohydrates (sugar) which provides energy for your brain. You can take some chocolate to the exam session.
5.
You can have a quick review of your notes in the morning, but do not stress yourself and do not try to read through your notes at the last minute before the exam. In this way you would just tire yourself and increase the chances that you make more mistakes in the exam session. If you have regularly studied the material of the program, you know enough. Believe in yourself and have self confidence.
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Taking Examinations
During your course of MFP studies, you will have many exams. The results of these examinations will be included in your final transcript. Importantly enough, the results of these examinations will constantly give you feedback about your progress and will reflect your weak points where you need to spend more time and prepare better. You will have Weekly
Progress Tests or WPTs. These tests are scheduled every Monday morning at 8 am. WPTs will measure your knowledge and understanding of the material taught during the previous week. The results are published immediately on the same day. You will have the weekends to review the material and prepare for WPTs. If you did not perform well in one WPT, you know that you need to spend more time reading the material, search on the Internet or ask for help from your teacher. You will also have several Mid-Terms and one Final exam to take.
Exams at AIC are either paper-based or on-line. You will receive adequate instructions on each type of examination and for each specific examination. Some of the examinations have an oral component, where you should choose some topics to discuss and answer the examiner`s questions. The exact dates and times of all examinations are included in the academic calendar. You should remember these dates and be present at the exam session on time.
Here are some guidelines which can help you to take an exam more successfully.
1.
Each examination begins with directions or instructions. Read them carefully and try to fully understand them. Some students do not pay enough attention to the instructions and as a result, they may complete the test in the wrong way, or they do not keep time and fail to answer all the questions.
2.
An exam usually contains both easy and difficult questions, but they may have the same weight and value. Answer the easy questions first. If you face a difficult question which you are not sure of, then skip it and come back to it later when you have answered all other questions.
3.
While taking the exam, maintain a positive attitude. If you feel negative thoughts are creeping in, say to yourself, “I’ve studied hard and I’m doing fine”.
4.
Generally, your first choice (in MCQs) is the correct choice. Change an answer only if you’re absolutely sure your first answer is wrong.
5.
Double-check to make sure you’ve answered all of the questions.
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The Role of Student Counsellor
The Student Counsellor (SC) will be your daily contact at the College. He/She will follow educational and non-educational events and will advise you when you need help or need information. The Student Counsellor is a person with great experience in teaching and communication with students. He/She is familiar with the typical problems students have and frequently asked questions.
You will find the Student Counsellor during break times in the corridor and he/she will be available in the Student Administration Office.
Other responsibilities of the Student Counsellor:

To manage the Orientation Program: SC will be the first person to meet at AIC after arrival. You will fix the schedule of your orientation week with him/her.

To visit classes regularly: The Student Counsellor will supervise classes and the performance of students. He/She can review your academic performance and can help you if you have problems with the material or with the studying process. The SC will follow and evaluate your development, and determine whether it is satisfactory or you need improvement.

To supervise if College rules are followed: It is our common interest that College rules are understood, accepted and followed by all students and faculty members. The SC will observe what is going on at school and can suggest modifications in rules if necessary.

To supervise the College premises: the SC will follow if all teaching aids are in proper condition and available where needed. He/She will also supervise the services in order to keep the quality of service at a high level for you.

To follow absences on a daily basis: the SC will not only check the number of absences but will explore the reason and work together with you to eliminate disturbing factors and reasons. In case of a high number of absences, the SC will contact you for a personal talk and report to your parents on the actual situation.

To organise and manage extracurricular activities: We have many exciting and interesting offers for you to make your student life colourful and enjoyable. The SC will be responsible for managing the organisational phase, keeping you up-to-date on actual programs and assisting the group during school events.
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Immigration and Residence Permit Issues
Some international students may need a visa to enter Hungary and to start their studies at AIC.
If you are among those students, you have already received your visa in your home country.
Your visa is generally valid for 30 days after your arrival. Now that you have registered at
AIC, you should register at the Immigration Authorities (in Hungarian they call it BAH) in order to get your residence permit, which is valid for the period of your study at AIC. It will be re-newed if you continue to study at AIC or at any other educational institution. The
Student Administration Office will help you in this process.
You will need to prepare the following documents:
1.
School Certificate. This is a certificate issued by AIC which states that you are a full time registered student.
2.
Valid passport
3.
2000 HUF for revenue stamp
4.
Lease agreement signed between you and the owner of your apartment.
5.
Property deed issued by the Hungarian Land Registry as a proof of ownership of the property where you live.
6.
Signed decleration about the place of residence.
7.
Your bank account statement.
Procedure:
Every Wednesday morning at 8am, a staff member of AIC will take the students to the
Immigration Authority office for registeration. We leave from the AIC campus. Students pay the fee for a taxi transfer which takes the students to the office and takes them back to AIC.
NOTE:
Please be aware of the fact that any delay in the application for Residence Permit may result in the immediate termination of your stay in Hungary, and you will have to leave the country.
AIC will not take any responsibility for such cases. Therefore, you must pay full attention to all deadlines and complete your obligations towards the immigration authorities on time during your studies at the College.
Also, any further extension of your residance permit is your sole responsibility. You have to keep due dates in mind. You have to apply for the extension of your residence permit at least
30 days prior to its expiry.
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Extracurricular Activities
Studying is very important in the life of a student and our main goal is to prepare you for the entrance exam requirements and an independant, successful and joyful university education. However, we also want you to enjoy your time at AIC and to have a cheerful and interesting student life here.
AIC offers you several social programs for your free time. These programs are educational or cultural and are organized by teachers and staff. Among other things, we organize sightseeing tours, sports activities, cinema visits, exhibitions, music and other cultural programs. These programs are indicated in the Academic Calendar. Dates are subject to change. Below you can read more about some special events:
 ’LOST’ Student Contest:
Use your knowledge, creativity, imagination and be the first to explore
Budapest in a cheerful game. Student groups will compete with each other to get from the starting point (AIC campus) to the desired destination (somewhere in Budapest). The quickest to reach the destination wins! By finding the right answer to some questions at the checkpoints, you will find the right way to go next. The contest will take place on 28 October.
Rules of the game: Each group includes 3 students. Groups receive the starter pack (map and questions) and by answering the questions they will have to find their way to the next checkpoint. Be careful: questions may be tricky! One staff member will wait for the groups at each checkpoint to give out the next set of questions and give some support, if needed. Students can ask for help from any
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people in the street or use any other help they find in the city. The group to first pass through all checkpoints and to reach the final destination the quickest wins. Winners will be awarded at the end and the event will be closed with a small party. The winning group will give 1 or2 funny tasks or exercises to the other groups to perform during the party. (No rude or humiliating tasks are allowed)
All participants will need a daily ticket for public transportation.

Surprise Lunch:
Once a month students of a class will offer lunch to their fellow students at
AIC. The group will design the menu, cook and serve the meals. Food and assistance will be provided by expert chefs and kitchen assistants of AIC.
Guest students will evaluate the lunch and service by different categories and give a mark to the group.
The surprise lunch will take place on a selected Friday of every month. Groups will be randomly chosen and must prepare lunch at least once. Depending on the number of student groups, more lunches may be arranged by one class or more lunches may be arranged in a month. If a class cookes more than once, their better average will count in the game. That class wins which receives the highest average. Awarding will be held at the Graduation Ceremony on 5 June
2012.
Absences for related students will be considered as justified till the end of the program.

Dinner with the President:
Selected students whose educational performance is outstanding, actively work for the College community and present high standards of morality and behaviour, are invited to a formal dinner with the President of Avicenna
International College. Special prominent guest(s) from other universities may also be invited for the occasion. Dinner with the President is organised twice a year (December and May). Participants will also receive a certificate on this occassion. Announcement of the results will be held on 2 December 2011 and 4
May 2012.
 Photo Contest:
The contest is organised in both semesters. You can nominate yourself by taking photographs of student life at AIC in Budapest.Send your photos to AIC in the required file format. The jury will select the winning pictures, and winners will be awarded in a ceremony held on 2 December 2011 and 4 May
2012. Photos will be exhibited in the AIC building.
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 Student President Day:
You can nominate yourself and start a campaign to collect votes to have similar rights as the President of AIC for one day. The event is organised once a year, in March. Nominees must register by sending an email to office@avicenna.hu
. Students can vote on the website and the results will be published in the AIC Newsletter.
 Planting a tree:
All students of the academic year will plant a tree nearby the College. This is expected to be a tradition and serves as a memory of the time you spent at
Avicenna International College. City officials are also invited to the event.

Football Tournament:
You can be the member of our football team. We are very proud of our students who have already won several medals and actively take part in tournaments organised in Budapest or in other parts of the country.

Film Club:
One Friday evening in every month is dedicated to movies. Students go out together to watch a film in a cinema in town. The program may be continued in a café to discuss the film or related issues and to spend a pleasant evening in the city.

Hospital visit:
Volunteers of AIC will visit the Children’s Clinic of Semmelweis University
Budapest to take some small gifts to little patients in December before the
Christmas holiday.
The Student Calendar includes the date of the above mentioned programs and other events. We also plan to take a trip to popular tourist sites around Budapest and visit some places in the city. Some preferred programs are/can be organized on more occasions during the year.
We believe that groups of students will become a well functioning community only if members feel responsible for their school and for each other. Therefore, we provide the following social actvities for our students:

Student Assistant: each student spends a minimum of 1 day in the Student
Administration Office during the academic year and shares the everyday duties of the staff. You will have an insight into College operations and you can help your school mates with different issues.
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
Student buffet: 1-2 students run the College buffet on a weekly basis with the support of the regular staff. Any student can apply for the position during the year. Participation is voluntary.

Catering services: Voluntary students can assist in serving meals during lunch break in the dining hall.
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Get to know Budapest
We know how difficult it is to stay in an unfamiliar city as an international student. Therefore, we would like to give you the necessary help not to feel lost in Budapest.
As a part of the orientation program, our colleagues will guide you through the city and show you the most important places. Later on we will organize sightseeing programs to visit the most popular tourist places in and outside the capital.
At the Settlement Assistance Service you can find a list of important addresses and other contact details. During your first city tour, your guide will show you some of them in our neighbourhood.
The location of the AIC building is very accessible. Its central location and good public transport connections enable you to reach many destinations within a short time. The AIC building is very close to ’Nagyvárad tér’ metro station (The metro line is called M3 or blue line). Tram No. 24 stops in front of the building and brings you to the other metro station (M2 or red line) called ’Keleti pályaudvar’. All metro lines meet at ’Deák tér’ station. This is the main center of the city. You will also see it. Railway stations and Budapest Airport can be reached simply and quickly from our building.
All newly arrived students must visit the Immigration Office to arrange their residence permit on the first Wednesday after their arrival. We organize these visits in groups and, a faculty member will always join you and show you the way.
You will need a daily ticket to use public transport during the program.
Should you need any instructions as to how to get to your desired destination, our colleagues in the Student Administration Office will always be at your service.
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1.
This calendar overview does not include the dates of Mid-level and Level exams in
English and Weekly Progress Tests (WPT) in science. Level exams are arranged in the last session of each English level, WPTs are held every Monday at 8:00 a.m. Detailed dates of exams and other events can be looked up in the Academic Calendar.
2.
Dates of exams and other events may be subject to change. You should check the actual
Academic Calendar every week/day on AIC’s website.
3.
A Mid-Term exam includes the material taught from the beginning of the year or between two successive Mid-Term exams.
4.
The final exam includes questions about each module of the material on covered duringthe whole year .
5.
Further details about exam regulations and the evaluation system are included in Exam
Regulations (Student Manual and AIC website).
6.
Always check www.avicenna.hu
for more and up-to-date information.
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Sample timetables
Syllabi of Subjects
Cell and Molecular Biology
Genetics
Microbiology and Immunology
Physiology
General Chemistry
Organic Chemistry
Basic BioChemistry
Medical English and Terminology
Histology
Anatomy
Lesson Plans (Standard and Intensive Program)
Cell and Molecular Biology
Genetics
Microbiology and Immunology
Physiology
General Chemistry
Organic Chemistry
Basic BioChemistry
Useful contact information
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Module description – Cell Biology
Lesson 1
1.
Introduction to Biology
1.1.What is Biology? Study of life. Study = logy Life = bio
1.2. Fields and branches of Biology: Here we focus on Human Biology and
Medical Biology
1.2.1. Cell Biology - mechanisms in cells, biological phenomena at the cellular level
1.2.2. Physiology - dealing with the functions of organs and organ systems, related to Anatomy
1.2.3. Anatomy - description of organs and organ systems,very much related to Physiology
1.2.4. Histology - description of tissues
1.2.5. Genetics - dealing with genes and inheritance
1.2.6. Microbiology - dealing with microbes and diseases. Microbes : definition
1.2.7. Zoology - the study of animals
1.2.8. Ecology- the study of ecosystems, study of our environment
1.3. Characteristics of living things
1.3.1. Growth – organisms get bigger, have more cells
1.3.2. Metabolism – all chemical reactions
1.3.2.1. Anabolism – building up molecules, energy is needed for this
1.3.2.2. Catabolism – breaking down big molecules, we get energy by this
1.3.3. Movement – living things move by their own energy
1.3.4. Reproduction – making offspring
1.3.5. Responsiveness – to react to the environment
1.3.5.1. Examples: our reflexes, when we feel cold, we shiver
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1.4. Levels of organization in Biology
1.4.1. Molecules
1.4.1.1. Inorganic compounds: a) examples: H
2
O, CO
2
, O
2
, ions (Na+, K+, Ca2+, Mg2+,
Cl-)
1.4.1.2. Organic molecules: C and H together (N, O) a) Examples: proteins, lipids, carbohydrates, nucleic acids
1.4.2. Organelles: list of all (names, shown in cell picture)
1.4.3.
Cells: prokaryotic and eukaryotic cells: names and short definitions of both
1.4.4.
Tissues: names of the 4 basic tissues: epithelium, connective and supportive, muscle, nervous.
1.4.5.
Organs (name 10 organs: heart, brain and spinal cord, lung, kidney, stomach, liver, pancreas, spleen)
1.4.6. Organ systems (naming all, very brief functions)
1.4.7.
Organisms (unicellular, multicellular, brief definitions, examples)
1.4.8.
Species, populations, ecosystems (just the brief definition )
Lesson 2
2. Inorganic compounds building up our body
2.1. Water (H
2
O)
2.1.1. Importance
2.1.1.1. Solvent, a great amount of the body is water
2.1.1.2. Takes part in chemical reactions a) example: H
2
O + CO
2
= H
2
CO
3
= H + + HCO3 b) this reaction takes place in the blood
2.1.1.3. Hydrophilic, hydrophobic molecules
2.2. Minerals
2.2.1. Bulk minerals: we need great amounts in the body – with different functions
2.2.1.1. Na+
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2.2.1.2. K+
2.2.1.3. Ca2+ (in bones and teeth)
2.2.1.4. PO42- (in bones, in the cell membrane, in nucleic acids)
2.2.1.5. Cl-
2.2.1.6. Mg2+
2.2.2.
Trace minerals: we need small amounts in the body – help enzymes to work
2.2.2.1. Fe2+ (in red blood cells, Hb, to transport oxygen)
2.2.2.2. I- (in some hormones, T3, T4)
2.2.2.3. F- (makes teeth strong)
2.2.3.
Minerals are in 2 forms in the body: bound and free in body fluids
2.2.4.
Body fluids (numbers, concentrations):
2.2.4.1. ICF (amount of Na+ K+, Ca2+ ions in it)
2.2.4.2. ECF (blood plasma, interstitial fluid, amounts of Na+, K+,
Ca2+ in the body fluids)
Lesson 3
3. Organic molecules in our body
3.1. Lipids
3.1.1.
Definition
3.1.2.
Fatty acids (a hydrocarbon chain with acarboxylic group at one end)
3.1.2.1. Saturated fatty acid - contains only single bonds
3.1.2.2. Unsaturated fatty acid – has a double bond between the carbons a) mono unsaturated fatty a.: has only 1 double bond b) polyunsaturated fatty a. : has more double bonds
3.1.3.
Phospholipids
3.1.3.1. Structure: glycerol + 2 fatty acids + phosphate + small molecule
3.1.3.2. Types of small molecules: inositol, choline, ethanolamine, serine
3.1.3.3. Head and legs, phosphate in the head, fatty acids in leg
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3.1.3.4.Chemical characteristics of phospholipids: a) head is hydrophilic b) legs are hydrophobic c) whole molecule is amphipathic d) Behavior of phospholipids: tendency to form bilayers and micelles in water, bilayer is important for membranes
3.1.4.
Steroids
3.1.4.1. Basic structure: 4 fused carbon rings
3.1.4.2. Important examples a) Cholesterol (in cell membrane, precursor of steroid hormones, Vitamin D) b) Steroid hormones (e.g. sex hormones: testosterone and estrogen) c) Vitamin D
3.1.5. Importance of lipids in Biology: in cell membrane, energy store, parts of hormones
Lesson 4.
3.2. Carbohydrates
3.2.1.
Definition
3.2.2.
Naming of carbohydrates: adding suffix ~ ose
3.2.2.1.
Exception from rule: starch, glycogene
3.2.3.
Monosaccharides – hydrophilic molecules, like water
3.2.3.1.
Ribose: pentose: 5 carbons, ring structure, in RNA
3.2.3.2.
Deoxyribose: pentose, 5 carbons, ring structure, in DNA
3.2.3.3.
Glucose: hexose, C
6
H
12
O
6
, main fuel for body
3.2.3.4.
Fructose: isomer of glucose, C
6
H
12
O
6
, shape is different
3.2.4.
Disaccharides (composed of 2 monosaccharides)
3.2.4.1.
Maltose: composed of 2 glucose
3.2.4.2.
Lactose: glucose and galactose, sugar in milk, when we can not break down: lactose intolerance
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3.2.4.3.
Sucrose: saccharose: glucose and fructose, this is the table sugar
3.2.5.
Polysaccharides - polymers, composed of many units, hydrophobic
3.2.5.1.
Glycogene: energy store for animals in liver and skeletal m
3.2.5.2.
Cellulose: structural role in cell wall of plants
3.2.5.3.
Starch: energy store for plants
3.2.5.4. Peptidoglycan: structural role in the cell wall of bacteria
3.2.5.5.
Chitin: in the cell wall of fungi, in the outer shell of insects
3.2.6. Importance: part of nucleic acids, provide energy, structural role in cell membrane and cell wall
Lesson 5-6.
3.3. Proteins
3.3.1.
Definition – polymers composed of amino acids
3.3.2
Naming of proteins: adding the suffix ~ in
3.3.2.1. Exception to the rule: collagen, glucagon
3.3.2.
Amino acids: organic molecules with amine and carboxylic groups
3.3.2.1.
Simplest amino acid: glycine
3.3.2.2.
Essential amino acids: cannot be synthesized in body
3.3.2.3.
Nonessential amino acids: body can produce them
3.3.2.4.
Polypeptides: formed by amino acids
3.3.3.
Structure of proteins:
3.3.3.1.
Primary: amino acid sequence
3.3.3.2.
Secondary: alpha helix (like telephone wire), beta sheet
(pleated)
3.3.3.3.
Tertiary: 3 dimensional shape, when the protein is only 1 polypeptide
3.3.3.4.
Quaternary: 3 dimensional shape, when more polypeptides are present in the protein (e.g. hemoglobin), most complex level
3.3.4.
Groups of proteins based on shape (tertiary or quaternary structure):
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3.3.4.1.
Globular proteins: like a ball, e.g. hemoglobin, enzymes
3.3.4.2.
Fibrous proteins: collagen, keratin
3.3.5.
Function of proteins with 1 example each:
3.3.5.1.
Transport (hemoglobin, in RBC, O
2
transport)
3.3.5.2.
Cell membrane (membrane proteins)
3.3.5.3.
Movement (proteins in muscle: actin and myosin)
3.3.5.4.
Hormones (insulin)
3.3.5.5.
Antibodies
3.3.5.6.
Enzymes (pepsin in stomach)
Lesson 7-8.
3.4. Enzymes
3.4.1.
Definition: molecules, that speed up reactions by decreasing activation energy
3.4.1.1.
Activation energy: energy that is needed for the reaction to happen
3.4.2.
Process of enzyme action
3.4.2.1.
Enzymes act on substrates
3.4.2.2.
Enzymes bind substrate with active site
3.4.2.3.
Enzymes are specific (one enzyme, one substrate)
3.4.2.4.
Enzymes are not consumed in the reaction
3.4.2.5.
Enzymes can be used several times
3.4.3.
Factors affecting enzyme action
3.4.3.1.
Temperature: effect on shape of proteins
3.4.3.2.
pH: effect on shape of proteins a) example for enzymes which like acidic environment: pepsin b) example of enzyme for basic environment: lipase
3.4.4.
Effect of other molecules on enzymes
3.4.1.1.
Cofactors: inorganic compounds
3.4.1.2.
Coenzymes: vitamins
3.4.1.3.
Activators /enhancers (help enzyme function)
3.4.1.4.
Inhibitors (inhibit enzyme function)
78

a) competitive inhibition b) noncompetitive inhibition
3.4.5.
Naming and classification of enzymes:
3.4.5.1.
Rule 1. name of substrate + suffix ~ ase a) Lactase – cuts lactose b) Protease- cuts proteins c) ATPase – cuts ATP d) Lipase – cuts lipids
3.4.5.2.
Rule 3. name of reaction + suffix ~ ase a) oxidase – does oxidation b) reductase – helps in reduction c) polymerase – makes polymer d) Hydrolase – does hydrolysis e) Exceptions from rule: pepsin, trypsin
Lesson 9-10.
3.5. Nucleic Acids (DNA, RNA)
3.5.1.
Importance:
3.5.1.1. DNA: genetic material, control of cell,
3.5.1.2. RNA: helps to get out genetic info
3.5.2.
Structure of DNA
3.5.2.1. Building units: deoxyribonucleotides
3.5.2.2. Composed of: pentose sugar, phosphate group, nitrogen base
3.5.2.3. Types of nitrogen bases: a) purins: 2 carbon rings, A, G b) pyrimidins: 1 carbon ring: C, T c) bases pair with complementary base pairing
3.5.2.3. Bonds in the DNA a) between the nucleotides: phosphodiester (covalent) b) between the chains: hydrogen bonds
79

3.5.2.4. Shape: Alpha helix (discovered by Watson, Crick,
Franklin and Wilkins), a) linear (in eukaryotes) b) circular (in prokaryotes)
3.5.2.5. Strands are antiparallel, one strand has 5’ end, other strand has 3’ end
3.5.3. Structure of RNA:
3.5.3.1. Building units: ribonucleotides
3.5.3.2. Composed of: ribose pentose sugar, phosphate group, nitrogen base
3.5.3.3.
Types of nitrogen bases: a) Purins: A,G b) Pyrimidins: C, U
3.5.3.4.
Bonds: RNA is single stranded, but can have hydrogen bonds
3.5.3.5.
When H-bonds are made, complementary base pairing happens
3.5.4. Types of RNA
3.5.4.1.
mRNA: linear a) has codons c) we have 64 different codons for 20 different amino acids d) 1 START codon: AUG e) 3 STOP codons f) Codons are important in protein synthesis
3.5.4.2.
tRNA a) clover leaf shape, 3 loops b) has anticodons c) during protein synthesis anticodon matches with codon d) brings amino acids to protein synthesis
3.5.4.3.
rRNA a) in ribosomes b) helps to build up ribosome structure
3.5.5.
Important nucelosides
3.5.5.1. ATP: ribose sugar, adenine, + 3 phosphate groups
80

a) Function of ATP: energy molecule
3.5.5.2. Other nucleosides for energy: GTP, UTP, TTP, CTP
3.5.5.3. Coenzymes: a) NAD – used in aerobic respiration b) NADP – used in photosynthesis
Lesson 11-12.
4. Cell membrane and its functions
4.1.
Structure
4.1.1.
Components of the membrane:
4.1.1.1. Lipids
4.1.1.2. Proteins
4.1.1.3. Carbohydrates
4.1.2.
Membrane lipids
4.1.2.1. Phospholipids - form bilayer
4.1.2.2. Review: structure of phospholipids a) Glycerol, 2 fatty acids, phosphate group, small molecule b) Head hydrophilic, legs are hydrophobic, whole molecule amphipathic c) The more unsaturated fatty acid in the membrane, the more fluid it is
4.1.2.3. Naming some phospholipids: a) Phosphatidylcholine b) Phosphatidylserine c) Phosphatidyletanolamine d) Phosphatidylinositol
4.1.2.4. Function of phospholipids in the membrane: barrier against hydrophilic particles
4.1.2.5. Movement of phospholipids in membrane: a) Freely move laterally b) Can turn around itself easily c) Turning between the 2 layers of the bilayer (flip-flop movement) - very difficult and rare
81

4.1.2.6.
Cholesterol a) Review: structure: 4 fused carbon rings b) Position on the membrane: between phospholipids c) Influences the fluidity and permeability of membrane d) Present in animals, absent in plants and bacteria
4.1.3.
Membrane proteins
4.1.3.1. Position in the membrane: 2 possibilities a) Integral membrane proteins and peripheral proteins
4.1.3.2. Integral membrane protein a) In the phospholipid bilayer, between phospholipid molecules b) Some extends through the phospholipid bilayer:
(transmembrane proteins), other do not extend through the whole width of the membrane c) Amphipatic molecules d) Transmembrane proteins can have many different functions: i. Channels for ions ii. Carrier for bigger hydrophilic molecules, (glucose, amino acids) iii. Receptors – which receive signals iv. Pumps for active transport v. Enzymes
4.1.3.2.
Peripheral membrane proteins, a) on the periphery of the membrane, not between phospholipids b) usually on the cytoplasmic surface of the cell membrane c) functions: support the structure of membranes, or enzymes
4.1.4.
Membrane carbohydrates
4.1.4.1.
Always on the extracellular surface of the membrane
4.1.4.2.
Oligosaccharides (composed of few monomers) can bind to lipids or proteins in the membrane making a) glycoproteins
82

b) glycolipids
4.1.4.3.
Function: intercellular recognition, glycolipids on the surface of red blood cells determine ABO blood groups
4.1.5.
Fluid-mosaic model
4.1.5.1.
The membrane is fluid, molecules can move in it horizontally
4.1.5.2.
Lipids and proteins are not equally distributed, they give a mosaic pattern
4.2.
Functions of the cell membrane
4.2.1.
Protects the cell. Without intact cell membrane there is no living cell.
4.2.2.
Selective barrier against hydrophilic molecules (because of phospholipids)
4.2.3.
Transports particles (particles to transport controlled by membrane proteins)
4.2.4.
Responds to extracellular signals (through the action of receptors)
4.2.5.
Important in intercellular communication
4.2.6.
Place for biochemical reactions (because of enzymes in the membrane)
Lesson 13.
5. Junctions between cells
5.1.
Structures to link cells to each other and help cooperation of cells
5.1.1.
Tight junction
5.1.1.1.
Structure: 2 cell membranes are attached tightly with proteins
5.1.1.2.
Function: to seal cells together for protection (in skin), to control absorption of nutrients in intestine
5.1.2.
Desmosome
5.1.2.1.
Structure: disks in both cells, which are connected to elements of the cytoskeleton, 2 disks are also connected through the 2 cells
83

5.1.2.2.
Function: mechanical attachment of cells for better
5.1.2.3.
In tissues with large mechanical stress (skin, heart)
5.1.3.
Hemidesmosome
5.1.3.1.
Structure: half of the normal desmosome, disk and filaments connect cells to the base
5.1.3.2.
Function: to attach cell to the base
5.1.4.
Gap junction
5.1.4.1.
Structure: 6 channel proteins in each cell membrane enclose a larger tunnel, where small particles freely pass through
5.1.4.2.
Function: allowing fast passage of particles between cells to provide fast communication for better coordination (in cardiac muscle)
Lesson 14-15.
6. Movement of materials across the membrane
6.1.
Permeability – definition
6.1.1.
impermeable membrane (nothing can pass)
6.1.2.
fully permeable membrane (everything can pass)
6.1.3.
semipermeable membrane (some particles can pass, others not, in living cells)
6.2.
Types of movement: passive transport and active transport
6.3.
Basic comparison of the 2 transport systems:
6.3.1.
Direction of movement: In passive transport from high to low concentration, in active transport from low to high concentration
6.3.2.
ATP usage: passive transport does not need ATP, active transport needs ATP
6.4.
Passive transport: diffusion
6.4.1. Factors influencing diffusion
6.4.1.1. Temperature
6.4.1.2. Size and mass
6.4.1.3. Medium
84

6.4.2. Simple diffusion through the cell membrane, factors influencing
6.4.2.1. Concentration difference (concentration gradient, downhill movement)
6.4.2.2. Size of molecule
6.4.2.3. Hydrophobic or hydrophilic nature
6.4.2.4. Particles move with simple diffusion: O
2
, CO
2
, water, fatty acids, cholesterol, steroid hormones
6.4.3.
Osmosis – simple diffusion of water
6.4.3.1.
Solutions: solvents + solutes
6.4.3.2.
Osmolarity
6.4.3.3.
Osmotic pressure
6.4.3.4.
behavior of cells in different solutions: a) isotonic (nothing happens to the cell) b) hypotonic (cell bursts) c) hypertonic (cell shrinks)
6.4.4.
Facilitated diffusion – does not need ATP, movement from high to low concentration with helper proteins (transmembrane proteins)
6.4.4.1. Channel-mediated diffusion a) for small charged particles: ions b) Review: ICF and ECF concentration of most important ions: (Na+, K+, Ca2+, Cl-) c) Channels are selective: allowing only one type of ion d) Voltage gated channels (open or close by change in charge distribution between the 2 sides of membrane) e) Ligand gated channels (open and close by binding a ligand)
6.4.4.2. Carrier mediated diffusion a) For bigger hydrophilic molecules: glucose, amino acids, b) Mechanism of transport: i.
ligand binds to carrier ii.
shape of carrier changes iii.
ligand released on the other side c) Carriers are very selective for their ligands (one carrier can bind only 1 type of ligand)
85

d) Carriers can be saturated (when all carriers are occupied, transport can not be faster) e) Places of passive glucose transport in the body: everywhere, except intestine and kidney
Lesson 16-17.
6.5.
Active transport
6.5.1.
Definition: particles move against their concentration gradient = uphill movement, needs ATP , needs pumps
6.5.2.
Types: Primary active transport, secondary active transport
6.5.3.
Primary active transport
6.5.3.1.
Particles are moved against their concentration gradient
6.5.3.2.
Pumps do it (these are transmembrane proteins)
6.5.3.3.
Pumps are also ATPase enzymes, directly cut ATP
6.5.3.4.
One or 2 solutes are transported a) 1 solute transported: uniport b) 2 solutes transported: cotransport
6.5.3.5.
Examples: a) Na
+
/K
+
pump, i.
In every cell ii.
pumps 3 Na+ out, 2 K+ in iii.
also called electrogenic pump, because maintains membrane potential iv.
H
+
pump (pumps H
+
into organelles, or into ECF) v.
Ca
2+
pump (pumps Ca
2+
into ECF)
6.5.4.
Secondary active transport
6.5.4.1.
Does not use ATP directly
6.5.4.2.
Dependent on the Na + gradient provided by the Na + /K + pump
6.5.4.3.
Always 2 solutes are transported, one down the gradient, other against its concentration gradient a) Symport: 2 solutes go to the same direction b) Antiport: 2 solutes go to opposite direction
86

6.5.4.4.
Examples a) Na
+
/glucose symport, in intestine and kidney, for absorption of glucose b) Na
+
/amino acid symport, in intestine and kidney, for absorption of amino acids c) Na
+
/Ca
2+
antiport, pumps Ca out of cells
6.6.
Vesicular transport
6.6.1.
Inside the cell: transport between organelles
6.6.1.1.
Example: transport vesicles move proteins from RER to
Golgi apparatus
6.1.2.
Exocytosis – particles are released from cell
6.2.1.1.
Vesicle from inside the cell fuses with cell membrane
6.2.1.2.
Content released to extra cellular fluid
6.1.3.
Endocytosis – particles get into the cells
6.1.3.1.
Vesicle is formed from the cell membrane,
6.1.3.2.
Phagocytosis – „ cellular eating”, for big particles a) Some white blood cells do it in our body for defence
6.1.3.4.
Pinocytosis – „cellular drinking”, for liquid
Lesson 18-20.
7. Membrane receptors
7.1.
Important in communication between cells
7.2.
Molecules, which receive signals (molecules= ligand) and start the response of the cell
7.3.
Types of signals
7.3.1.
molecules from the body
7.3.2.
particles from environment (virus)
7.3.2.1.
virus binding to the receptor starts immune response in our body
87

7.4.
Types of receptors: Intracellular receptors, cell-surface receptors
7.5.
Intracellular receptors
7.5.1.
Location: inside the cell
7.5.2.
Types of ligands: small hydrophobic molecules, for example steroid hormones (testosterone, estrogen)\
7.5.3.
Mechanism of action
7.5.3.1.
Ligand diffuses through the cell membrane
7.5.3.2.
Ligand binds to the intracellular receptor
7.5.3.3.
Hormone-receptor complex goes into the nucleus
7.5.3.4.
Hormone-receptor complex binds to DNA and controls transcription
7.6.
Cell-surface receptors
7.6.1.
Location: in the cell membrane (transmembrane proteins)
7.6.2.
Parts
7.6.2.1.
Extracellular domain – faces ECF, binds ligand
7.6.2.2.
Transmembrane domain – between the phospholipids, keeps the receptor in the membrane
7.6.2.3.
Intracellular domain – faces ICF, with shape change helps in the transfer of the signal
7.6.3. Types of ligands: hydrophilic molecules, for example protein hormones (insulin, growth hormone)
7.6.4. Types of cell surface receptors
7.6.4.1. Channel linked receptors a) Mechanism of action
i. Binds the ligand ii. Channel opens or closes
7.6.5.
G-protein linked receptors
7.6.5.1.
G- protein – definition
7.6.5.2.
Mechanism of action a) Signal binds to cell surface receptor b) G – protein is activated
88

c) G – protein activates enzyme in the cell membrane
(adenylate cyclase or phospholipase C) d) Second messenger is produced e) Types of second messengers: i. Adenylate cyclase forms cAMP from ATP ii. Phospholipase C cuts phosphatydil inositol into
IP
3 and DAG f) Second messenger activates other molecules inside the cell g) Response of the cell is generated
7.6.5.3.
Medical importance of second messengers
Lesson 20.
8.
Cell organelles
8.1. Basic expressions: protoplasm, cytoplasm, cytosol
8.2. Membrane bound and non-membrane bound organelles
8.2.1. Structure of membrane of organelles
8.3. Endoplasmic reticulum:
8.3.1. Types: Rough endoplasmic reticulum (RER), Smooth endoplasmic reticulum (SER)
8.3.1.1. Reticulum = web
8.3.2. Rough Endoplasmic reticulum
8.3.2.1. Structure: a) membranous sacs (appearance can change) b) continuous with outer nuclear membrane c) have ribosomes on the surface d) enzymes in the lumen
8.3.2.2. Function: protein synthesis, proteins go to the Golgi apparatus with transport vesicles budding from Rough
ER
8.3.3. Smooth endoplasmic reticulum
89

8.3.3.1. Structure a) Membraneous sacs (structure can change) b) No ribosomes on the surface c) Continuous with Rough ER d) Enzymes in the lumen
8.3.3.2. Function a) Detoxification – breaking down toxic material i. example: lots of Smooth ER in liver b) Lipid synthesis c) In skeletal muscle: called sarcoplasmic reticulum, stores Ca
2+
for muscle contraction
Lesson 21-22.
8.4. Ribosomes
8.4.1. Present both in prokaryotes and eukaryotes
8.4.2. Not surrounded by membranes
8.4.3. Has 2 subunits: large and small
8.4.4. Composed of proteins and nucleic acids (rRNA molecules)
8.4.5. Has 3 sites: A, P and E sites. These are important in different steps of protein synthesis. More explanation about this comes at the protein synthesis.
8.4.6. Size of ribosomes:
8.4.6.1. Eukaryotic ribosome is bigger (large subunit: 60S, small subunit: 40S, whole ribosome: 80S), S = Svedberg, unit of sedimentation
8.4.6.2. Prokaryotic ribosome is smaller (large subunit: 50S, small subunit: 30S, whole ribosome: 70S)
8.4.7. Ribosomes are produced in the nucleus
8.4.8. Types or ribosomes in eukaryotic cells:
8.4.8.1. Bound ribosomes (on the surface of endoplasmic reticulum),
8.4.8.2. Free ribosomes (free in the cytoplasm),
90

8.4.8.3. Polyribosomes = polysomes (more ribosomes attached to the same mRNA molecule)
8.4.8.4. Ribosomes in the mitochondrion and chloroplast
(smaller ones, similar to prokaryotic ribosome)
8.4.9. Function of ribosomes: protein synthesis
8.4.9.1 Bound ribosomes: produce proteins, which are secreted with exocytosis (for example insulin)
8.4.9.2 Free ribosomes: produce proteins, which stay in the cell for cellular use (for example enzymes, which are used inside the cell)
8.5. The Golgi apparatus
8.5.1. Structure: composed of 5-10 disks, which are not continuous with each other
8.5.1.1. Lumen of disks contain enzymes
8.5.1.1. Cis (forming face), trans (maturing face), transport vesicles from RER fuse with Golgi at cis and leave
Golgi at trans face
8.5.2. Function
8.5.2.1. Modification of proteins a) adding carbohydrates or lipids b) cutting down amino acids
8.5.2.2 Sorting of proteins with the help of sorting signals,
8.5.2.3. Packaging proteins into vesicles
8.5.2.4. Making lysosomes
Lesson 23.
8.6. Lysosomes
8.6.1. Structure: a vesicle with hydrolytic enzymes
8.6.2. Origin: from the trans side of Golgi apparatus
8.6.3. Content: hydrolytic enzymes, which active in acidic pH: acid hydrolases
91

8.6.3.1. hydrolysis: cutting bonds between the monomers of a polymer by an enzyme with adding water)
8.6.4. Function:
8.6.4.1. digesting ingested materials
8.6.4.2. digesting old organelles
8.6.4.3. cell death
8.6.5. Acrosome: huge lysosome in the head of sperm cells to help fertilization
8.7. Peroxysomes
8.7.1. Structure: a vesicle with enzymes
8.7.2. Origin: maybe smooth endoplasmic reticulum
8.7.3. Content: oxidative enzymes, for example: catalase
8.7.4. Function: Detoxification (with the help of oxidation)
8.7.4.1. B-oxidation of fatty acids (oxidation of fatty acids into acetyl groups)
Lesson 24-26.
8.8. Mitochondrion
8.8.1. Structure
8.8.1.1. Outer membrane
8.8.1.2. Inner membrane a) Surface of inner membrane isincreased with cristae b) Outer membrane is more permeable, inner membrane is very selective
8.8.1.3.
Innermost space: matrix a) It contains several enzymes, ribosomes, circular DNA,
RNA
8.8.2.
Origin – endosymbiotic theory
8.8.3.
Function: to produce ATP with aerobic respiration
8.9.
Cellular respiration: breaking down glucose molecules to ATP, CO
2
and
H
2
O
92

8.9.1.
General formula: C
6
H
12
O
6
+ 6 O
2
= 6 CO
2
+ 6 H
2
O + energy
(ATP)
8.9.2.
Glycolysis:
8.9.2.1. First step of cellular respiration
8.9.2.2. Happens in cytoplasm,
8.9.2.3. Does not need O
2
, (it is anaerobic)
8.9.2.4. Glucose is broken down to 2 pyruvates,
8.9.2.5. Produces 2 ATP, NADH +H
8.9.3. Aerobic respiration : conversion of pyruvate + citric acid cycle + electron transport chain
8.9.3.1. Conversion of pyruvate a) pyruvate enters to mitochondrion and changes into
AcetlyCoA b) produces a CO
2
+ NADH+H
8.9.3.2. Citric acid cycle (Krebs cycle) a) happens in matrix of mitochondrion, b) acetylCoA enters into the cycle, which is several steps of oxidation (oxidation: loosing electrons) c) acetylCoA combines with C4 component to form citric acid (C6) d) produces ATP, reduced coenzymes NADH +H and
FADH
2
, CO
2 e) Szentgyörgyi also discovered steps of it
8.9.3.3. Electron transport chain: oxidative phosphorylation a) happens in the cristae of the inner membrane b) electrons from NADH are given to the molecules of electron transport chain (example: cytochromes) c) electrons are transported through the chain, during this process ATP is produced d) role of oxygen: accepts electrons at the end of electron transport chain, combines with H + and forms water
8.9.3.4. Aerobic respiration of 1 glucose makes 36 ATP
93

8.9.4.
Anaerobic respiration or fermentation – when oxygen is not present
8.9.4.1.
8.9.4.2.
Happens in the cytoplasm
Different in plants and animals: a) In plants and yeasts: pyruvate is reduced into ethanol and CO
2 b) In animals and many bacteria: pyruvate is reduced to lactic acid c) During heavy muscle work lactic acid is made, that causes the pain next day
8.9.4.3. Fermentation of 1 glucose produces 2 ATP (originally from glycolysis)
Lesson 27.
8.10. Chloroplasts
8.10.1. Structure
8.10.1.1.Outer membrane
8.10.1.2. Inner membrane
8.10.1.3. Granums, thylakoid membrane with chlorophyll
8.10.1.4. Stroma (enzymes, ribosomes, circular DNA)
8.10.2. Origin – endosymbiotic theory
8.10.3. Function Photosynthesis -to produce carbohydrates from CO
2 and water with light energy
8.10.4. Steps of photosynthesis
8.10.4.1. Light reactions a) In thylakoid membrane b) Light absorbed, ATP, NADPH produced H2O cut,
O2 produced
8.10.4.2. Dark reactions – Calvin cycle a) In stroma b) Reduces CO2 into carbohydrate c) Uses the ATP and NADPH produced in light reaction
94

Lesson 28.
8.10.5. Autotroph organisms: use light as energy source and CO2 as carbon source, (plants)
8.10.6. Heterotroph organisms: use organic molecules as energy and carbon source (fungi, animals, humans)
8.10.7. Other plastids: chromoplasts (with carotenoids), leucoplasts,
8.11. Other plant organelles
8.11.1. Vacuole structure and function)
8.11.2. Cell wall – to protect plant cells, contain cellulose
(Review chemical reactions in mitochondrion and chloroplasts (anabolic and catabolic reactions)
Lesson 29-30.
8.12. Cytoskeleton
8.12.1. Vacuole structure and function)
8.12.2. Microfilaments
8.12.2.1.
Size: smallest, diameter: 7nm
8.12.2.2.
Structure: composed of actin a) G-actin monomers from F-actin b) Actin filament composed of 2 F-actin chains
8.12.2.3. Function a) Support microvilli b) Help movement of cells (amoeboid movement) c) WBC can do amoeboid movement in our body
8.12.3. Intermediate filaments
8.12.3.1. Size: in between microfilaments and microtubules, diameter: 10 nm
8.12.3.2. Structure: can have lots of different structure, based on tissue
8.12.3.3. Very different in different tissues
95

8.12.3.4. Examples a) lamin filaments (supporting nuclear membrane) b) keratin (in epithelial cells)
8.12.4. Microtubules
8.12.4.1. Size: largest, diameter: 20nm
8.12.4.2. Structure a) composed of tubulin molecules (alpha and beta tubulin) b) polymer of tubulin: protofilament c) microtubule is made from 13 protofilaments
8.12.4.3. Function a) movement of organelles along microtubules
(kinesin helps) b) movement of chromosomes during cell division c) builds up cilia, flagellum, centriole, basal body
8.12.5. Cilia, flagella, centrioles, basal bodies
8.12.5.1. Cilium structure a) many short projections on the upper surface of cells b) on epithelial cells c) 9 + 2 structure of microtubules (9 doublets around,
2 in the center)
8.12.5.2. Cilium function a) movement of the cell: unicellular eukaryotes b) moving particles: in respiratory tract, in oviduct
8.12.5.3. Flagellum structure a) few long projections of cells b) 9 + 2 structure of microtubules (9 doublets around,
2 in the center)
8.12.5.4. Flagellum function a) movement of the cell b) in humans only sperm cells move with flagellum c) many unicellular eukaryotes move with flagellum or cilium
96

8.12.5.5. Basal body sttucture a) 9 triplets of microtubules around, nothing in the center
8.12.5.6. Basal body function a) found at the bas of cilia and flagellum b) has role in cilia formation
8.12.5.7. Centriole structure a) 9 triplets of microtubules, nothing in the center
8.12.5.8. Centriole function a) movements inside the cell b) cell division
Lesson 31.
9. Cell nucleus
9.1. Objectives of this chapter
9.2, The Information Centre of the Cell, its Role and Status:
9.2.1, Two main functions of the Nucleus
9.2.1.1. Storing genetic information
9.2.1.2. Coordinating the cell's activities at : a) growth b) intermediary metabolism c) protein synthesis d) reproduction (cell division)
9.3. Location and Number of the Nucleus in different cell types
9.3.1. Centrally (human leucocyte)
9.3.2. Basally (columnar epithelium)
9.3.3. Peripherally (skeletal muscle cells)
9.3.4. Number of nuclei
9.3.4.1. mono-nucleated
9.3.4.2. multi-nucleated
97

9.3.4.3. anucleated, Complete absence (mature erythrocytes in humans)
9.4 Structure of the Nucleus
9.4.1. Size / diameter
9.4.2. Nuclear double membrane (envelope) with pores
9.4.3.1, Structure of nuclear envelope a) Lamins b) Continuation with ER c) Nuclear pores, Transport through the nuclear pores
9.4.3. Nucleolus / Nucleoli
6.4.4. Nucleoplasm
9.4.4.1. Fibrous matrix
Lesson 32-33.
9.4.4.2. Chromatin or chromosome
10. From DNA to Chromosomes
10.1 Condensation of DNA into chromatin - chromosomes,
10.1.1. Histone proteins, nucleosomes, linker DNA
10.1.2. Visibility of the chromatin by staining
10.1.2.1. Euchromatin: genes expressed
10.1.2.2. Heterochromatin: genes not expressed
10.2. Structure of the metaphase chromosome
10.2.1. Sister chromatids
10.2.2. p-arm, q-arm
10.2.3. G-bands
10.2.4 Regions of Heterochromatin on the Metaphase chromosome
10.2.4.1. Centromere with Kinetochores, role
10.2.4.2. Telomeres, their location and role
10.3, Types of chromosomes
103.1. Autosomes
10.3.2. Sex chromosomes
98

10.3.3. Homologous chromosomes
10.4. Chromosomal set up of (human) cells
10.4.1. haploid (n)
10.4.2. diploid (2n)
10.4.3. the normal human karyotype
10.4.4. some abberations of the human karyotype (Down syndrome)
10.5. Historical excurse: Nobel prize (2009) in Medicine = Physiology for : protection of chromosomes by telomeres and telomerase: E.H. Blackburn,
C.W. Greider & J.W. Szostak
Lesson 34.
11. DNA replication
11.1. Definition : to make an exact copy of the whole DNA
11.2. Semi-conservative mechanism
11.3. Origins of replication, replication bubbles
11.4. Mechanism
11.4.1. Unwinding and opening the DNA double helix
11.4.1.1. Enzymes involved
11.4.1.2. The RNA-primer
11.4.2 Polymerisation of new DNA strand
11.4.1.1. Direction of polymerisation : 5` to 3`
11.4.1.2. Leading strand
11.4.1.3. Lagging strand, Okazaki fragments
11.4.3. The role and functions of the DNA polymerase
11.4.1.1. Polymerization
11.4.1.2. Proofreading + repair
11.4.1.3. If mistakes are not repaired : Mutations
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Lesson 35-36.
12. Transcription
12.1. Definition: production of RNA from DNA
12.1.1. DNA is the „valuable book“, library
12.1.2. Transcription as making of mRNA
12.1.3. Transcription in the broader sense : rRNA, tRNA
12.2. Mechanism of transcription
12.2.1. enzyme for transcription: RNA-polymerase
12.2.1. start point - promoter region
12.2.2. Initiation: unwinding and opening DNA double helix
12.2.2.1. Role of initiation factors
12.2.3. Elongation: continuation polymerisation
12.2.4. Termination: end of RNA polymerisation
12.3.
RNA processing after transcription
12.3.1. from pre-RNA to RNA
12.3.2. protecting the RNA
12.3.2.1. Addition of cap to 5'-end
12.3.2.2. Addition of tail of poly-A to 3'-end
12.3.3. Exons and Introns
12.3.3.1 Exons – meaningful sequences
12.3.3.2. Introns – meaningless sequences
12.3.3.3. Splicing : removing introns, attaching exons to each other
12.3.3.4. Alternative splicing –attaching exons in different combination a) more proteins can be made from 1 gene
12.4. Transcription in prokaryotes
12.4.1. Much simpler, no introns, no RNA processing
12.4.2. Happens in cytoplasm
12.5. Central dogma of Biology: DNA

RNA

PROTEIN
12.5.1. Exception to the dogma : HIV (reverse transcription)
12.6. Historical excurse
12.6.1. synthesis of RNA by Jacob & Monod (1965)
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12.6.2. discovery of RNA polymerase by R.D. Kornberg (1970s)
12.6.2.1. Nobel prize for fundamental work on mRNA for
R.D. Kornberg(2006)
Lesson 37-38.
13. Translation
13.1. Definition: translation = protein synthesis: the making of proteins (oligo-/ poly-peptide chains from amino acids) based on information on the mRNA
13.2. Major components of Translation:
13.2.1. mRNA and its codons
13.2.2. ribosome, the 2 subunits and the “A”, “P” and “E” sites
13.3.3. tRNA, its shape and the anticodons
13.3.4. amino acids; attached by their carboxyl part to tRNA
13.3. Steps in Translation:
13.3.1. Initiation, starting the translation process
13.3.1.1. Contact of the smaller ribosomal subunit with the initiation site of mRNA: AUG codon = Start codon
13.3.1.2. First amino acid always: Methionin (Met) at “P” site
13.3.2. Elongation, growth of the peptide chain
13.3.2.1. new amino acids brought to “A” site by tRNAs; also proofreading (rejection of wrong tRNA)
13.3.2.3. tRNA with (poly)peptide chain moved from “A” to
“P” site (translocation)
13.3.2.4. formation of peptide bond (between carboxyl- and amino group of involved amino acids) at “P”-site
13.3.2.5, translocation of tRNA with growing (poly)peptide chain to “E” site
13.3.2.6. empty tRNA released at “E” site
13.3.2.7, energy comes from GTP
13.3.3. Termination, end of protein synthesis
13.3.3.1. Stop codons reached (UAG, UAA, UGA)
13.3.3.2. Synthesis terminated by release factors
13.3.3.3. Ribosome dissociates into 2 subunits, leaves mRNA
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13.4. Translation on polysomes
13.5. Principle of co-linearity (linear order of DNA nucleotides determines order of mRNA nucleotides, which determines order of amino acids of the proteins)
Lesson 39-44. Revision and preparation for Mid-Term Exam 1
Lesson 45.
14. Introduction to cell cycle and cell division
14.1 Definition: Cell cycle: the time spent between 2 consecutive cell divisions + cell division
14.2 Interphase:
14.2.1. chromsomes are not visible
14.2.2. accounts for about 90% of the time of a cell cycle
14.3. Parts of the Interphase
14.3.1. G1-phase
14.3.1.1. 1st growth or „gap” phase,
14.3.1.2. cell prepares for DNA-replication;
14.3.1.3. in quickly dividing cells 31- 35% of cell cycles’s time
14.3.1.4. in differentaited cells, G1 is long
14.3.1.5. The G0-phase: stop of cell cycle in an „extended
G1 – neurons, cardiac muscle cells
14.3.2 S-phase
14.3.2.1. „synthesis” phase = DNA replication = chromosomes duplicate
14.3.2.2. start of centrioles’ replication
14.3.2.3. in rapidly deviding cells 44- 52% of cell cycles’s time
14.3.3. G2-phase
14.3.3.1. 2nd growth phase,
14.3.3.2. cell prepares for cell division;
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14.3.3.3. duplication of centrioles;
14.3.3.4. in rapidly deviding cells .16- 20% of cell cycles’s time
14.4. Check points: moleculear check- and restriction points, can induce apoptosis
14.4.1. Time of check points::
14.4.1.1. end of G1 – (p53)
14.4.1.2. end of G2 – checks for successful DNA replication
14.4.1.3. middle of cell division (in Metaphase) – checks chromosomal attachment to spindle fibres
14.5. Control of the cell cycle: MFPs – cyclin dependent kinases (CDKs)
14.5.1. Improper control can lead to tumor cells
Lesson 46-47.
15. Mitosis = Somatic cell division
15.1. Phases of Mitosis
15.1.1. Prophase: - often divided into early and late stages
15.1.1.1. chromatin starts to condense
15.1.1.2. centrioles migrate to opposite sides
15.1.1.3. nuclear envelope and nucleolus disappears
15.1.1.4. spindle fibers start growing
15.1.2. Metaphase:
15.1.2.1. nucleus not visible
15.1.2.2. dupliacted chromosomes (2 sister chromatids) align in the middle line of cell
15.1.2.3. spindle fibers attach to kinetochores; mitotic check point
15.1.3. Anaphase:
15.1.3.1. spindle fibers separates dulicated chromosomes
15.1.3.2. sister chromatids are pulled to opposite poles
15.1.4. Telophase:
15.1.4.1. chromosomes decondense
15.1.4.2. nuclear membrane forms around
15.1.4.3. new nucleus and nucleolus appears
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15.1.4.4. concurrently cytokinesis happens too
15.1.5. Cytokinesis:
15.1.5.1. starts concurrently with telophase
15.1.5.2. contracting ring (by myosin and actin) forms cleavage
15.1.5.3. cleavage deepens till 2 identical daughter cells formed with 1-1 nucleus and centrosome each
15.2. Endomitosis: mitosis without cytokinesis – multinucleated skeletal muscle cells
15.3. Possible mistakes during mitosis and their consequences (to be discussed in
detail during Genetic lectures):
15.3.1. Aneuploidy – non-disjunction: irregular distribution of chromosomes into daughter cells
15.3.2. Injury to chromosomes – structural modification to chromosomes
Lesson 48-49.
16. Meiosis = Germinal cell division
16.1. Why do we have meiosis? To produce gamets
16.2 Why do we need gametes? For sexual reproduction (fusion of gamets)
16.2.1. Gamets need only half set of chromosomes, it got reduced in meisosis (2n → n)
16.2.3. Meiosis mixes the genetic material for gamets
16.3. Phases of meiosis – Meiosis I (reduction divison) and Meiosis II (equational
division)
16.3.1. Prophase I: - often divided into early and late stages
16.3.1.1. chromatin starts to condense
16.3.1.2. centrioles migrate to opposite sides
16.3.1.3. nuclear envelope and nucleolus disappears
16.3.1.4. homologous chromosomes align next to each other
– synapsis/tetrade formation
16.3.1.5. crossing over happens between members of tetrades
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a) this causes the recombination of genetic material of homologous chromosomes
16.3.1.6. spindle fibers start growing
16.3.2. Metaphase I:
16.3.2.1. nucleus not visible
16.3.2.2. tetrades (each with recombined 2 sister chromatids) align in the middle line of cell
16.3.2.3. spindle fibers attach to kinetochores of homologous chromosomes only from 1 side
16.3.2.4. M check point
16.3.3. Anaphase I:
16.3.3.1. spindle fiber action separates tetrades
16.3.3.2. chromosomes –each with attached sister chromatids- are pulled randomly to opposite poles
16.3.4. Telophase I and Cytokinesis I:
16.3.4.1. chromosomes partly decondense
16.3.4.2. nuclear membrane forms around new nucleus
16.3.4.3. cytokinesis happens too resulting in 2 haploid (n) daughter cells
16.3.5. Interkinesis : short interphase like stage
16.3.5.1. no DNA replication
16.3.5.2. duplicaton of centrioles
16.3.6 Prophase II: - similar to mitotic prophase
16.3.6.1. chromatin (n-chromosomes, each with sister chromatids) starts to condense
16.3.6.2. centrioles migrate to opposite poles
16.3.6.3. nuclear envelope disappears
16.3.6.4. spindle fibers start growing
16.3.7. Metaphase II:
16.3.7.2. homologous chromosomes –each with attached sister chromatids- align in the middle line of cells
16.3.7.3. spindle fibers attach to kinetochores of sister chromatids
16.3.7.4. M check point
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16.3.8 Anaphase II:
16.3.8.1. sister chromatids are separated
16.3.8.2. separated chromatids are pulled to opposite poles
16.3.9. Telophase II and Cytokinesis II:
16.3.9.1. chromosomes decondense
16.3.9.2. nuclear membrane forms
16.3.9.3. nucleus and nucleolus appears
16.3.9.4. cytokinesis happens too resulting in 4 haploid (n) gamets
Lesson 50.
Continuation of Meiosis
16.4. Possible mistake in meiosis – non-disjunction: no separation of tetrades or sister chromatids
16.4.1. Causes aneuploidy (2n+1 and 2n-1)
16.4.2. Example: Down syndrome (trisomy of chromosome 21)
16.5 . Mechanisms in meiosis, which increase diversity
16.5.1. Crossing over (in Prophase I)
16.5.2. Random separation of homologous chromosomes (Anaphase I)
16.5.2.1. Number of different possible variations: 2
23
(because we have 23 tetrades)
16.6. Meiosis in males and females : Gametogenesis
16.6.1. Gametogenesis in males: Spermatogenesis
16.6.1.1. Happens in seminiferous tubules of testes
16.6.1.2. Starts in puberty
16.6.1.3. Spermatogonia (diploid = 2n) produced by mitosis
16.6.1.4. Meiosis I produces 2 primary spermatocytes (n)
16.6.1.5. Meiosis II produces 4 spermatids (n)
16.6.1.6. Spermatids differentiate and mature to sperm cells
(n)
16.6.1.7. Meiosis produces 4 haploid cells in males
16.6.2. Gametogenesis in females: Oogenesis
16.6.2.1. Happens in the ovaries
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16.6.2.2. Starts and stops in embryonic life
16.6.2.3. Oogonium (2n) in ovaries produces primary oocytes
(2n) by mitosis during embryonic life
16.6.2.4. Primary oocytes start Meiosis I and stop in
Prophase I (cells are 2n) in embryonic life
16.6.2.5. After puberty 1 primary oocyte continues Meiosis I. a) if fertilization happens: meiosis finished b) if fertilization does not happen: meiosis is not finished
16.6.2.6. Meiotic division is unequal: a big cell + a polar body is produced
16.6.2.7. Female meiosis produces only 1 ovum ( + 3 polar bodies)
16.7. Comparison of mitosis and meiosis
16.7.1. Mitosis produces somatic cells: 1 cell (2n) → 2 identical daughter cells (n)
16.7.2. Meiosis produces gamets:
16.7.2.1. 1 spermatogonium (2n) → 4 different sperm cells
(n)
16.7.2.2. 1 primary oocyte (2n) → 1 mature ovum (n) and 3 polar bodies (n)
16.7.3. Number of division:
16.7.3.1. In mitosis: 1 nuclear and 1 cytoplasmic
16.7.3.2. In meiosis: 2 nucler and 2 cytoplasmic divisions
16.7.4. Nature of genetic material in daughter cells:
16.7.4.1. In mitosis: daughter cells are identical
16.7.4.2. In meiosis: daughter cells are different from mother cell and from each other
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Lesson 51.
17. Comparison of prokaryotic and eukaryotic cells
17.1. Review: prokaryote (no nucleus)
17.2. Cellular organelles
17.1.1. Prokaryotes: only ribosomes, no membrane bound organelles
17.1.2. Eukaryotes: several membrane bound and membrane free organelles
17.3. Cell wall
17.3.1. Prokaryotes: present (contains peptidoglycan)
17.3.2. Eukaryotes: in plants (contain cellulose)
17.4. Genetic material
17.4.1. In prokarytoes: DNA in cytoplasm, circular
17.4.2. In eukaryotes: DNA in nucleus (linear)
17.4.2.1. DNA in mitochondrion and chloroplasts (similar to prokaryotic)
17.5. Transcription
17.5.1. Prokaryotes
17.5.1.1. happens in cytoplasm
17.5.1.2. no RNA processing, because introns are absent
17.5.1.3. transcription and translation happens in the same time
17.5.2. Eukaryotes
17.5.2.1. happens in nucleus (also in mitochondrion and chloroplast)
17.5.2.2. RNA processing is needed
17.5.2.3. transcription and translation is separated in time and
17.6. Cell division space
17.6.1. Prokaryotes: binary fission (no mitosis and meiosis)
17.6.2. Eukaryotes: mitosis and meiosis
17.7. Cellular organization
17.7.1. Prokaryotes : only unicellular
17.7.2. Eukaryotes: both unicellular and multicellular
108

Module description - Genetics
Lesson 52-53.
1. Introduction
1.1. History of Genetics
1.1.1.
First examples of inheritance – domestication of dogs
1.1.2.
Gregor Mendel
1.1.3.
Charles Darwin
1.1.4.
Watson and Crick
1.1.5.
The Human Genome Project
1.1.6.
Basic mechanism of cloning
2. Basics
1.2. Importance of meiosis: mechanisms providing variation
1.2.1. Crossing over and recombination
1.2.2. Independent assortment of chromosomes
2.1. Basic expressions of Genetics
2.1.1. Phenotype, genotype
2.1.2. Gene, allele, genome
2.1.3. Dominant allele, recessive allele
2.1.3.1. Examples of autosomal recessive diseases: a) Albinsim b) Sickle cell anemia c) Cystic fibrosis d) Phenylketonuria
2.1.3.2. Examples of autosomal dominanat diseases: a) Huntington chorea
2.1.4. Homozygous, heterozygous
2.1.5. Linked genes
2.1.5.1. Unlinking of linked genes: crossing over
2.1.6. Pedigree charts
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Lesson 54-55.
2.2. Sex determination
2.2.1. Review: sex chromosomes, autosomes
2.2.2. Dosage compensation
2.2.2.1. Compensating for the protein products of X chromosome
2.2.2.2. Happens in healthy females
2.2.2.3. Barr bodies – inactivated X chromosome a) inactivation happens early b) it is a random process c) males with extra X chromosomes also have it
2.2.4. Genetic mosaics
2.2.4.1. Healthy females (because of random X inactivation)
2.2.4.2. If mutation happens early, everyone can be mosaic
2.3.
Sex-linked (X-linked) traits
2.3.1.
Gene influencing the trait is on the X crhomosome
2.3.2.
X-linked recessive diseases
2.3.2.1. Males have bigger chance to be sick
2.3.2.2. Females can be healthy carriers
2.3.2.3. Examples: a) Hemophilia b) Red-green colour weakness / blindness c)
Duchenne’s muscular dystrophy d) Fragile-X syndrome
2.4. Sex-influenced traits
2.4.1. Gene influencing the trait is on an autosome, but sex chromosomes influence the expression
2.4.2. Patterned baldness
2.4.2.1. Allel causing baldnes is dominant in men and recessive in women
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Lesson 56-57.
3. Mendelian Genetics 1.
3.1. Historical background
3.1.1. Mendel’s experiments
3.1.1.1. On garden peas
3.1.1.2. Phenotypic traits examined: seed colour and shape, flower colour, pod colour and shape, plant hight, flower position
3.1.1.3. Structure of Angiosperm flowers
3.1.1.4. Cross pollination, self pollination,
3.1.1.5. True-breeding (pure-bred)
3.2. Mendel’s laws
3.2.1. Law of segregation
3.2.2. Law of independent assortment
3.3. Monohybdrid cross
3.3.1 Only one gene and one trait is examined
3.3.1. Explanation with Punnett square
3.3.2. Probability of inheritance
3.3.2.1. Phenotypic ratio in F2: 3 dominant:1 recessive
3.4. Dyhybrid cross
3.4.1 Two indenpendent genes and traits are examined
3.4.1. Explanation with Punnett square
3.4.2. Probability of inheritance
3.4.2.1. Phenotypic ratio in F2: 9:3:3:1
Lesson 58.
4. Mendelian Genetics 2.
4.1. Exceptions from Mendelian Inheritance
4.1.1. Intermediate expression (incomplete dominance)
4.1.1.1. Example: flowers, primrose
4.1.2. Codominance
4.1.2.1. Example: ABO bloodgroups
4.1.3. Polymorphism
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4.1.3.1. Example: ABO bloodgroups, HLA system
4.1.4. Polygenic traits
4.1.4.1. Example: Human mass („weight”), height, IQ
4.1.5. Epistasis
4.1.6. Pleiotropy
4.1.6.1. Example: PKU, sickle cell anemia
4.1.7. Environmental effects
Lesson 59.
5. Regulator genes
5.1. the Lac operon
5.1.1. It is found in E. coli bacterium
5.1.2. It is a system coding a catabolic enzyme (lactase)
5.1.3. It is an inducable system (can be switched on)
5.1.3 Structure of Lac operon
5.1.3.1. Structural genes – code for lactase enzyme
5.1.3.2. Promoter region – RNA polymerase binds there
5.1.3.3. Operator region – repressor protein binds there
5.1.3.4. Regulator gene – produces repressor protein
5.1.4. Gene regulation in the absence of lactose
5.1.4.1. Structural genes are inhibited
5.1.4.2. Lactase enzyme is not produced in the cell
5.1.4.3. Mechanism of inhibiton: a) Regulator gene produces repressor protein b) Repressor proteins binds to operator region c) RNA polymerase can not bind to promoter d) No transcription of structural gene e) Structural genes are not expressed f) System is off
5.1.5. Gene regulation in the presence of lactose
5.1.5.1. The system is induced (switched on)
5.1.5.2. Structural genes are expressed
5.1.5.3. Lactase enzyme is produced
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5.1.5.4. Mechanism of action: a) lactose binds to the repressor protein b) repressor changes the shape c) Repressor can not bind to the operator region d) RNA polymerase binds to promoter and starts transcription
Lesson 60.
5.2. The tryptophane (trp) operon
5.2.1. It is in E. coli bacterium
5.2.2. It is a system coding for anabolic enzymes
5.2.3. It is a repressable system (can be switched off)
5.2.4. Structure of tryptophane operon
5.2.4.1. Structural genes (5) – code for anabolic enzymes building up tryptophane amino acid
5.2.4.2. Promoter region –RNA polymerase binds there
5.2.4.3. Operator region – repressor protein binds there
5.2.4.4. Regulator gene – codes for repressor protein
5.2.5. Gene regulation in the absence of tryptophane
5.2.5.1. Structural genes are expressed
5.2.5.2. Enzymes building up tryptophane are produced
5.2.5.3. Mechanism of action a) in the absence of trp repessor protein can not bind to operator b) RNA polymerase binds to promoter, and starts transcripton c) Structural genes are expressed d) The system is on
5.2.6. Gene regulation in the presence of tryptophane
5.2.6.1. System got switched off
5.2.6.2. Structural genes are inhibited
5.2.6.3. Enzyem production stops
5.2.6.3. Mechanism of inhibition a) trp binds to repressor protein b) repressor protein changes shape
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c) repressor binds to operator region of the operon d) RNA polymerase can not do transcription e) Genes are not expressed
Lesson 61-62.
6. Mutations
6.1. Definition of mutation: change in DNA structure
6.2. Occurence of mutations, type of mutations
6.2.1. Place of mutation
6.2.1.1. Mutation in somatic cells
6.2.1.2. Mutation during the formation of sex cells
6.2.2. Mutation during biochemical reactions
6.2.2.1. DNA replication
6.2.2.2. Cell divison a) non-disjunction errors cause abnormal chromosomal number(s)
6.2.3. Mutagens – physical or chemical agents causing mutation
6.2.3.1. Example: UV radiation, nuclear radiation, tar in cigarettes,
biocides (pesticides, herbicides, insecticides)
6.2.3.2. Mutagenic virus: HPV
6.3. Point mutations
6.3.1. Smallest possible change: only 1 nucleotide changes in the codon
6.3.2. Amino acid substitution – only 1 amino acid changes
6.3.2.1. Sickle cell anemia
6.4. Chromosomal mutations
6.4.1. Larger scale mutation
6.4.2. Can involve number or structure of chromosomes
6.4.3. Numerical abnormalities of chromosomes
6.4.3.1. Normal condition: euploidy
6.4.3.2. Aneuploidy a) Down syndrome b) Turner syndrome c) Klinefelter’s syndrome
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6.4.3.3. Polyploidy – lethal in humans
6.4.4. Structural abnormalities
6.4.4.1. Deletion
6.4.4.2. Insertion
6.4.4.3. Duplication
6.4.4.4. Inversion
6.4.4.5. Translocation
Lesson 63-64.
7. Basic concepts of evolution
7.1. Historical background
7.1.1. J.B. Lamarck
7.1.2. A.R. Wallace
7.1.3. Charles Darwin
7.2. Theory of evolution by Darwin
7.2.1. Important concepts
7.2.1.1. Variation within the population a) mutation b) meisosis
7.2.1.2. Over-reproduction of offspring
7.2.1.3. Competition for the resources
7.2.1.4. Adaptation
7.2.1.5. Fitness
7.2.2. Methods of evolutionary change
7.2.2.1. Genetic drift
7.2.2.2. Natural selection
7.3. Evidences for evolution
7.3.1. Fossils
7.3.1.1. Example: Archeoptheryx
7.3.2. Comparative Anatomy
7.3.2.1.
Evolutionary homology: vertebrate forelimb
7.3.2.2.
Evolutionary analogy: wing of insects and birds
7.3.3.
Biochemical similarities
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7.3.3.1.
Similar codons, anticodons
7.3.3.2.
Same 20 amino acids in the proteins
7.3.3.3.
Similar biomolecules, for example cytochromes
7.3.4.
Geographical divergence
7.3.4.1. Plate Tectonics (Continental Drift) Theory: A.Wegener
7.3.4.2. Marsupials only in Australia and South America
7.3.4.3. Placental mammals spread on the earth
Lesson 65-66. Revision of Genetics
116

Module description - Microbiology and Immunology
Lesson 67.
1. Introduction
1.1. Definition of Microbiology
1.2. Basic systematics: Major groups of organisms
1.2.1. Prokaryotes
1.2.1.1. Eubacteria
1.2.1.2. Archea
1.2.2. Eukaryotes
1.2.2.1. Protists a) Protozoa
- Amoeba – does amoeboid movement
- Plasmodium sp. (flagellate) – causes Malaria
- Trypanosoma sp. (flagellate) – causes sleeping sickness
- Trychomonas sp. (flagellate) - causes urogenital infections
- Paramecium auralia – moves with cilia
- Euglena species – both autotroph and heterotroph b) Algae
(can be both uni- and multicellular, but no tissue)
- unicellular: Chlamydomonas sp., Chlorella sp.
- multicellular (colonial): Volvox sp., Pediastrum sp.,.
- multicellular can be :
Green algae (Chlorophyta)
Brown algae (Phaeophyta), some >50m, „kelp”
Red algae (Rhodophyta), „see weed”, „Irish moss”,
„agar”
1.2.2.2. Fungi
1.2.2.3. Plants
1.2.2.4. Animals a) vertebrates
-Fishes
-Amphibia
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- Reptiles
- Birds
- Mammals
Lesson 68.
2. Viruses
2.1. Structure of viruses
2.1.1. Capsid
2.1.1.1. Composed of protein
2.1.1.2. Protecting the virus
2.1.2. Genome
2.1.2.1. DNA
2.1.2.2. RNA
2.1.3 Envelope
2.1.3.1 Phospholipid bilayer with proteins in it
2.2. Viral cycle
2.1.3.2. Derives from the cell membrane of host cell
2.1.3.3. Provides extra protection, virus can infect cells easier
2.2.1 Virus attaches to the surface of cell
2.2.1.1. Virus attaches to the receptors of cell
2.2.2. Virus injects its genetic material into the cell
2.2.3. Virus makes the cell to replicate viral proteins and nucleic acids
2.2.4. Virus replicates inside the host cell
2.2.5. Virus exits host cell and infect other cells
2.2.6. Ways of viral infection
2.2.6.1. Lytic infection
2.2.6.2. Persistent infections
2.2.6.3. Latent infections a) Herpes simplex
2.2.6.4. Oncoviruses a) Human Papilloma Virus (HPV)
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Lesson 69-70.
2.3. Classification of viruses
2.3.1. DNA viruses
2.3.1.1. Examples a) Variola major b) Herpes simplex c) some bacteriophages
2.3.2. RNA viruses
2.3.2.1. Examples a) Influenza virus b) Polio virus c) Measles virus
2.3.2.2. Retroviruses – doing reverse transcription a) HIV
2.4.Viral diseases
2.4.1. Smallpox
2.4.2 Infantile paralysis - Poliomyelitis
2.4.3. Measles
2.4.4. Influenza
2.4.5. AIDS
2.5. Vaccinations
2.5.1. Vaccines with attenuated microbes
2.5.2. Vaccines with dead microbes
2.5.3. Vaccines with virulent components of the pathogens
Lesson 71-72.
3. Bacteria
3.1. Classification of bacteria
3.1.1. Archebacteria
3.1.2. Eubacteria
3.1.2.1. Cocci
119

3.1.2.2. Bacilli
3.1.2.3. Spirochetes
3.2. Comparison of archea and eubacteria
3.2.1. Presence of introns
3.2.2. Peptidoglycane in the cell wall
3.2.3. Number of RNA polymerases
3.2.4. Presence of histones
3.3. Morphology of bacteria
3.3.1. Appendages
3.3.1.1. Pili
3.3.1.2. Sex pilus / bacterial conjugation
3.3.1.3. Fimbriae
3.3.1.4. Flagellum
3.3.2. Cell envelope
3.3.2.1. Capsule
3.3.2.2. Cell wall – contains peptidoglycan a) Gram + cell wall b) Gram – cell wall c) Cell wall less forms (mycoplasma)
3.3.2.3. Cell membrane
3.3.3. Cytoplasmic region
3.3.3.1 Plasmid
3.3.3.2. Endospores (dormant form)
3.4. Growth patterns of bacteria
3.4.1. lag phase
3.4.2. log phase
3.4.3. Stationary phase
3.4.4 Death phase
Lesson 73-74.
3.4. Bacterial diseases
3.4.1. Tuberculosis
3.4.2. Botulism
120

3.4.3. Tetanus (lockjaw)
3.4.4 Salmonella
3.4.5. Plague
3.4.6. Streptococcus infections (strep throat, meningitis, pneumonia)
3.4.7. Staphylococcus infections (pus, abscess)
3.4.8. Treponema pallidum infection (syphilis)
3.5. Antibiotics
3.5.1. Definition: chemicals that interfere with the life cycle of bacteria and some eukaryotes
3.5.2. Antibiotics are useless against viruses
3.5.3. Production of antibiotics:
3.5.3.1. Microorganisms (bacteria, fungi) can make it
3.5.3.2. We can produce in laboratories
3.5.3.3. First antibiotics: Penicillin a) it is discovered by Fleming b) stops the polymerisation of peptidoglycan in the cell wall of bacteria
3.5.4. Action of antibiotics
3.5.4.1. Inhibiting cell wall synthesis
3.5.4.2. Inhibiting protein synthesis
3.5.4.3. Inhibiting transcription
3.5.5. Growing resistance against antibiotics
3.5.5.1. Nosocomical infections
3.5.6. New sources for antibiotics (arthropods, fishes, amphibians, plants)
Lesson 75.
4. Lymphatic system
4.1. Functions of lymphatic system
4.2. Parts of lymphatic system
4.2.1. Lymph
4.2.2. Lymphatic vessels
4.2.3. Lymph nodules and lymph nodes
4.2.4. Lympatic organs
121

4.3. Lymphatic vessels
4.4. Lymph nodules
4.4.1. Tonsils
4.4.2. Peyer’s patches
4.4.3. Appendix
4.5. Lymphatic organs
4.5.1. Spleen
4.5.2. Thymus
Lesson 76.
4.6. Leukocytes
4.6.1. Common characteristics
4.6.1.1. – can move with amoeboid movement
4.6.1.2. – some can do phagocytosis
4.6.1.3. – they can be attracted and move toward chemical stimuli
(chemotaxis)
4.6.1.4. – some of them can migrate out from bloodstreem (diapedesis)
4.6.2. Groups of leukocytes: granulocytes and agranulocytes
4.6.3. Granulocytes
4.6.3.1. Neutrophils
4.6.3.2. Eosinophils
4.6.3.3. Basophils
4.6.4. Agranulocytes
4.6.4.1. Monocytes (macrophages)
4.6.4.2. Lymphocytes a) T lymphocytes b) B lymphocytes c) NK cells
Lesson 77-78.
5. Defense mechanisms
5.1. Nonspecific defense
122

5.1.1. First line of defence
5.1.1.1. Barriers: skin
5.1.1.2. Protective secretions: saliva, tears, sweat, mucus membranes a) lyzozyme enzyme in it: destroys cell wall of bacteria
5.1.1.3. Cilia a) in upper respiratory tract
5.1.2. Second line of defence:
5.1.2.1. Chemicals a) interferons b) complements
5.1.2.2. Phagocyting cells a) neutrophils b) macrophages
- Kupfer cells (liver)
- microglia cells (brain)
- alveolar macrophages (lung)
- sinus macrophages (lymph nodes)
5.1.2.3. Inflammation a) Localized inflammation
- explanation of redness, warmth, swelling, pain
- role of basophils, mast cells
- role of phagocyting cells b) Systemic inflammation
Lesson 79-80.
5.2. Specific defense
5.2.1. Antigens – structures on the surface of cells
5.2.1.1. Pathogens – antigens that cause disease
5.2.2. Cellular immunity
5.2.2.1. Action of T cells
5.2.2.2. Type of T cells a) Cytotoxic T cells – directly kill pathogens b) Helper T cells – activate B cells, initiates inflammation
123

c) Memory T cells – remembers structure of pathogen d) Supressor T cells – stops immune response when pathogens are killed
5.2.3. Humoral immunity
5.2.3.1. Immune response with the production of antibodies
5.2.3.2. Action of B cells
5.2.3.3. Type of B cells a) Plasma cell – activated B cell, produces antibodies b) Memory B cell – remembers the antibody structure
5.2.3.4. Antibodies a) Structure of antibodies
- light chains
- heavy chains
- variable region – antigen attaches there a) Types of antibodies
- IgA – in saliva, tears
- IgD
- IgE – causes inflammation
- IgG – smallest, most abundant, goes through the placenta
- IgM c) Actions of antibodies
- help phagocytosis
- neutralize toxins
- form complex with the antigen, that precipitates
Lesson 81.
6. Types of immunity
6.1 Active immunity
6.1.1. Active natural immunity – getting sick and recovering
6.1.2. Active artificial immunity – getting vaccination
6.2. Passive immunity
124

6.2.1. Passive natural immunity – reciving antibodies through placenta or breast feeding
6.2.2. Passive artificial immunity – getting antibodies by injection
7. Immune diseases
7.1. Hypersensitivity: allergy
7.2. Autoimmune diseases
7.2.1. MS
7.2.2. Diabetes Mellitus Type I.
LESSON 82-84.. – Revision of Microbiology and Immunology
125

Module description - Physiology
Lesson 91.
1.
Tissues of the body
1.1.
Epithelial tissue
1.1.1.
Functions of epithelial tisse
1.1.1.1. Protection
1.1.1.2. Absorption
1.1.1.3. Secretion
1.1.2.
Characteristics of epithelium
1.1.2.1. Basement membrane at the base of cells
1.1.2.2. Little or no extracellular matrix between the cells
1.1.2.3. Different cell junctions between the cells
1.1.2.4. Structures on the apical surface of cells a) Cilia
In respiratory tract and female oviduct
For movement
Composed of microtubules b) Microvilli
In small intestine and kidney tubules
Cells with microvilli: brush border cells
Increase the surface for absorption
Supported by microfilaments
1.1.3.
Types of epithelium
1.1.3.1. Simple epithelium – only 1 layer of cells a) Simple squamous epithelium – alveoli, in blood vessels (endothelium) b) Simple cuboidal epithelium – in kidney tubules c) Simple columnar epithelium – in intestine
1.1.3.2. Stratified epithelium – many layers of cells
126

a) In skin – for protection b) In esophagus c) In ovary
Lesson 92.
1.2.
Connective and supportive tissue
1.2.1.
Functions of connective tisssue
1.2.1.1. Connect different organ systems
1.2.1.2. Support the body
1.2.1.3. Protect the body
1.2.1.4. Play part in defense
1.2.2.
Characteristics of connective tissue
1.2.2.1. Lots of extracellular matrix between the cells
1.2.2.2. Extracellular matrix can be liquid or solid
1.2.2.3. There can be lots of fibers in the extracellular matrix
1.2.2.4. Many different cells are in the connective tissue
1.2.3.
Types of connective tissue
1.2.3.1.Blood a) liquid connective tissue b) composed of plasma and cells c) transports nutrients, gases, wastes
1.2.3.2.Adipose tissue a) fats are stored there
for energy
for insulation of the body b) can be found below the skin
1.2.3.3. Loose connective tissue a) few fibers in the extracellular matrix b) around blood vessels, and organs
1.2.3.4. Dense connective tissues a) many fibers in the extracellular matrix b) in tendons (structures, that connect muscles to bones)
127

c) in ligaments (structures connecting bones to each other in joints)
1.2.4.
Types of supportive tissue
1.2.4.1. Cartilage a) protects surfaces of bones in joints b) in ear and nose c) between the ribs
1.2.4.2. Bone a) solid ground material b) contains salts in the extracellular matrix c) makes blood d) suppports and protects organs
Lesson 93.
1.3.
Muscle tissue
1.3.1.
Types of muscle
1.3.1.1. Smooth muscle a) Involuntary b) Contains contractile proteins: actin, myosin c) no striation on the surface d) one nucleus in cells e) cells have spindle shape f) in internal organs: stomach, intestine, espophagus, blood vessels
1.3.1.2. Skeletal muscle a) voluntary b) contains contractile proteins: actin, myosin, c) organisation of actin and myosin forms striations (dark and light lines on microscopic pictures), d) striated muscle
128

e) cells are multinuclated f) elongated cells g) responsible for voluntary movements
1.3.1.3.Cardiac muscle a) involuntary b) cells are branched c) one nucleus in cells d) many mitochondria in the cells e) intercalated disks connect cells f) in the heart
1.4. Nervous tissue
1.4.1. Function of nervous tissue
1.4.1.1. Recieving signals from environment
1.4.1.2. Sending signals to center
1.4.1.3. Processing signals of environment
1.4.1.4. Generating response
1.4.1.5. Control the function of other organ systems
1.4.2. Types of cells in nervous tissue.
1.4.2.1. Nerve cells a) basic structure of neurons b) generate electric impulse c) conduct electric impulse
1.4.2.2. Glia cells a) supporting the functions of nerve cells b) speed up the conduction of electric impulse by
making myelin sheath
Lesson 94.
2.
Cardiovascular system
2.1.
Parts of cardiovascular system
2.1.1.
Heart
2.1.2.
Blood vessels
2.1.3.
Blood
129

2.2.
Functions of cardiovascular system
2.2.1.
Transport nutrients, gases, hormones, wastes around the body
2.2.2.
Helps to maintain body temperature
2.2.3.
Plays part in defense of body
2.3.
Anatomy of the heart
2.3.1.
Layers of the hear
2.3.1.1. Pericardium
2.3.1.2. Myocardium
2.3.1.3. Endocardium
2.3.2.
Chambers: atria and ventricles
2.3.3.
Valves
2.3.3.1. Atrioventricular valves
2.3.3.2. Semilunar valves
2.3.4.
Arteries of the heart
2.3.4.1. Aorta
2.3.4.2.Pulmonary artery
2.3.5.
Veins of the heart
2.3.5.1. Superior and inferior vena cava
2.3.5.2.Pulmonary veins
2.4.
Circulations
2.4.1.
Systemic circulation
2.4.1.1. Parts
2.4.1.2. Functions
2.4.2.
Pulmonary circulation
2.4.2.1. Parts
2.4.2.2. Function
2.4.3.
Coronary circulation
2.4.3.1. Function
2.4.3.2. Myocardial infarction
130

Lesson 95.
2.5.
Review : Cardiac muscle
2.5.1.
Involuntary
2.5.2.
Striated
2.5.3.
1 nucleus in cells
2.5.4.
Intercalated disks
2.5.4.1. Gap junctions
2.5.4.2. Desmosomes
Lesson 96.
2.6.
Conductive system of the heart
2.6.1.
Cardiac pacemaker: SA node
2.6.1.1. Effect of stress on SA node
2.6.2.
AV node
2.6.2.1. AV delay
2.6.3.
His boundle
2.6.4.
Boundle branches
2.6.5.
Purkinje fibers
2.6.6.
Gap junctions
2.6.6.1. Role of gap junctions in conduction the signal
2.7.
Measuring the activity of heart: ECG
2.7.1.
Definition
2.7.2.
Parts of the curve
2.7.2.1. P wave
2.7.2.2. QRS complex
2.7.2.3. T wave
2.7.3.
Normal ECG pattern: synus rythm
2.7.4.
Abnormal ECG patterns
2.8.
Cardiac cycle
2.8.1.
Systole
2.8.2.
Diastole
131

2.8.3.
Windkessel effect
2.8.4.
Heart sounds
Lesson 97-98.
2.9.
Physiology of the cardiovascular system
2.9.1.
Heart rate
2.9.1.1. Definition
2.9.1.2. Tachycardia
2.9.1.3. Bradycardia
2.9.1.4. Effect of stress situation on heart rate
2.9.2.
Stroke volume
2.9.2.1. Definition
2.9.3. Cardiac output
2.9.3.1. Definition
2.9.3.2. Value
2.9.3.3. Cardiac output in stress situation
2.9.4. End diastolic volume
2.9.4.1. Definition
2.9.5. Residual volume
2.9.5.1. Definition
2.9.6. Blood flow
2.9.6.1. Definition
2.9.6.2. Factors influencing blood flow a) viscosity of blood b) diameter of blood vessel
2.9.7. Pulse
2.9.7.1. Definition
2.9.8. Blood pressure
2.9.8.1. Definition
2.9.8.2. Measuring blood pressure
2.9.8.3. Hypertension
2.9.8.4. Hypotension
132

Lesson 99.
2.9.8.5. Blood pressure in different vessels
2.9.8.6. Methods increasing blood pressure a) Vasoconstriction b) Increasing blood volume
2.10. Blood vessels
2.10.1.
Arteries
2.10.1.1.
Definition
2.10.1.2.
Structure of the wall a) Tunica externa b) Tunica media c) Tunica intima
2.10.2.
Veins
2.10.2.1.
Definition
2.10.2.2.
Structure of vessel wall a) Tunica externa b) Tunica media c) Tunica intima
2.10.2.3. Valves
2.10.3. Arterioles
2.10.3.1. Main site for vascular resistance
2.10.4. Venules
2.10.5. Capillaries
2.10.5.1. Smallest vessels
2.10.5.2. Wall is only simple squamous epithelium
(endothelium)
2.10. 5.3. Function of capillaries: exchange of particles between capillary and surrounding tissues
133

Lesson 100-101.
2.11. Blood
2.11.1.
Composition of blood
2.11.2.
Plasma
2.11.2.1.
Composition of plasma a) Water b) Nutrients c) Respiratory gases d) Proteins e) Hormones (steroid and protein hormones) f) Wastes
2.11.2.2.
Difference between plasma and serum
2.11.3.
Formed elements
2.11.3.1.
Red blood cells (erythrocytes) a) Carry oxygen b) Most abundant in blood c) Produced in red bone marrow d) Do not have nucleus e) Contain hemoglobin f) Not enough RBC in blood: anemia g) Erythropoietin hormon stimulates the formation
2.11.3.2.
White blood cells (leukocytes) a) Play part in defense mechanisms b) Come from bone marrow c) Types of WBP (review) d) Characteristics of WBC (review)
2.11.3.3.
Platelets (Thrombocytes) a) Stops the bleeding by forming platelet plug b) Come from red bone marrow c) Not real cells: fragments of megakariocytes
2.11.4.
Blood groups
2.11.4.1.
ABO system
134

2.11.4.2.
Rhesus system a) Rh incompatibility b) Universal donor in blood transfusion c) Universal acceptor in blood transfusion
2.11.5.
Blood coagulation
2.11.5.1.
13 factors are needed
2.11.5.2.
4 examples for coagulation factors: a) Fibrinogen b) Prothrombin c) Vitamin K d) Ca
2+
2.12. Review: Lymphatic system
2.12.1.
Parts of lymphatic system system
2.12.2.
Functions of lymphatic system
2.12.3.
Lymphatic vessels
2.12.4.
Lymphoid organs
Lesson 102.
3.
Respiratory system
3.1.
Functions of respiratory system
3.2.
Anatomy of the respiratory system
3.2.1.
Upper respiratory tract
3.2.1.1. Nose
3.2.1.2. Pharynx
3.2.1.3. Larynx a) vocal cords, mechanism of talking
3.2.1.4. Epiglottis
3.2.1.5. Epithelium in the upper respiratory tract a) simple columnar epithelium with cilia b) goblet cells (produce mucus) c) function of cilia and mucus
3.2.2. Lower respiratory tract
135

3.2.2.1. Trachea
3.2.2.2. Bronchi, bronchioles
3.2.2.3. Structure of lung
3.2.2.4. Alveoli a) epithelium of the alveoli b) gas exchange through the wall of alveoli c) lung surfactant
3.2.2.5. Carrying oxygen in the blood a) Hb-oxygen saturation curve
3.2.2.6. Carrying CO
2
in the blood a) dissolved in the plasma b) formation of carbonic acid c) role of carbonic anhydrase
Lesson 103-104.
3.3. Respiratory movements
3.3.1. Muscles play part in respiration
3.3.1.1. Diaphragm
3.3.1.2. Intercostal muscles
3.3.2. Mechanism of inhalation and exhalation
3.3.3. Modes of breathing
3.3.3.1. Quiet breathing
3.3.3.2. Forced breathing
3.4. Physiology of the lung
3.4.1. Respiratory rate
3.4.1.1. Effect of stress on respiratory rate
3.4.2. Respiratory volumes
3.4.2.1. Tidal volume
3.4.2.2. Inspiratory reserve volume
3.4.2.3. Expiratory reserve volume
3.4.2.4. Vital capacity
3.4.2.5. Residual volume
136

3.4.3. Control of respiration
3.4.3.1. Center for respiration: brainstem
3.4.3.2. Aortic bodies, carotid bodies
3.5. Main diseases of the respiratory system
3.5.1. Infections of upper respiratory tract (common cold, influenza)
3.5.2. Tuberculosis
3.5.3. Asthma
3.5.4. Pneumonia
3.5.5. Lung cancer
3.5.6. Cystic fibrosis
Lesson 105-106.
4.
Digestive system
4.1.
Functions of digestive system
4.2.
Anatomy of digestive system
4.2.1.
Oral cavity
4.2.2.
Teeth
4.2.2.1.
4.2.2.2.
Deciduous teeth
Secondary dentition (number and types)
4.2.2.3.
4.2.3.
Tongue
Structure of teeth
4.2.3.1.
Tastes
4.2.3.2.
Mechanical functions
4.2.3.3.
Role in speech
4.2.4.
Salivary glands
4.2.4.1.
4.2.4.2.
Parotid glands
Submandibular glands
Sublingual gland 4.2.4.3.
4.2.4.4.
4.2.5. Pharynx
Saliva (digestive and protective functions)
4.2.6. Esophagus
137

4.2.7. Stomach
4.2.7.1. Anatomy of stomach
4.2.7.2. Structure of stomach wall
4.2.7.3. Product of stomach cells: gastric juice a) pepsinogen b) HCl
4.2.8. Small intestine
4.2.8.1. Parts a) Duodenum b) Jejunum c) Ileum
4.2.8.2. Microvilli for absorption
4.2.9. Large intestine
4.2.9.1. Parts a) Cecum b) Ascending colon
4.3. Accessory organs c) Transverse colon d) Sigmoid colon e) Rectum
4.2.9.2. Large intestine is full with bacteria a) bacteria produce Vitamin K
4.3.1. Liver
4.3.1.1. Circulation of the liver
4.3.1.2. Functions of the liver
4.3.1.3. Gall bladder
4.3.2. Pancreas
4.3.2.1. Exocrine product (pancreatic juice)
4.3.2.2. Endocrine product (insulin, glucagon)
Lesson 107-108.
4.3.
Process of digestion
4.3.1.
Digestive enzymes
138

4.3.1.1. Place of their production
4.3.1.2. Their optimal pH
4.3.2. Control of digestion
4.3.2.1. Gastrin
4.3.2.2. Secretin
4.3.2.3. CCK
4.4.
Absorption of nutrients
4.4.1.
In small and large intestine
4.4.1.1. Small intestine a) surface increased with microvilli b) most of nutrients are absorbed c) absorption of glucose and amino acids, active transport d) absorption of water: osmosis
4.4.1.2. Large intestine a) no microvilli on the surface of cells b) water and Vitamin-K is reabsorbed
4.4.2.
Absorption of lipids a) happens to lymphatic capillaries b) chilomicrons
4.5.
Importance of nutrition
4.5.1.
Minerals
4.5.1.1. Bulk minerals
4.5.1.2. Trace minerals
4.5.2.
Organic molecules
4.5.2.1. Carbohydrates
4.5.2.2. Amino acids
4.5.2.3. Lipids
4.5.2.4. Vitamins a) water soluble vitamins b) fat soluble vitamins
139

Lesson 109.
5.
Urinary system
5.1.
Functions of urinary system
5.2.
Anatomy of the urinary system
5.2.1. Anatomy of kidney
5.2.2. Main functions of the kidney
5.2.3. Hormones of kidney:
5.2.3.1. Erythropoietin
5.2.3.2. Renin
5.3. Structure of nephron
5.4. Functions of nephrons 1.: Controlling blood pressure
5.4.1. Juxta-glomerular apparatus
5.4.1.1. Juxtaglomerular cells
5.4.1.2. Macula densa cells
5.4.1.3. Function of the renin-angiotensin system
Lesson 110-111.
5.5.
Functions of nephrons 2. : Urine formation
5.5.1. Filtration
5.5.1.1. Definition
5.5.1.2. Main site of filtration : Bowman’s capsule
5.5.1.3. Structure of filtration membrane a) podocytes with pedicels, b) fenestrated endothelium
5.5.1.4. Components of filtration pressure: a) hydrostatic pressure of glomerulus and
Bowman’s capsule b) oncotic pressure of glomerulus and Bowman’s capsule
5.5.1.5. Glomerular filtration rate
5.5.2. Reabsorption
140

5.5.2.1. Definition of reabsorption
5.5.2.2. Site of reabsorption, Histology of tubules
5.5.2.3. Mechanism of reabsorption
5.5.2.4. Rebsorption of different particles
5.5.3. Secretion
5.5.3.1. Definition of secretion
5.5.3.2. Site of secretion
5.5.3.3. Materials secreted into the tubules
Lesson 112.
5.6. Control of urinary system
5.6.1. Hormones
5.6.1.1. ADH
5.6.1.2. Aldosterone
5.7. Disruptions of kidney function
5.7.1. Kidney stones
5.7.2. Diabetes insipidus
5.8. Urinary bladder
5.8.1. Urination reflex
5.8.2. Incontinence
5.9. Urine
5.9.1. Contents
5.10. Urogenital infections
Lesson 113.
6. Nervous system
6.1. Structure of nervous system
6.1.1. Central nervous system
6.1.1.1. Brain
6.1.1.2. Spinal cord
6.1.2 Peripheral nervous system
6.1.2.1. Ganglia, nerves, receptor cells
141

6.1.2.2. Sensory system
6.1.2.3. Motor system
6.1.2.4. Autonomic nervous system a) Sympathetic system b) Parasympathetic system
6.2. Functions of nervous system
Lesson 114.
6.3. Neurons
6.3.1. Classification, based on shape
6.3.1.1. Unipolar
6.3.1.2. Bipolar
6.3.1.3. Multipolar (pyramidal cells)
6.3.2. Classification based functions
6.3.2.1. Sensory neuron
6.3.2.2. Motor neuron
6.3.2.3. Interneuron
6.3.3. Structure of neuron
6.3.3.1. Cell body
6.3.3.2. Dendrites
6.3.3.3. Axon a) myelinated axon b) un-myelinated axon
6.3.3.4. Axon hillock
6.3.3.5. Axon terminal
6.4. Glia cells
6.4.1. Functions
6.4.2. Types
6.4.2.1. Schwann cells
6.4.2.2. Oligodendrocytes
142

6.4.2.3. Microglia cells
6.4.2.4. Astrocytes
6.4.2.5. Ependymal cells
Lesson 115-116.
6.5. Ganglia
6.6. Nerves
6.6.1. Sensory nerves
6.6.2. Motor nerves
6.6.3. Mixed nerves
6.7. The nerve message
6.7.1. Resting potential
6.7.1.1. Definition of membrane potential
6.7.1.2. Factors causing resting potential a) anequal opening of K
+
and Na
+
channels b) Na
+
/K
+
pump c) negatively charged ions in ICF
6.7.2. Formation of action potential
6.7.2.1. Threshold, all-or-none rule
6.7.2.2. Role of sodium and potassion channels
6.7.2.3. Depolarization, reporalization and hyperpolarization
6.7.2.4. Absolute and relative refractory period
6.7.2.5. Conduction of action potential on myelinated and on naked axons
Lesson 117-118.
6.8. Synapses
6.8.1. Types of synapses
6.8.1.1. Electric synapses
143

6.8.1.2. Chemical sysnapses (axo-somatic, axo-dentritic, axo-axonic)
6.8.2. Structure of chemical synapses
6.8.3. Function of synapses
6.8.3.1. Role of calcium ions
6.8.3.2. Steps of transmission
6.8.4. Neurotransmitters
6.8.4.1. Definition
6.8.4.2. Inhibitory neurotransmitters a) mechanism of action b) example: GABA
6.8.4.3. Excitatory neurotransmitters a) mechanism of action b) examples: Acetylcholine, epinephrine
6.8.4.4. Effects of drugs a) opiates (cocaine, heroine) b) botulinum toxin (toxin of Clostridium botulinum) c) toxin of Clostridium tetani d) tetradotoxin
Lesson 119-120.
6.9. Brain
6.9.1. Protection of brain
6.9.1.1. Skull
6.9.1.2. Meninges a) dura mater b) arachnoid c) pia mater
6.9.1.3. Cerebrospinal fluid
6.9.1.4. Grey part, white part
6.9.1.5. Sulcus, gyrus, fissures
6.9.2. Parts of brain
144

6.9.2.1. Cerebrum a) 2 hemispheres, separated by longitudinal fissure b) corpus callosum connects the hemipsheres c) Lobes of cerebrum and their functions
- frontal lobe
- parietal lobes
- temporal lobes
- occipital lobes
6.9.2.2. Cerebellum a) functions
6.9.2.3. Diencephalon a) thalamus b) hypothalamus
6.9.2.4. Brainstem a) medulla oblongata b) pons c) midbrain
6.9.3. Lateralization of brain
6.9.4. Measuring brain activity: EEG
Lesson 121-122.
6.10. Spinal cord
6.10.1 Anatomy
6.10.1.1. Grey part – inside a) anterior horns – cell body of motor neurons b) posterior horns – cell body of sensory nerurons c) central canal
6.10.1.2. White part – outside a) myelinated axons b) ascending pathways, tracts – sensory information c) descending patways, tracts – motor information
145

6.10.2. Reflex arc
6.10.2.1. Sensory neurons
6.10.2.2. Motor neurons
6.10.2.3. Interneurons
6.10.2.4. Simple reflexes a) knee jerk reflex
6.10.2.5. Complex reflexes b) withdrawal reflex for arms and legs
6.11. Peripheral nervous system
6.11.1. Autonomic nervous system
6.11.1.1. Sympathetic system a) effects b) fight and flight situation
6.11.1.2. Parasympathetic system
Lesson 123.
6.12. Sensory activity 1. Vision
6.12.1. Anatomy of the eye
6.12.1.1. Sclera, cornea
6.12.1.2. Choroid, iris, ciliary muscles
6.12.1.3. Retina, fovea, macula, blind spot a) rods b) cones
6.12.1.4. Lens
6.12.2. Accomodation of the eye
6.12.2.1. Far vision
6.12.2.2. Near vision
6.12.2. Detection of visual signals
6.12.3. Conduction and central processing of visual information
146

Lesson 124.
6.13. Sensory activity 2. Audition and Sense of Balance
6.13.1. Detailed Anatomy of the ear
6.13.1.1. Outer ear
6.13.1.2. Middle ear: ossicles, Eustachian tube
6.13.1.3. Inner ear: vestibular apparatus, cochlea
6.13.2. Detecting auditory sinals
6.13.3. Conduction and central processing of auditory information
6.13.4. Formation of the sense of balance
Lesson 125.
6.14. Sensory activity 3. Sense of smell and taste, pain sensation
6.14.1. Chemoreceptors in nose and tongue and palate
6.14.2. Pain receptors, sense of pain
Lesson 126.
7. Endocrine system
7.1. Functions of endocrine system
7.2. Definition of endocrine glands
7.3. List of endocrine glands
7.4. Classification of hormones
7.4.1. Peptide hormones
7.4.2. Amine hormones (amino acid derivatives)
7.4.3. Fatty acid derivative hormones
7.4.4. Steroid hormones
7.5. Mechanism of hormone action
7.5.1. Steroid hormones
7.5.2. Peptide hormones
7.6. Control of hormone production
7.6.1. Negative feed-back
147

Lesson 127.
7.7. Hypophysis – pituitary gland
7.7.1. Position in brain
7.7.2. Posterior lobe - Neurohypophysis
7.7.2.1. Direct neural contact with hypohalamus
7.7.2.2. Hormones released from posterior lobe
7.7.3. Anterior lobe - Adenohypophysis
7.7.3.1. Circulation of anterior lobe
7.7.3.2. Connection to hypothalamus (regulatory hormones)
7.7.3.4. Hormones of anterior lobe
Lesson 128-129.
7.8. Thyroid gland
7.8.1. Position
7.8.2. Hormones of thyroid gland
7.8.3. Effects of thyroid hormones
7.8.4. Control of thyroid hormone production
7.8.5. Abnormalities of thyroid hormone production
7.8.5.1. Hyporthyroidism
7.8.5.2. Hyperthyroidism
7.9. Parathyroid gland
7.9.1. Position
7.9.2. Hormones of parathyroid gland
7.9.3. Effects of parathyroid hormones
7.10. Adrenal gland
7.10.1. Position
7.10.2. Anatomy: cortex and medulla
7.10.3. Adrenal medulla
7.10.3.1. Hormones of adrenal medulla
7.10.3.2. Neural control of adrenal medulla
7.10.3.3. Reaction of body to stress situation
148

7.10.4. Adrenal cortex
7.10.4.1. Control of adrenal cortex
7.10.4.2. Hormones of adrenal cortex
7.10.4.3. Effects of hormones
7.10.4.4. Reaction of body to long lasting stress
7.11. Thymus
7.11.1. Position of thymus
7.11.2. Function of thymus
7.12. Pancreas
7.12.1. Exocrine product of pancreas: pancreatic juice
7.12.2. Endocrine pancreas: Langerhasn islets production
7.12.2.1. Beta cells: Insulun
7.12.2.2. Effects of insulin
7.12.2.4.. Alpha cells: glucagon
7.12.2.4. Effects of glucagon
7.12.2.5. Control of insulin and glucagon
7.12.2.5. Diabetes Mellitus Type I and Type II
7.13. Hormones of other organs
7.13.1. Review: Kidney
7.13.1.1. Erythropoietin – stimulates red blood cell production
7.13.1.2. Renin – part of renin-angiotensin system, increases blood pressure
7.13.2. Digestive system
7.13.2.1. Hormones of stomach: gastrin
7.13.2.2. Hormones of duodenum: secretin, CCK
7.13.3. Local hormones: prostaglandins
7.13.3.1. Effects
149

Lesson 130.
8.
Reproduction
8.1. Types of reproduction
8.1.1.
Asexual reproduction
8.1.1.1. Function of asexual reproduction
8.1.1.2. Role of mitosis
8.1.2.
Sexual reproduction
8.1.2.1. Function of sexual reproduction: produce variation
8.1.2.2. Role of meiosis
8.2. Human reproductive system
8.2.1. Male reproductive system
8.2.1.1.Anatomy a) Testis
- Seminiferous tubules
- Leydig cells
- Sertolli cells c) Accessory glands: prostate gland
semen
8.2.1.2. Spermatogenesis a) place: seminiferous tubules b) from spermatogonia to spermatid c) meiotic division
8.2.1.2.
Spermiogenesis a) no more division b) from spermatid to sperm cells c) maturation of sperm cells
8.2.1.3. Control of spermatogenesis: hormones
150

Lesson 131-132.
8.2.2. Female reproductive system
8.2.2.1. Anatomy a) Ovary b) Oviduct
- Role of ciliated cells c) Uterus
Parts of uterus
Layers of uterine wall d) Vagina
8.2.2.2. Oogenesis a) characteristics of meiosis in females
8.2.2.3. Ovarian cycle a) Development of follicles b) Ovulation c) Development of corpus luteum
8.2.2.4. Uterine cycle a) Mensturation b) Follicular phase c) Ovulation d) Proliferative phase
8.2.2.5. Hormones of menstrual cycle a) Estrogen b) Progesteron c) FSH d) LH
Lesson 133.
8.2.3. Fertilization
8.2.3.1 Place of fertilization
8.2.3.2. Time of fertilization
151

8.2.3.3. Structure of sperm cells a) acrosome reaction
8.2.3.4. Structure of ova a) unequal division in meiosis
8.2.4. Development
8.2.4.1. Cleavage layers
8.2.4.2. Formation of blastocyst
8.2.4.3. Process of gastrulation, formation of 3 cell a) ectoderm b) mesoderm c) endoderm
8.2.5. Hormones of pregnancy
8.2.5.1. Hormones of ovary
8.2.5.2. Hormones of placenta
8.2.6. Development of the embryo
8.2.6.1. Review: fetal circulation
8.2.6.2. Trimesters of pregnancy
8.2.7. Delivery
8.2.7.1. Role of hormones: oxytocin
Lesson 134-138. Revision of Physiology
152

Module description – General Chemistry
Basic Concepts
Lesson 1-4
Introduction
Matter & its properties
Extensive & intensive properties
Physical & chemical properties
Types of matter
Pure matter
Lesson 5-8
Elements
Atoms
The atomic theory
Subatomic particles
Atomic & mass numbers
Isotopes
Atomic masses
Lesson 9-14
The mole & Avogadro’s number
The periodic table
Ions
Compounds
Ionic compounds
Molecular compounds
Complex compounds
Mixtures
Homogeneous mixtures
Heterogeneous mixtures
Electronic Structures & Periodicity
Lesson 15-18
Introduction
Electron configurations
Bohr’s theory
Quantum mechanics
Quantum numbers
The principal quantum number
Valance & core electrons
Isoelectronic particles
The angular momentum quantum number
153

Lesson 19-22
The magnetic quantum number
Shapes of orbitals
Orbital diagrams
The spin quantum number
Pauli’s exclusion principle
Hund’s rule
Aufbau principle
Lesson 23-24
Valence shell electronic structures (VSES)
VSES of atoms
VSES of ions
Ions with noble gas structures
Transition metal cations
Lesson 25-28
Periodic properties
Atomic size
In periods
In groups
Ionization energy
1 st
ionization energy
In periods
In groups
2 nd
, 3 rd ionization energies
Electron affinity
1 s electron affinity
2 nd
, 3 rd
electron affinity
Lesson 29-30
Electronegativity
In periods
In groups
Nonpolar covalent bonds
Polar covalent bonds
Ionic bonds
Bonding
Lesson 31-32
Introduction
Primary forces
Metallic bond
Conduction of electricity
Conduction of heat
154

Malleability & ductility
Strength
Solubility
Lesson 33-34
Ionic bond
Coulomb’s law
Lattice energy
Born – Haber cycle
How metals & nonmetals react
Covalent bond
Bond energy
Lesson 35-38
Lewis structures
Steps in writing Lewis structures
Resonance forms
Formal charge
Exceptions to octet rule
Expanded octets
Shrunken octets
Odd octets
Lesson 39-42
Molecular geometry
Geometries of diatomic molecules
Geometries of polyatomic molecules
Two pairs of electrons around x
Three pairs of electrons around x
Four pairs of electrons around x
Five pairs of electrons around x
Six pairs of electrons around x
Lesson 43-44
Polarity of molecules
Polarity of diatomic molecules
Polarity of polyatomic molecules
Lesson 45-48
Secondary forces
Dipole-dipole forces
Hydrogen bond
In water
In proteins
In DNA
155

London forces
In adipose tissue
In proteins
In membranes
Ion-dipole forces
Solutions
Lesson 49-52
Introduction
Types of solutions
Concentration units of solutions
Lesson 53-56
Solutions process
Factors that affect solubility
Lesson 57-58
Gas solutions
Colligative Properties Of Solutions
Lesson 59-60
Introduction
Types of solutes
Vapor pressure lowering
Lesson 61-64
Boiling point elevation
Freezing point depression
Osmosis
Chemical Equilibrium
Lesson 65-66
Introduction
Definition
Equilibrium equation
Lesson 67-68
Le Chatelier’s principle
156

Acids, Bases, Buffers
Lesson 69-72
Introduction
Modern theories on acids and bases
Lesson 73-74
Self-ionization of water
Definition of pH and pOH
PH and pOH scales
Lesson 75-76
Strong electrolytes
PH of strong electrolytes
Lesson 77-78
Weak electrolytes
PH of weak electrolytes
Lesson 79-80
Ion hydrolysis
PH of salts
Lesson 81-86
Buffers
PH of buffers
Choosing buffers
Buffers in Body
Chemical Kinetics
Lesson 87-88
Introduction
Factors that affect the rates of reactions
Rate law
Lesson 89-92
Collision theory
Transition state theory
The effect of temperature on rate
The effect of concentration on rate
The effect of catalyst on rate
157

Thermochemistry and Thermodynamics
Lesson 93-94
Introduction
Energy and work
Heat and temperature
Specific heat and heat capacity
Lesson 95-98
First law of thermodynamics
Enthalpy
Second law of thermodynamics
Entropy
Third law of thermodynamics
Electrochemistry
Lesson 99-102
Introduction
Oxidation and reduction reactions
Oxidation numbers
Electrochemical cells
Voltaic cells
Voltage
Standard oxidation and reduction potentials
Oxidizing and reducing agents
158

Module description – Organic Chemistry
Basic Concepts
Lesson 103-104
Introduction
Carbon and its properties
Excitation and hybridization
Lesson 105-106
Functional groups
Types of organic reactions
Aliphatic Hydrocarbons
Lecture 107-110
Alkanes and cycloalkanes
Naming
Physical properties
Chemical properties
Alkenes & Cycloalkenes
Lesson 111-114
Naming
Physical properties
Chemical properties
Alkynes
Naming
Physical properties
Chemical properties
Aromatic Hydrocarbons
Lesson 115-116
Benzene and its derivatives
Naming
Physical properties
Chemical properties
159

Isomers
Lesson 117-120
Definitions of constitution and configuration
Constitutional isomers
Configurational isomers
Alcohols, Phenols, Enols
Lesson 121-124
Naming
Physical properties
Chemical properties
Thiols, Disulfides
Naming
Physical properties
Chemical properties
Aldehydes, Ketones
Lesson 124-126
Naming
Physical properties
Chemical properties
Carboxylic Acids, Esters
Lesson 127-130
Naming
Physical properties
Chemical properties
Amines, Amides
Lesson 131-132
Naming
Physical properties
Chemical properties
160

Module description – Basic BioChemistry
Carbohydrates
Lesson 133-136
Introduction
Monosaccharides
Importance
Examples
Lesson 137-140
Disaccharides
Importance
Examples
Polysaccharides
Importance
Examples
Amino Acids & Proteins
Lesson 141-144
Protein amino acids
Acid –base characteristics of amino acids
Lesson 145-148
Peptide bond
Primary structure of proteins
Secondary structure of proteins
Tertiary structure of proteins
Quaternary structure of proteins
Lipids
Lesson 149-152
Definition
Functions
Fatty Acids
TriAcyl Glycerol
Phospholipids
Cholesterol and other steroids
161

Nucleic Acids
Lesson 153-156
Definition
Purine Bases
Pyrimidine Bases
Nucleosides
Nucleotides
Nucleic Acids; RNA, DNA
Bioenergetics
Lesson 157-160
Definition
Exergonic and endergonic reaction
Fuels in body
Glycolysis
Citric acid cycle
Respiratory chain enzymes
Oxidative phosphorylation
162

Module description – Medical English and Terminology
A. Introduction to medical terminology
Concepts of medical terminology
Suffixes
Prefixes
Cells, tissues and organs
Body structure
B. Disease and treatment
1. Disease
2. Diagnosis and treatment, surgery
3. Drugs
C. Body systems
1. Circulation: The cardiovascular and lymphatic systems
2. Blood and immunity
3. Respiration
4. Digestion
5. The urinary system
6. The male reproductive system
7. The female reproductive system, pregnancy and birth
8. The endocrine system
9. The nervous system and behavioral disorders
10. The senses
11. The skeleton
12. The muscular system
13. The skin
163

Module description - Histology
1. Tissue
1.1. Basic tissue types and their functions
1.2. Number of cell types in human body
1.3. Aspects of cell type classification
2. Basic Principles of Light Microscopy
2.1. Parts of a microscope
2.2. Light path in light microscope
2.3. The role of the condensor lens and the ocular lens
3. Basic Principles of Electron Microscopy (EM)
3.1. Parts of the EM
4. Preparation of Material for Microscopic Examination
4.1. Types of dead and live preparations
4.2. What do the terms in vivo and in vitro mean?
4.3. The function and major conditions of fixation
4.4. The most commonly used fixatives
4.5. Fixation, dehydration, clearing, embedding, sectioning, rehydration, staining
4.6. The basic methods and dyes for staining the specimen (staining of ions, lipids, carbohydrates, nucleic acids, proteins)
4.7. Tissue preparation for electron microscopy
6. Epithelial Tissue
6.1. Classification and properties of covering epithelial tissue
6.2. Classification and properties of glandular epithelial tissue
6.3. Differences between endocrine and exocrine secretion
6.4. Differences between autocrine, paracrine, endocrine, neurocrine secretion
6.5. Differences between merocrine, apocrine and holocrine secretion
6.6. Structure and function of basement membrane
6.7. Types, properties and functions of the intercellular junctions: tight junction, adherent junction, gap junction, desmosome, hemidesmosome
164

6.8. Specializations of the cell surface: structure and function of microvilli, cilia, and sterocilia
6.9. The features and causes of some epithelial disorders
7. Connective Tissue
7.1. Function and composition of connective tissue
7.2. Major properties, function and origin of connective tissue cells: fibroblast, macrophage, mast cell, adipose cell, leukocyte, plasma cell
7.3. Function and composition of the ground substance
7.4. Major properties and functions of glycoproteins and proteoglycans
7.5. Connective tissue fibers: collagen, elastin, reticular
7.6. Types and characterization of connective tissue types: loose CT, dense CT, adipose CT, elastic CT, mucous CT, lymphoid (reticular) CT
7.7. Cellular and fibrous composition of cartilage
7.8. T ypes and characterization of cartilage tissue types
7.9. Structure and composition of bone: osteon, lamellae, Haversian system,
Volkman canal, lacunae, periosteum
7.10. The properties, location and function of bone cell types: osteoblast, osteocyte, osteoclast
7.11. Structure and localization of compact and spongy bone
7.12. The cellular composition, function and types of bone marrow
7.17. Ossification
7.18. Blood cell types, blood clothing, basic principles of blood groups
8. Integumentary system
8.1. Skin functions
8.3. The cell and tissue types of epidermis, dermis, hypodermis
8.4. Layers of epidermis: stratum corneum, lucidum, granulosum, spinosum, basale and layers of dermis: papillary layer, reticular layer
8.5. The renewal cycle of the epidermis: cell generation, differentiation
(keratinization), desquamation
165

8.6. The cellular composition of the epidermis: melanocytes, keratinocytes,
Langerhans cells
8.7. Melanin production in the epidermis
8.10. Structure and components of the hair bulb,
9. Muscle Tissue
9.1. Comparison of the basic properties, function and structure of the three muscle tissue types
9.2. The structure and sheaths of skeletal muscle
9.3. The structure of a single muscle cell (muscle fiber)
9.4. The structure and composition of a myofibril: thick and thin filaments, I and
A bands, H band, Z line, M line, sarcomere
9.5. The molecular composition of thick and thin filaments: the major properties of myosin and actin molecules and molecular complexes
9.6. The „sliding filament” hypothesis of muscle contraction: events of contraction on a molecular level
9.7. The conductive and Ca
2+
- storing compartments of the muscle fibers: transverse tubules, sarcoplasmic reticulum, triad
9.8. Types of skeletal muscle fibers, differences between different types of skeletal muscle fibers: red, white, intermediate
9.9. Major properties of cardiac muscle and smooth muscle: position of nucleus, cell shape, striation, function, location
10. Nerve Tissue
10.3. The properties and structure of a neuron (axon, dendrite, perikaryon, axon hillock, Nissl bodies), the distribution of cellular organelles within the different cellular compartments
10.4. Basic neuron types
10.5. The structure and function of synapses and neuromuscular junction
10.6. Characterization, typology and function of glial cell types in the CNS: astroglia, oligodendroglia, microglia, ependyma
10.7. Schwann cells and myelin formation
10.8. The myelinated and unmyelinated nerves
166

Module description - Anatomy
1.
Introduction to the science of Anatomy
2.
The position and importance of Anatomy in medical science
3.
Anatomical positions and nomenclature
4.
Surfaces, planes and sections
5.
Human skeleton: osteology
5.1. Types and shapes of bones
5.2. Connections between bones
5.2. Bones of the upper extremity and the shoulder girdle
5.3. Bones of the lower limb
5.4. Pelvic bones
5.5. Vertebrae, ribs, sternum
5.6. Skull and facial bones
6. Human joints: Arthrology
6.1. Types and composition of joints
6.2. Nomenclature
6.3. Basic kinesiology: types of movements
6.4. Shoulder joint
6.5. Elbow joint
6.6. Joints of the hand
6.7. Hip joint
6.8. Knee joint
6.9. Joints in the skull
7. Human muscles: Myology
7.1. Types of muscles
7.2. Shapes and groups of muscles
7.3. Tendons and muscle connections
7.4. Fascia
7.5. Brief description of the muscles of the upper extremity
7.6. Brief description of the muscles of the lower extremity
7.7. Overview of the muscles of the trunk
167

168

SEMESTER 1:
Lesson/
WPT No.
WPT2
Date
Topics
Cell and Molecular Biology
What is Biology?, Fields and branches of Biology,
1
Characteristics of living things, Levels of organization in
Biology
2 Inorganic compounds building up our body: Water, Minerals
NO WPT 05.09.2011
Organic molecules in our body: Lipids, Phospholipids,
3 Steroids
4 Organic molecules in our body: Carbohydrates
WPT1
5
6
7
8
13
Organic molecules in our body: Proteins
Organic molecules in our body: Enzymes
12.09.2011
9
Organic molecules in our body: Nucleic Acids (DNA, RNA) 1
10
11
Cell membrane and its functions: structrure and functions
12
Junctions between cells: Structures to link cells to each other and help cooperation of cells
14
19.09.2011
Movement of materials across the membrane: Definition,
Types of movement: passive transport and active transport,
Basic comparison of the 2 transport systems, Passive transport: diffusion 1
WPT3
Movement of materials across the membrane: Definition,
Types of movement: passive transport and active transport,
Basic comparison of the 2 transport systems, Passive transport: diffusion 2 15
16
17
Movement of materials across the membrane: Active transport, Vesicular transport
18
Membrane receptors: Important in communication between cells, Molecules, which receive signals (molecules= ligand) and start the response of the cell, Types of signals, Types of receptors (Intracellular and cell-surface receptors) 19
20
26.09.2011
Cell organelles: Basic expressions, Membrane bound and non-membrane bound organelles, Endoplasmic reticulum
21
Cell organelles: Ribosomes, the Golgi apparatus
22
169

Lesson/
WPT No.
23
24
WPT4
Date
Topics
Cell organelles: Lysosomes, Peroxysomes
25 Cell organelles: Mitochondrion, Cellular respiration
26
03.10.2011
27 Cell organelles: Chloroplasts, Other plant organelles
Review chemical reactions in mitochondrion and chloroplasts
(anabolic and catabolic reactions) 28
29
30
Cell organelles: Cytoskeleton
31
Cell nucleus: objectives, The Information Centre of the Cell,
Location and Number of the Nucleus in different cell types,
Structure of the Nucleus
WPT5
WPT6
32
10.10.2011
From DNA to Chromosomes: Condensation of DNA into chromatin - chromosomes, Structure of the metaphase chromosome, Types of chromosomes, Chromosomal set up of (human) cells, Historical excurse 1
From DNA to Chromosomes: Condensation of DNA into chromatin - chromosomes, Structure of the metaphase chromosome, Types of chromosomes, Chromosomal set up of (human) cells, Historical excurse 2
33
34
DNA replication: Definition, Semi-conservative mechanism,
Origins of replication, replication bubbles
35
36
Transcription: Deifinition, Mechanism, RNA processing after transcription, Transcription in prokaryotes, Central dogma,
Historical excurse
37
38
17.10.2011
Translation: Definition, Major components of translation,
Steps in translation, Translation on polysomes, Principle of co-linearity
39
MID-
TERM1
40
41
42
43
44
24.10.2011
45
Revision and preparation for Mid-Term Exam 1
Exam day
Introduction to cell cycle and cell division: Definition,
Interphase, Parts of Interphase, Checkpoints, Control of the
Cell cycle
170

Lesson/
WPT No.
46
47
51
Date
Mitosis=Somatic cell
Topics division: Phases
Endomitosis, Possible mistakes during mitosis 1 of Mitosis,
48
49
Meiosis=Germinal cell divison: Why do we have meiosis?,
Why do we need gametes, Phases of meiosis
50
Meiosis: Possible mistakes, Mechanisms, Meiosis in males and females, Comparison of mitosis and meiosis
NO WPT 31.10.2011 Holiday
Comparison of prokaryotic and eukaryotic cells: Review,
Cellular organelles, Cell wall, Genetic material, Transcription,
Cell division, Cellular organization
Genetics
52
53
Introduction: History of Genetics, Importance of meiosis: mechanisms providing variation, Basics: Basic expressions
WPT7
WPT8
WPT9
54
Sex-determination, Sex-linked traits, Sex-influences traits 1
07.11.2011
55
56
57
Sex-determination, Sex-linked traits, Sex-influences traits 2
Mendelian Genetics 1: Historical background, Mendel's law,
Monohybrid cross, Dyhybrid cross
58
Mendelian Genetics 2: Exceptions from Mendelian
Inheritance
59 Regulator genes
60 The tryptophane (trp) operon
14.11.2011
61
Mutations
62
63
Basic concepts of evolution
64
65
Revision of Genetics
66
21.11.2011
Microbiology and Immunology
67 Introduction to Microbiology and Immunology
68 Viruses: Structure, Viral cycle
69
70
Classification of viruses, Viral diseases, Vaccinations 1
WPT10
71
72
28.11.2011
Bacteria: Classification of bacteria, Comparison of archea and eubacteria, Morphology, Growth patterns of bacteria
73
Bacterial diseases, Antibiotics
74
75
76
Lymphatic system
Leucocytes
171

Lesson/
WPT No.
77
78
WPT11
WPT12
Date
Defense mechanisms
Topics
05.12.2011
79
Specific defense
80
81 Types of immunity, Immune diseases
82
83 Revision of Microbiology and Immunology
84
12.12.2011
85
86
87
88
89
Revision and preparation for Mid-Term Exam 2
MID-
TERM2
90
19-
22.12.2011
Exam day
RETAKE 02.01.2012 Exam day
SEMESTER 2
Physiology
91
100
101
Tissues of the body: Epithelial tissue
92
93
97
Tissues of the body: Connective and supportive tissue
Tissues of the body: Muscle tissue, Nervous tissue
94
Cardiovascular system: Parts of cardiovascular system,
Functions, Anatomy of the heart, Circulations
95 Review: Cardiac muscle, Conductive system of the heart
96 Measuring activity of heart: ECG, Cardiac cycle
WPT 13 09.01.2012
Physiology of the cardiovascular system
98
99 Blood vessels
Blood, Review: Lympatic system
WPT14
102
16.01.2012
Respiratory system: Functions, Anatomy of respiratory system
103
104
105
Respiratory movements, Physiology of the lungs, Main diseases
Digestive system: Functions, Anatomy of Digestive system,
Accessory organs 106
107
108
Process of digestion, Absorption of nutrients, Importance of nutrition
172

Lesson/
WPT No.
WPT15
Date
23.01.2012
109
110
Topics
Urinary system: Functions, Anatomy of urinary system,
Structure of nephron, Functions of nephrons 1
Functions of nephrons 2: Filtration, Reabsorbtion, Secretion
111
112
113
Control of urinary system, Disruptions of kidney functions,
Urinary bladder, Urine, Urogenital infections
Nervous system: Structure, Functions
WPT16
114 Neurons, Glia cells
30.01.2012
115
116
Ganglia, Nerves, The nerve message 1
117
118
119
120
Synapses
Brain: Protection of brain, Parts of brain, Laterization of brain,
Measuring brain activity: EEG 1
WPT17 06.02.2012
121
122
Spinal cord, Peripheral nervous system: Autonomic nervous system
123
Sensory activity 1-Vision: Anatomy of the eye,
Accommodation of the eye, Detection of visual signals,
Conduction and central processing of visual information
124
125
Sensory activity 2. Audition and Sense of Balance: Detailled
Anatomy of the ear, Detecting auditory signals, Conduction and central processing of auditory information, Formation of the sense of balance
Sensory activity 3. Sense of smell and taste, pain sensation
Endocrine system: Functions, Definion and list of endocrine glands, Classification of hormones, Mechanism of hormone action, Control of hormone production 126
WPT18 13.02.2012
127 Hypophysis – pituitary gland
128
129
Thyroid gland, Parathyroid gland, Adrenal gland, Thymus,
Pancreas, Hormones of other organs
130
Reproduction: Types of reproduction, Human reproductive system
WPT19
131
Female reproductive system
132
20.02.2012
133
Fertilization, Development, Hormones of pregnancy,
Development of the embryo, Delivery
173

Lesson/
WPT No.
134
135
136
137
Date
Revision of Physiology
Topics
WPT20
138
27.02.2012
Revision and preparation for Mid-Term Exam 3
MID-
TERM3 05.03.2012
Exam day
After 5 March 2012 students continue their studies in one of the 3 programs:
1. Joining the Basic Review Program (free of charge)
2. Joining the current Intensive Program (free of charge)
3. Joining the Super Intensive Review Program (at separate fee)
174

Lesson/
WPT No. Date
From 06.03.
2012
WPT22
Topics
Revision and exam preparation in the selected program
WPT21 12.03.2012
Revision and exam preparation in the selected program
NO WPT 26.03.2012
Revision and exam preparation in the selected program
02.04.2012
Revision and exam preparation in the selected program
NO WPT 09.04.2012 Holiday
Revision and exam preparation in the selected program
WPT23 16.04.2012
Revision and exam preparation in the selected program
WPT24 23.04.2012
Revision and exam preparation in the selected program
NO WPT 30.04.2012 Holiday
Revision and exam preparation in the selected program
WPT25
WPT26
WPT27
07.05.2012
Revision and exam preparation in the selected program
14.05.2012
Revision and exam preparation in the selected program
21.05.2012
Revision and exam preparation in the selected program
MID-
TERM4+
FINAL
EXAM
29.05-
01.06.2012
Exam day
175

LESSON PLAN (incl. Exam dates) STANDARD PROGRAM
CHEMICAL SCIENCES (LECTURES)
SEMESTER 1:
Lesson/
WPT No. Date
Topics
General Chemistry
1
05.09.2011.
2
3
4
5
6
WPT1
Basic Concepts: Introduction, Matter and its properties,
Types of matter 1
Basic Concepts: Introduction, Matter and its properties,
Types of matter 2
Elements 1
12.09.2011
WPT2
7
8
9
10
11
12
Elements 2
The mole and Avogadro's number, Periodic table, Ions,
Compounds, Mixtures 1
The mole and Avogadro's number, Periodic table, Ions,
Compounds, Mixtures 2
13
14
19.09.2011
The mole and Avogadro's number, Periodic table, Ions,
Compounds, Mixtures 3
15
16
Electronic Stuctures and Periodicity: Introduction, Electron configurations, Bohr's theory, Quantum mechanics,
Quantum numbers 1
WPT3
WPT4
WPT5
17
Electronic Stuctures and Periodicity: Introduction, Electron configurations, Bohr's theory, Quantum mechanics,
Quantum numbers 2 18
19
20
21
22
26.09.2011
The magnetic quantum number, the spin quantum number,
Pauli's exclusion principle, Hund's rule, Aufbau principle 1
The magnetic quantum number, the spin quantum number,
Pauli's exclusion principle, Hund's rule, Aufbau principle 2
23
24 Valence shell electronic structures
03.10.2011
25
26
27
28
29
30
Periodic properties 1
Periodic properties 2
Electronegativity, Nonpolar covalent bonds, Polar covalent bonds, Ionic bonds
10.10.2011
176

Lesson/
WPT No.
31
32
Date
Topics
Bonding: Introduction, Primary forces
33
34
35
36
Ionic and Covalent bonds
Lewis structures 1
WPT6 17.10.2011
37
38
Lewis structures 2
39
Molecular geometry 1
40
41
Molecular geometry 2
42
MID-TERM1 24.10.2011 Exam day
43
44
45
46
Polarity of molecules
Secondary forces 1
NO WPT 31.10.2011 Holiday
47
Secondary forces 2
48
WPT7
WPT8
WPT 9
49
50
Solutions: Introduction, Types of solutions, Concentration units of solutions 1
07.11.2011
51
52
53
54
55
56
Solutions: Introduction, Types of solutions, Concentration units of solutions 2
Solutions process, Factors that affect solubility 1
Solutions process, Factors that affect solubility 2
14.11.2011
57
58
Gas solutions
59
60
61
62
Colligative Properties of Solutions: Introduction, Types of solutes, Vapor pressure lowering
Boiling point elevation, Freezing point depression, Osmosis
1
63
64
65
21.11.2011
Boiling point elevation, Freezing point depression, Osmosis
2
66
Chemical Equilibrium: Introduction, Definition, Equilibrium equation
177

Lesson/
WPT No.
67
68
WPT10
Date
La Chatelier
28.11.2011
’s principle
69
70
71
Topics
Acids, Basis, Buffers: Introduction, Modern theories 1
Acids, Basis, Buffers: Introduction, Modern theories 2
72
73
74
Self-ionization of water, Definition of Ph and Poh
WPT11 05.12.2011
75
76
77
78
Strong electrolytes
Weak electrolytes
79
80
Ion hydrolysis, PH of salts
WPT12 12.12.2011
81
Buffers 1
82
83
Buffers 2
84
85
Buffers 3
86
MID-TERM2
19-
22.12.2011
Exam day
RETAKE 02.01.2012
SEMESTER 2:
WPT 13
87
03.01.2012
88
89
90
04.01.2012
09.01.2012
Chemical Kinetics: Introduction, Factors that affect the rates of reaction, Rate law
Collision theory, Transition state theory, The effects of temperature, concentration and catalyst on rate 1
91
92
93
Collision theory, Transition state theory, The effects of temperature, concentration and catalyst on rate 2
ThermoChemistry and Thermodynamics: Introduction,
Energy and work, Heat and temperature, Specific heat and heat capacity 94
95
96
The 3 laws of Thermodynamics 1
WPT14 16.01.2012
97
98
The 3 laws of Thermodynamics 2
178

Lesson/
WPT No. Date
Topics
99
ElectroChemistry: Introduction, Oxidation and reduction reactions, Electrochemical cells, Standard oxidation and reduction potentials, Oxidizing and reducing agents 1 100
101
102
23.01.2012
ElectroChemistry: Introduction, Oxidation and reduction reactions, Electrochemical cells, Standard oxidation and reduction potentials, Oxidizing and reducing agents 2
15
Organic Chemistry
103
104
105
106
107
108
WPT16
Basic Concepts: Introduction, Carbon and its properties,
Excitation and hybridization
Functional groups, Types of organic reactions
Aliphatic Hydrocarbons: Alkanes and cycloalkanes 1
30.01.2012
109
110
111
112
Aliphatic Hydrocarbons: Alkanes and cycloalkanes 2
Alkenes and Cycloalkenes: Naming, Physical and chemical properties 1
WPT17
113
114
Alkenes and Cycloalkenes: Naming, Physical and chemical properties 2
06.02.2012
115
116
117
118
Aromatic Hydrocarbons: Benzene and its derivatives,
Naming, Physical and chemical properties
Isomers: definitions of constitution and configuration,
Constitutional and Configurational isomers 1
WPT18
119
120
Isomers: definitions of constitution and configuration,
Constitutional and Configurational isomers 2
13.02.2012
121
122
Alcohols, Phenols, Enols, Thiols, Disulfides: Naming,
Physical and chemical properties 1
WPT19
123
124
125
Alcohols, Phenols, Enols, Thiols, Disulfides: Naming,
Physical and chemical properties 2
126
Aldehydes and Ketones: Naming, Physical and chemical properties
127
128
20.02.2012
Carboxylic Acids, Esters: Naming, Physical and chemical properties 1
129
130
131
132
Carboxylic Acids, Esters: Naming, Physical and chemical properties 2
Amines, Amides: Naming, Physical and chemical properties
WPT20 27.02.2012
179

Lesson/
WPT No. Date
Topics
BioChemistry
133
Carbohydrates: Introduction, Monosaccharides 1
134
135
Carbohydrates: Introduction, Monosaccharides 2
136
137
Disaccharides, Polysaccharides 1
138
MID-TERM3 05.03.2012 Exam day
139
Disaccharides, Polysaccharides 2
140
141
Amino Acids and Proteins 1
142
WPT21 12.03.2012
143
144
145
146
Amino Acids and Proteins 2
Peptide bond, Primary/Secondary/Tertiary/Quaternary structures of proteins 1
147
148
NO WPT 26.03.2012
Peptide bond, Primary/Secondary/Tertiary/Quaternary structures of proteins 2
149
150
151
Lipids: Definitions, Functions, Fatty Acids, TriAcyl Glycerol,
Phospholipids, Cholesterol and other steroids 1
WPT22
152
153
154
Lipids: Definitions, Functions, Fatty Acids, TriAcyl Glycerol,
Phospholipids, Cholesterol and other steroids 2
Nucleic Acids: Definion, Purine Bases, Pyrimidine Basis,
Nucleosides, Nucleotides, Nucleic Acids, RNA, DNA 1
155
156
157
158
02.04.2012
Nucleic Acids: Definion, Purine Bases, Pyrimidine Basis,
Nucleosides, Nucleotides, Nucleic Acids, RNA, DNA 2
Bioenergetics: Definition, Exergonic and endergonic reaction, Fuels in body, Glycolysis, Citric acid cycle,
Respiratory chain enzymes, Oxidative phosphorylation 1
159
Bioenergetics: Definition, Exergonic and endergonic reaction, Fuels in body, Glycolysis, Citric acid cycle,
Respiratory chain enzymes, Oxidative phosphorylation 2 160
NO WPT 09.04.2012 Holiday
After 9 April 2012 students continue their studies in one of the 3 programs:
1. Joining the Basic Review Program (free of charge)
2. Joining the current Intensive Program (free of charge)
3. Joining the Super Intensive Review Program (at separate fee)
180

Lesson/
WPT No.
WPT23
Date
Topics
Revision and exam preparation in the selected program
16.04.2012
WPT24
Revision and exam preparation in the selected program
23.04.2012
Revision and exam preparation in the selected program
NO WPT
WPT25
WPT26
WPT27
30.04.2012 Holiday
Revision and exam preparation in the selected program
07.05.2012
Revision and exam preparation in the selected program
14.05.2012
Revision and exam preparation in the selected program
21.05.2012
Revision and exam preparation in the selected program
MID-
TERM4+
FINAL
EXAM
29.05-
01.06.2012
Exam day
181

Lesson/
WPT No. Date
Cell and Molecular Biology
Topics
1 03.01.2012
2
What is Biology?, Fields and branches of Biology,
Characteristics of living things, Levels of organization in
Biology
Inorganic compounds building up our body: Water, Minerals
WPT 1
WPT2
3
4
5
6
Organic molecules in our body: Lipids, Phospholipids, Steroids
Organic molecules in our body: Carbohydrates
Organic molecules in our body: Proteins
09.01.2012
7
Organic molecules in our body: Enzymes
8
9
10
11
12
Organic molecules in our body: Nucleic Acids (DNA, RNA) 1
Cell membrane and its functions: structrure and functions
13
Junctions between cells: Structures to link cells to each other and help cooperation of cells
14
16.01.2012
Movement of materials across the membrane: Definition,
Types of movement: passive transport and active transport,
Basic comparison of the 2 transport systems, Passive transport: diffusion 1
15
Movement of materials across the membrane: Definition,
Types of movement: passive transport and active transport,
Basic comparison of the 2 transport systems, Passive transport: diffusion 2
WPT3
16
17
Movement of materials across the membrane: Active transport, Vesicular transport
18
19
Membrane receptors: Important in communication between cells, Molecules, which receive signals (molecules= ligand) and start the response of the cell, Types of signals, Types of receptors (Intracellular and cell-surface receptors)
Cell organelles: Basic expressions, Membrane bound and non-membrane bound organelles, Endoplasmic reticulum 20
21
22
Cell organelles: Ribosomes, the Golgi apparatus
23.01.2012
182

Lesson/
WPT No.
23
24
WPT4
Date
Topics
Cell organelles: Lysosomes, Peroxysomes
25
26
27
Cell organelles: Mitochondrion, Cellular respiration
Cell organelles: Chloroplasts, Other plant organelles
Review chemical reactions in mitochondrion and chloroplasts
(anabolic and catabolic reactions) 28
29
Cell organelles: Cytoskeleton
30
30.12.2012
31
Cell nucleus: objectives, The Information Centre of the Cell,
Location and Number of the Nucleus in different cell types,
Structure of the Nucleus
32
From DNA to Chromosomes: Condensation of DNA into chromatin - chromosomes, Structure of the metaphase chromosome, Types of chromosomes, Chromosomal set up of
(human) cells, Historical excurse 1
WPT5
WPT6
From DNA to Chromosomes: Condensation of DNA into chromatin - chromosomes, Structure of the metaphase chromosome, Types of chromosomes, Chromosomal set up of
(human) cells, Historical excurse 2
33
34
35
36
37
40
41
DNA replication: Definition, Semi-conservative mechanism,
Origins of replication, replication bubbles
Transcription: Deifinition, Mechanism, RNA processing after transcription, Transcription in prokaryotes, Central dogma,
Historical excurse
Translation: Definition, Major components of translation, Steps in translation, Translation on polysomes, Principle of colinearity 38
06.02.2012
Introduction to cell cycle and cell division: Definition,
39
Interphase, Parts of Interphase, Checkpoints, Control of the
Cell cycle
Mitosis=Somatic cell division: Phases of Mitosis, Endomitosis,
Possible mistakes during mitosis 1
42
43
Meiosis=Germinal cell divison: Why do we have meiosis?,
Why do we need gametes, Phases of meiosis
44
45
46
Meiosis: Possible mistakes, Mechanisms, Meiosis in males and females, Comparison of mitosis and meiosis
Comparison of prokaryotic and eukaryotic cells: Review,
Cellular organelles, Cell wall, Genetic material, Transcription,
Cell division, Cellular organization
Review of Cell and Molecular Biology
13.02.2012
183

Lesson/
WPT No.
Genetics
WPT7
WPT8
Date
Topics
47
48
49
Introduction: History of Genetics, Importance of meiosis: mechanisms providing variation, Basics: Basic expressions
50
51
52
53
Sex-determination, Sex-linked traits, Sex-influences traits 1
Sex-determination, Sex-linked traits, Sex-influences traits 2
Mendelian Genetics 1: Historical background, Mendel's law,
Monohybrid cross, Dyhybrid cross
Mendelian Genetics 2: Exceptions from Mendelian Inheritance
54 Regulator genes
20.02.2012
55 The tryptophane (trp) operon
56
Mutations
57
58
Basic concepts of evolution
59
60
61
62
Revision of Genetics
27.02.2012
Physiology
63
64
65
Tissues of the body: Epithelial tissue
Tissues of the body: Connective and supportive tissue
Tissues of the body: Muscle tissue, Nervous tissue
66
67
68
69
70
Cardiovascular system: Parts of cardiovascular system,
Functions, Anatomy of the heart, Circulations
Review: Cardiac muscle, Conductive system of the heart
Measuring activity of heart: ECG, Cardiac cycle
Physiology of the cardiovascular system
MID-TERM3 05.03.2012 Exam day
71 Blood vessels
72
73
Blood, Review: Lympatic system
WPT9
74
75
76
Respiratory system: Functions, Anatomy of respiratory system
Respiratory movements, Physiology of the lungs, Main diseases
12.03.2012
77
78
Digestive system: Functions, Anatomy of Digestive system,
Accessory organs
79
80
Process of digestion, Absorption of nutrients, Importance of nutrition
184

Lesson/
WPT No.
NO WPT
83
Date
Topics
81
82
Urinary system: Functions, Anatomy of urinary system,
Structure of nephron, Functions of nephrons 1
Functions of nephrons 2: Filtration, Reabsorbtion, Secretion 1
26.03.2012
Functions of nephrons 2: Filtration, Reabsorbtion, Secretion 2
84
Control of urinary system, Disruptions of kidney functions,
Urinary bladder, Urine, Urogenital infections
85
86
87
88
Nervous system: Structure, Functions
Neurons, Glia cells
Ganglia, Nerves, The nerve message 1
WPT10
89
90
Synapses
02.04.2012
91
92
93
94
Brain: Protection of brain, Parts of brain, Laterization of brain,
Measuring brain activity: EEG 1
Spinal cord, Peripheral nervous system: Autonomic nervous system
95
Sensory activity 1-Vision: Anatomy of the eye,
Accommodation of the eye, Detection of visual signals,
Conduction and central processing of visual information
NO WPT
WPT11
Sensory activity 2. Audition and Sense of Balance: Detailled
Anatomy of the ear, Detecting auditory signals, Conduction and central processing of auditory information, Formation of the sense of balance
96
97 Sensory activity 3. Sense of smell and taste, pain sensation
Endocrine system: Functions, Definion and list of endocrine glands, Classification of hormones, Mechanism of hormone action, Control of hormone production 98
09.04.2012 Holiday
99 Hypophysis
– pituitary gland
100
101
Thyroid gland, Parathyroid gland, Adrenal gland, Thymus,
Pancreas, Hormones of other organs
Reproduction: Types of reproduction, Human reproductive system 102
103
104
Female reproductive system
16.04.2012
105
Fertilization, Development, Hormones of pregnancy,
Development of the embryo, Delivery
185

Lesson/
WPT No. Date
Topics
Microbiology and Immunology
106 Viruses: Structure, Viral cycle
WPT12
NO WPT
WPT13
WPT14
WPT15
107
108
109
110
Bacteria: Classification, Comparison of archea and eubacteria,
Morphology, Growth patterns
Viral and Bacterial diseases
Lymphatic system
Leucocytes
111
112
23.04.2012
113
Defense mechanism
Specific defence
114
115
116
117
118
Preparation for university entrance exam
119
120
30.04.2012 Holiday
121
122
123
Preparation for university entrance exam
07.05.2012
124
125
126
124
Preparation for university entrance exam
128
129
130
131
14.05.2012
132
133
134
135
136
137
138
Preparation for university entrance exam
139
21.05.2012
186

Lesson/
WPT No.
140
141
142
143
144
145
146
147
Date
MID-
TERM4+FINAL
EXAM
29.05-
01.06.2012
Topics
Preparation for Mid-Term Exam 4 and university entrance exam
187

LESSON PLAN (incl. Exam dates) INTENSIVE PROGRAM
CHEMICAL SCIENCES (LECTURES)
Lesson/
WPT No. Date
General Chemistry
1
2 03.01.2012
WPT 12
Basic Concepts: Introduction, Matter and its properties,
Types of matter 1
Topics
3
4
5
6
Basic Concepts: Introduction, Matter and its properties,
Types of matter 2
Elements 1
09.01.2012
7
8 Elements 2
WPT13
WPT14
WPT15
9
10
11
12
The mole and Avogadro's number, Periodic table, Ions,
Compounds, Mixtures 1
The mole and Avogadro's number, Periodic table, Ions,
Compounds, Mixtures 2
13
14
19
20
The mole and Avogadro's number, Periodic table, Ions,
Compounds, Mixtures 3
16.01.2012
15 Electronic Stuctures and Periodicity: Introduction, Electron configurations, Bohr's theory, Quantum mechanics,
16
17
Quantum numbers 1
Electronic Stuctures and Periodicity: Introduction, Electron
18 configurations, Bohr's theory, Quantum mechanics,
Quantum numbers 2
The magnetic quantum number, the spin quantum number,
Pauli's exclusion principle, Hund's rule, Aufbau principle 1
21
22
23.01.2012
The magnetic quantum number, the spin quantum number,
Pauli's exclusion principle, Hund's rule, Aufbau principle 2
23
24 Valence shell electronic structures
25
26
Periodic properties 1
27
Periodic properties 2
28
29
30
30.12.2012
Electronegativity, Nonpolar covalent bonds, Polar covalent bonds, Ionic bonds
31
Bonding: Introduction, Primary forces
32
188

Lesson/
WPT No.
33
34
35
36
WPT16
WPT17
Date
Ionic and Covalent bonds
Lewis structures 1
37
38
Lewis structures 2
06.02.2012
39
Molecular geometry 1
40
41
42
Molecular geometry 2
43
Polarity of molecules
44
45
Secondary forces 1
46
13.02.2012
Topics
WPT18
WPT19
47
48
49
50
51
52
53
54
Secondary forces 2
Solutions: Introduction, Types of solutions, Concentration units of solutions 1
Solutions: Introduction, Types of solutions, Concentration units of solutions 2
Solutions process, Factors that affect solubility 1
20.02.2012
55
Solutions process, Factors that affect solubility 2
56
57
Gas solutions
58
59
60
Colligative Properties of Solutions: Introduction, Types of solutes, Vapor pressure lowering
61
62
Boiling point elevation, Freezing point depression, Osmosis
1
27.02.2012
62
64
Boiling point elevation, Freezing point depression, Osmosis
2
65
66
67
Chemical Equilibrium: Introduction, Definition, Equilibrium equation
La Chatelier's principle
68
69
70
Acids, Basis, Buffers: Introduction, Modern theories 1
MID-TERM3 05.03.2012 Exam day
189

Lesson/
WPT No.
71
72
73
74
75
76
Date
Strong electrolytes
Topics
Acids, Basis, Buffers: Introduction, Modern theories 2
Self-ionization of water, Definition of pH and pOH
WPT20 12.03.2012
77
Weak electrolytes
78
NO WPT
79
Ion hydrolysis, PH of salts
80
81
Buffers 1
82
26.03.2012
83
84
85
86
Buffers 2
Buffers 3
WPT21
87
88
91
92
Chemical Kinetics: Introduction, Factors that affect the rates of reaction, Rate law
89
90
02.04.2012
Collision theory, Transition state theory, The effects of temperature, concentration and catalyst on rate 1
Collision theory, Transition state theory, The effects of temperature, concentration and catalyst on rate 2
93
94
95
ThermoChemistry and Thermodynamics: Introduction,
Energy and work, Heat and temperature, Specific heat and heat capacity
The 3 laws of Thermodynamics 1
96
97
The 3 laws of Thermodynamics 2
98
NO WPT 09.04.2012 Holiday
99
100
ElectroChemistry: Introduction, Oxidation and reduction reactions, Electrochemical cells, Standard oxidation and reduction potentials, Oxidizing and reducing agents 1
101
102
ElectroChemistry: Introduction, Oxidation and reduction reactions, Electrochemical cells, Standard oxidation and reduction potentials, Oxidizing and reducing agents 2
Organic Chemistry
WPT22
103
104
16.04.2012
Basic Concepts: Introduction, Carbon and its properties,
Excitation and hybridization
190

Lesson/
WPT No.
105
106
107
108
Date
Topics
Functional groups, Types of organic reactions
Aliphatic Hydrocarbons: Alkanes and cycloalkanes 1
WPT23
109
110
111
112
Aliphatic Hydrocarbons: Alkanes and cycloalkanes 2
Alkenes and Cycloalkenes: Naming, Physical and chemical properties 1
23.04.2012
113
114
Alkenes and Cycloalkenes: Naming, Physical and chemical properties 2
115
116
117
118
119
120
Aromatic Hydrocarbons: Benzene and its derivatives,
Naming, Physical and chemical properties
Isomers: definitions of constitution and configuration,
Constitutional and Configurational isomers 1
Isomers: definitions of constitution and configuration,
Constitutional and Configurational isomers 2
NO WPT 30.04.2012 Holiday
121
122
Alcohols, Phenols, Enols, Thiols, Disulfides: Naming,
Physical and chemical properties 1
123
124
Alcohols, Phenols, Enols, Thiols, Disulfides: Naming,
Physical and chemical properties 2
WPT24 07.05.2012
Aldehydes and Ketones: Naming, Physical and chemical properties
125
126
127
128
129
130
131
132
Carboxylic Acids, Esters: Naming, Physical and chemical properties 1
Carboxylic Acids, Esters: Naming, Physical and chemical properties 2
Amines, Amides: Naming, Physical and chemical properties
WPT25 14.05.2012
BioChemistry
133
Carbohydrates: Introduction, Monosaccharides 1
134
135
136
137
138
Carbohydrates: Introduction, Monosaccharides 2
Disaccharides, Polysaccharides 1
WPT26
139
140
Disaccharides, Polysaccharides 2
21.05.2012
191

Lesson/
WPT No.
141
142
143
144
145
146
147
148
Date
Topics
Amino Acids and Proteins 1
Amino Acids and Proteins 2
Peptide bond, Primary/Secondary/Tertiary/Quaternary structures of proteins 1
Peptide bond, Primary/Secondary/Tertiary/Quaternary structures of proteins 2
MID-
TERM4+
FINAL
EXAM
29.05-
01.06.2012
Exam day
192

193

AIC
Address: 1089 Budapest, Orczy út 3-5.
Phone: + 36 1 456 1020
Fax: + 36 1 299 0209
Email: office@avicenna.hu
Internet: www.avicenna.hu
Embassy of Iran
Address: 1143 Budapest, Stefánia út 97.
Phone: +36 1 460 9260
Email: embiran@nextra.hu
Internet: http://www.iranembassy.hu/
Consular Section is open from Monday to Friday between 9:00 and 13:00
Other sections are open from Monday to Friday between 9:00 and 16:30
Embassy of Turkey
Address: 1062 Budapest, Andrássy út 123.
Phone: + 36 1 344-5025
Email: embassy.budapest@mfa.gov.tr
Internet: http://www.budapeste.be.mfa.gov.tr/
Embassy of India
Address: 1025 Budapest, Búzavirág utca 14.
Phone: + 36 1 325-7742/43
Internet: http://www.indianembassybudapest.org
Consular Section is open on weekdays between 10:00 and 12:00
Other sections are open on weekdays between 9:00 and 17:30
Embassy of Nepal
Address: D-10587 Berlin, Guerickestrasse 27.
Phone: + 49 30 3435-9920, 3435-9921, 3435-9922
Email: neberlin@t-online.de
Internet: http://www.nepalembassy-germany.de/
Immigration Office Budapest
Address: 1117 Budapest, Budafoki út 60.
Phone: + 36 1 463 9100
Internet: http://www.bmbah.hu/
Office hours: Mo 8:30-13:00, Tue 13:00-18:00, Wed 8:30-12:00, Thu 8:30-13:00, Fri
8:30-12:00
Nearest hospital:
Szent István Hospital
Address: 1096 Budapest, Nagyvárad tér 1.
Phone: + 36 1 455 5700
Nearest pharmacy:
Address: 1089 Budapest, Orczy út 42. (At the corner of Orczy út-Kőris utca)
194

Nearest post office:
Address: 1089 Budapest, Orczy tér 1.
Open on weekdays between 8:00 and 19:00
Nearest shopping malls:
West End
Address: Nyugati tér (by M3 metro line from ’Nagyvárad tér’ station)
Aréna Plaza
Address: near Keleti Railway Station (by tram No. 24 to ’Keleti pályaudvar’ station)
IKEA
Address: 1148 Budapest, Örs vezér tere 42. (by tram No. 24 to ’Keleti pályaudvar’ station, then by M2 metro line to Örs vezér tere end station)
Budapest Airport Information:
Address: 1185 Budapest, Ferihegy (by M3 metro line from ’Nagyvárad tér’ station to
’Kőbánya Kispest’ end station, then by bus Nr. 200/Airport bus)
Phone: + 36 1 296 9696, 296 7000
Internet: http://www.bud.hu/
Taxi reservation:
Főtaxi: 2-222-222
City Taxi: 2-111-111
Taxi 2000: 2-000-000
Emergency call: 112
Ambulance: 104
Fire Guard: 105
Police: 107
195