This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 14/03/2022 11:37:25
|
Title of Module: Bioscience Research Project |
|---|
|
Code: BIOL10006 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Fiona
Henriquez |
|---|
| Summary of Module |
|---|
A supervised introduction to biological scientific research in order to develop independent problem solving skills, providing students with analogues of professional research practice.
To develop/refine critical analytical skills through exposure of a range of research paradigms over a variety of ethical and biological topics.
To apply skills learned across the breadth of biology-related provision in the design, conduct, analysis and presentation of a data-based project spanning two semesters, producing thereby a literature review, log book and project report in the form of a concise scientific paper, or multimedia format.
This module is also suitable for students wishing to engage with biological aspects of research.
In this module you will gain graduate attributes. These are the skills, personal qualities and understanding to be developed through your university experience that will prepare for life and work in the 21st century. As a graduate from UWS you will be:
- Universal - globally relevant with comprehensively applicable abilities, skills and behaviours
- Work ready - dynamic and prepared for employment in complex, ever-changing environments which require lifelong learning and resilience
- Successful - as a UWS graduate with a solid foundation on which to continue succeeding and realising my potential, across various contexts
Through studying and graduating from UWS, you will develop attributes across three dimensions:
- Academic – knowledge, skills and abilities related to high-level academic study
- Personal – qualities and characteristics of well-rounded, developed, responsible individuals
- Professional – skills, aptitudes and attitudes required for professional working life in the 21st Century
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Acquire experience of researching an identified biological question using knowledge and understanding acquired in the programme.
L2.
Prepare an independent critical review of literature in order to identify an agreed testable question and develop/refine critical analytical skills by engaging with a range of ethical and biologically-related research models.
L3.
Collect, collate and analyse data in a scientific manner.
L4.
Develop skills and gain experience relevant to the experimental and/or theoretical aspects of the problem posed, including modification and redesign to address emerging issues and to report results both orally and in the form of a concise scientific paper.
L5.
Act autonomously, or with little guidance, to devise and sustain an independent project to develop new areas of knowledge and skills as necessary. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 10.
To develop detailed knowledge and understanding in a specialized area, informed by or at the forefront of the subject/discipline. Knowledge and understanding of a range of established techniques of enquiry and/or research methodologies. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Execute a defined project of research to derive relevant outcomes. Practice in a range of professional contexts that exhibit uncertain outcomes. Use skills, practices or materials which are specialized, advanced, or at the forefront of a subject or discipline. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise, and analyse complex/professional level problems and issues. Critically review and consolidate knowledge, skills and practices. Demonstrate some originality during project implementation. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Use a wide range of routine skills in addition to some advanced and specialised skills. Use a range of software to analyse data and produce a professional report, including interpretation. Use and evaluation of a wide range of numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative during the project work. Exhibit awareness of responsibilities in a multi-user environment e.g. a laboratory. Work effectively with project supervisor. Demonstrate an awareness of current ethical issues and adopt a professional code of conduct. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | Pre Requisites - The student must fulfil the entry qualifications to the appropriate Honours Programme. Co-Requesit - Complementary programme |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| This module will require the student to undertake an investigation of a research-based topic in bioscience. A review of the literature will be prepared and a practical investigation carried out to generate data for analysis. In some cases a non-laboratory based topic may be investigated. A final report will be prepared to present the findings and conclusions of the research project. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 228 |
| Tutorial/Synchronous Support Activity | 12 |
| Personal Development Plan | 3 |
| Independent Study | 157 |
| 400
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Dedicated VLE.
Access to primary literature is essential. Key references for each project will be provided by Project Supervisor
Specialized reference material, books and online databases necessary for individual projects
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (meetings with supervisor(s), tutorials, Health and safety and laboratory induction and practicals), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
[Top of Page]
Supplemental Information
| Programme Board | Biological Sciences and Health |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Biology L7-11 |
|---|
| Moderator | Andrew MacKenzie |
|---|
| External Examiner | A Tsaousis |
|---|
| Accreditation Details | This module is part of the BSc (Hons) Biomedical Science programme; accredited by Institute of Biomedical Science (IBMS) and approved by Health & Care Professions Council (HCPC) as part of BSc (Hons) Applied Biomedical Science programme. This module is part of the BSc (Hons) Applied Bioscience and BSc (Hons) Applied Bioscience with Forensic Investigation programmes; accredited by Royal Society of Biology (RSB). This module is part of the BSc (Hons) Environmental Health programme; accredited by The Royal Environmental Health Institute of Scotland (REHIS). |
|---|
| Version Number | 5.03 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Term 1 Literature review, Project practical work to be continued into Term 2(30%) |
| Term 2 Project conduct & logbook (10%), Oral presenatation (10%), Final report (50%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory-based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Please refer to the UWS Equality and Diversity Policy at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|