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BIOC20060

Academic Year 2026/2027

Biochemistry in Action (BIOC20060)

Subject:
Biochemistry
College:
Science
School:
Biomolecular & Biomed Science
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Jana Haase
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module is part of the stage 2 curriculum for the BSc degree programme in Biochemistry and a number of related disciplines. The module aims to stimulate interest in the subject of Biochemistry, giving the students a flavour of the breath of the subject as well as introducing them to current research trends in Biochemistry. Main topics covered through lectures include: transporters and transport processes; protein structure and function in health and disease; differentiation, growth, homeostasis and repair; proteins/peptides as therapeutics and diagnostics. In addition, students will work on a self-selected project (in groups of 4-5 students) exploring specific proteins relevant to a variety of biological processes and/or diseases.

About this Module

Learning Outcomes:

On completion of this module, students should be able to:
1. Develop a deeper understanding and appreciation of the role of proteins and enzymes in a variety of biochemical processes; 2. Characterise the function of various proteins in physiological processes and disease; 3. Develop competencies in self-directed group learning and presentation skills

Indicative Module Content:

Lecture list:
1 Module Intro
2 Transport across membranes - introduction
3 ABC transporters
4 SLC transporters, nutrient transport
5 Transporters in the brain
6 Transporter research - a biochemist's approach
7 Protein structure – CFTR and Haemoglobin
8 Protein mis-folding and accumulation: Alzheimer’s disease, prion diseases
9 Heat shock proteins and their role in diseases: (immunodominant antigen in infection; role in autoimmune disease)
10 Subject presentation - Biochemistry
11 Serine proteases and Blood clotting
12 Proteomics and protein research
13 The Cell Cycle: regulation by protein kinases and phosphatases
14 Cell Cycle checkpoints in regulation of cell division
15 DNA Damage & Repair pathways in health and disease
16 Circadian Clock and Cell Cycle: interconnected biological circuits
17 Stem cells and Stem cell differentiation
18 Antibodies – Immunotherapies. Antibodies as research tools
19 Diagnostic proteins and peptides in human disease
20 Fluorescent proteins and applications
21 Peptides as biotherapeutics
22 Recombinant proteins and peptides. Bioprocessing

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Integrated Problem Solving

The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Lectures

24

Small Group

10

Specified Learning Activities

20

Autonomous Student Learning

50

Total

104


Approaches to Teaching and Learning:
The module content will be delivered through lectures, a group project (small group work), which includes an peer feedback activity (peerScholar), and a workshop on protein structure visualisation.

AI Use Permitted for Limited Support
Generative AI: You may use AI for planning, idea development, and research. Your engagement with AI stops when you begin to create your submission. Your submissions should therefore be authored entirely by yourself and should show how you have developed and refined these ideas. You should keep a comprehensive record of all outputs generated by AI, and may be required to document these as part of the activities, or present them on demand. An appropriate AI tool may be used to correct grammatical errors and improve the language of text you alone have authored. You must not allow the AI tool to alter the sense of any text, offer a critique of or modify any arguments.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): End-of-trimester exam (MCQ, TF questions) End of trimester
Duration:
2 hr(s)
Alternative linear conversion grade scale 40% No
70
No
Group Work Assignment: Submission of group project Week 7 Graded No
15
No
Participation in Learning Activities: peerScholar activity Week 4, Week 6, Week 7 Alternative linear conversion grade scale 40% No
15
No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Autumn Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities

How will my Feedback be Delivered?

Students will engage in a peer feedback activity (peerScholar) as part of the group project. Feedback will be given to groups of students on the final group project through VLE. The class will be asked to provide feedback (peer review activity) on group project presentations. Test exam questions will be provided through VLE with automated feedback in Brightspace and in-class during review lecture prior to end-of-semester exam. If requested, individual feedback will be given to students post-assessment.

Name Role
Dr Kieran Brennan Lecturer / Co-Lecturer
Professor Siobhán McClean Lecturer / Co-Lecturer
Assoc Professor Margaret McGee Lecturer / Co-Lecturer
Dr Jens Rauch Lecturer / Co-Lecturer