麻豆传媒高清版

Overview

The module focusses on quantitative analysis, experimental design and communication skills. It is delivered through four key components. The first three Analysis, Writing, and Experimental Design, are combined in the fourth, Dissertation Planning:

1. Quantitative Analysis (critical thinking). Students undertake a range of analytical exercises, including computer-based learning, to critically review scientific articles from a variety of sources, and to develop an ability to determine the validity and rigour of results. Students will develop & implement their own analytical skills to consider; errors in scientific literature; scientific methodology; experimental design; use and abuse of statistical results; erroneous and misleading presentation of results; the quality of different sources of information. They will analyse, synthesise and summarise information critically from a variety of sources. Topics will include entomology and ecology and may include climate change, alternative medicine, health and disease, food security. Students may also take part in group discussions and informal debates.
2. Scientific writing. Students will write a short essay. A list of degree programme and subject-specific essay titles will be made available on Blackboard.
3. Problem-based learning Delivered as Experimental Design workshops in small groups, student teams will design a study and present their plan in a mini conference through a 10 minute presentation (with questions). Students will be asked to: consider interesting research questions; frame hypotheses; design appropriate tests for hypotheses; consider data collection and analysis; consider possible interpretations and future research avenues; undertake preliminary research.
4. Planning for 3rd year project (practical/planning skills) Interaction between student and academic project supervisor in up to 3 x tutorial sessions. Tutorial sessions will identify the specific aim and objectives of the project and develop a project plan. A written plan will be submitted for review by the student鈥檚 dissertation supervisor.

The module will be delivered in four key components:

1. Analysis & Interpretation (critical thinking). Students will undertake a range of analytical exercises, including computer-based learning, where they will critically review scientific articles from a variety of sources, to develop an ability to determine the validity and rigour of results. Students will develop & implement their analytical skills to consider; errors in scientific literature; scientific methodology; experimental design; use and abuse of statistical results; erroneous and misleading presentation of results; the quality of different sources of information. They will analyse, synthesise and summarise information critically from a variety of sources. Topics will include entomology and ecology and may include climate change, alternative medicine, health and disease, food security. Students may also take part in group discussions and informal debates.
2. Scientific writing (literacy skills) Students will attend introductory lectures on scientific writing. A list of degree programme and subject-specific essay titles will be made available on Blackboard. Students will choose one essay title to complete. Computer assisted learning (CAL) - a comprehensive suite of supporting materials will be made available for students on the Blackboard site (e.g. tips on how to write essays, grammar and comprehension, referencing and example essays).
3. Problem-based learning (creative thinking) Delivered as workshops in groups with academic staff or trained postgraduates, followed by a mini conference in which groups will convene to present a short project plan (with questions). Students will be asked to: consider interesting research questions; frame hypotheses; design appropriate tests for hypotheses; consider data collection and analysis; consider possible interpretations and future research avenues; undertake preliminary research. These will be discussed in the workshops.
4. Planning for 3rd year project (practical/planning skills) Interaction between student and academic project supervisor in up to 3 x tutorial sessions. Tutorial sessions will identify the specific aim and objectives of the project and develop a project plan.

Assessment Strategy

-threshold -A threshold student (Grades D+ - D-) should; demonstrate a basic ability to critically evaluate scientific material from a variety of sources, and to synthesise and summarise this information in a clear, concise and logical manner; demonstrate basic problem-solving skills, an ability to assess the key questions relating to a real-life scientific scenario, framing testable hypotheses and identifying and taking appropriate approaches to experimental design/testing, data analysis and interpretation; be able to work effectively both as part of a group, and as an individual; develop the necessary skills to enable them to enhance their knowledge and understanding of the BioSciences.

-good -A good student (Grades B+ - C-) should; demonstrate an ability to critically evaluate scientific material from a variety of sources, and to synthesise and summarise this information both orally and in writing in a clear, concise and logical manner that includes a critical evaluation of the scientific approach; demonstrate comprehensive problem-solving skills, an ability to identify key questions relating to a real-life scientific scenario, framing testable hypotheses and identifying appropriate approaches to experimental design/testing, data analysis and interpretation. This will include the ability to suggest tangible approaches and outcomes of the work; be able to work effectively both as part of a group, and as an individual; demonstrate well-developed strategies for the enhancement their knowledge and understanding of the BioSciences.

-excellent -An excellent student (Grades A* - A-) should; demonstrate an ability to critically evaluate scientific material from a variety of sources, and to synthesise and summarise this information both orally and in writing in a clear, concise and logical manner that includes a comprehensive and critical evaluation of the scientific approach; demonstrate well-established problem-solving skills, identify key questions and testable hypotheses relating to a real-life scientific scenario, demonstrating the ability to suggest and complete appropriate approaches to experimental design/testing, data analysis and interpretation. This will include the use of appropriate statistical/analytical methods to draw tangible conclusions from hypotheses; demonstrate an ability to operate efficiently as part of a group, and as an individual; demonstrate well-founded strategies for the enhancement their knowledge and understanding of the BioSciences.

Learning Outcomes

• Analyse and critically evaluate scientific data and literature from a variety of sources. (Biosciences benchmarks: 3.2 subject knowledge, 3.3 generic skills, 3.5 intellectual skills, 3.6 practical skills & 3.7 information technology skills)

• Approach a given research problem creatively, identifying testable hypotheses and applying the scientific approach to design appropriate experimental tests and consider data collection, interpretation and analysis. (Biosciences benchmarks: 3.2 subject knowledge, 3.3 generic skills, 3.4 graduate and key skills, 3.5 intellectual skills, 3.6 practical skills, 3.7 information technology skills, 3.8 interpersonal and teamwork skills & 3.9 self-management and professional development skills)

• Develop oral presentation skills as part of group-based exercises. (Biosciences benchmarks: 3.4 graduate and key skills, 3.7 information technology skills & 3.8 interpersonal and teamwork skills)

• Evaluate and present written scientific information in a variety of forms, that may include graphs, an abstract, essay, review, and a project proposal, in a clear, concise and logical manner. (Biosciences benchmarks: 3.2 subject knowledge & 3.5 intellectual skills)

• Work effectively both as a member of a group and individually to successfully complete the exercises and assessed tasks. (Biosciences benchmarks: 3.2 subject knowledge, 3.3 generic skills, 3.4 graduate and key skills, 3.5 intellectual skills, 3.6 practical skills, 3.7 information technology skills, 3.8 interpersonal and teamwork skills & 3.9 self-management and professional development skills)