MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module
BI532 Skills for Bioscientists 2
2. The Department which will be responsible for management of the module
Biosciences
3. The Start Date of the Module
Sept 08
4. The cohort of students (onwards) to which the module will be applicable.
Sept 07 entry onwards
5. The number of students expected to take the module
150
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal
BI532 will replace BI502 Skills for Biologists, BI512 Skills for Biomedical Scientists and BI522 Skills for Forensic Biologists with one consolidated module
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I
8. The number of credits which the module represents
15
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn and Spring
10. Prerequisite and co-requisite modules
BI308 Skills for Biologists 1, BI300 Introduction to Biochemistry
11. The programmes of study to which the module contributes
Biochemistry and related programmes
Biology and related programmes
Biomedical Science and related programmes
Forensic Biology and related programmes
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
1. A full understanding of general techniques in spectroscopy, chromatography, electrophoresis, immunochemistry, histology and bioimaging.
(Programme outcomes – Biochemistry 10,22,24,; Biology 6,22; Biomedical Science 27; Forensic Biology 6,23)
2. Ability to select and search literature and sequence/structure databases
(Programme outcomes – Biochemistry 11,14,23; Biology 14,23; Biomedical Science 28; Forensic Biology 24)
3. The ability to handle biological material in general and chemicals in a safe way.
(Programme outcomes – Biochemistry 20; Biology 20; Biomedical Science 25; Forensic Biology 21)
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
1. Transferable skills such as oral presentations, poster making, group work, analysis of the literature and written communication.
(Programme outcomes – Biochemistry 25,28,29; Biology 25,28,29,32; Biomedical Science 16,30,33,36; Forensic Biology 12,26,29,32)
2. Computer skills for use in bioinformatics and data retrieval.
(Programme outcomes – Biochemistry 27,30; Biology 31,35,37; Biomedical Science 35; Forensic Biology 28,31)
3. An understanding of the procedures for identifying possible future careers and how to apply for employment ( not assessed)
(Programme outcomes – Biochemistry 32,33; Biology 26,38; Biomedical Science 31,38; Forensic Biology 27,34)
14. A synopsis of the curriculum
1. Computing for Biologists ( 2 lecture, 2 workshops)
- Bioinformatics
- Phylogenetic trees
- database searches for protein/DNA sequences
2. General techniques in Biological Science (19 lectures)
Spectroscopy for small molecules
Chromatography
Electrophoresis
Immunochemistry
Histology and Cytology
Medical Imaging
3. Practicals
Each student will have 5 lab days. The topics covered are a) microscopy,
b) electrophoresis and Western blotting, c) ELISA d) chromatography
e) histology/cytology.
4. General Skills (2 lectures, 1 workshop)
Use of the library and on-line journal resources. Advice on essay writing, oral presentations and poster making.
5. Problem Solving and Data Analysis
Problem and data analysis questions will be made available by the teaching web pages and attempted in the student’s own time. In each timetabled sessions a problem will be worked through as a group and any misunderstanding or difficulties discussed/resolved. Problem solving and data analysis are also integrated into the practical classes and the associated written reports.
6. Group Work
Students will be split into groups of 10-12 students and each group split into two teams. Each group will be set a general topic of wide public interest and the two teams will independently prepare a talk and a poster and present their work to the other team. Although specific roles can be allocated within a team by the team members, each individual must contribute to both the talk and poster.
Each student will also prepare a written description of the aim of their talk within the context of the group presentation and will also submit an analysis of 3 key references used in the preparation of their talk.
7. Careers (4 lectures)
The programme will be delivered by the Careers Advisory Service and will review the types of careers available for biological science students. The sessions will incorporate personal skills, careers for bioscience graduates, records of achievement, curriculum vitae preparation, vacation work, postgraduate study, interview skills and action planning.
15. Indicative Reading List
Wilson, K and Goulding, K.H. “A Biologist’s Guide to principles and techniques of Practical Biochemistry”, 3rd Ed., Arnold.
Barrass, R. “Scientists must write: a guide to better writing for scientists, engineers and students” Chapman and Hall.
Holme, D.J. and Peck, H (1998) “Analytical Biochemistry” 3rd Ed. Longman.
Van Holde K.E., Johnson W.C. and Ho P.S. (1998) “Principles of Physical Biochemsitry” Prentice-Hall
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
This module is taught using a combination of lectures, practicals and workshops. The lectures and practical sessions teach students the theory underpinning the practical techniques (lectures) and allow the opportunity to practice selected procedures (practicals). The Group work provides an opportunity to use the library and on-line journal resources to research a subject and to cooperate and critically review each others work as part of a team.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
1. Practicals (subject specific outcomes 1 and 3) 25%
2. Group Work (subject specific 2, generic 1, 2) 25%
3. End of year examination (subject specific 1, generic 1) 50%
18. Implications for learning resources, including staff, library, IT and space
None as this is a reorganisation of existing modules
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
As far as can be anticipated this module does not present any non-justifiable disadvantages to students with disabilities
If the module is part of a programme in an Associate College, please complete the following:
20. Associate College:
21. University Department (for cognate programmes) or Faculty (for non-cognate programmes) responsible for the programme:
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY DEPARTMENT
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching
…………………………………………………
Print Name / ......
Date
Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module and, where the module is proposed by Departmental staff, will be responsible for its resourcing"
......Head of Department
…………………………………………………….
Print Name / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN AN ASSOCIATE COLLEGE
(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: "I confirm that the College has approved the introduction of the module and will be responsible for its resourcing"
......Nominated Responsible Officer of the Associate College
………………………………………………….
Print Name
…………………………………………………..
Post
…………………………………………………….
Associate College / ......
Date