University of the
West of England
MODULE SPECIFICATION
Code: USSJNN-40-1 Title: Scientific Skills and Technology
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: Summer 2009
Valid from: September 2010 Discontinued from:
Pre-requisites:
None
Co-requisites:
None
Entry Requirements:
None
Excluded Combinations:
None
Learning Outcomes:
The student will be able to:
- understand the fundamental structure of matter at the nuclear, atomic and molecular levels, and relate to industrial applications;
- understand units of measurement and relate their importance to the scientific and technological world;
- describe, for the field studies considered, the range of factors which affect the environment;
- understand the importance of assessing the health and safety implications of a range of laboratory and fieldwork activities;
- record scientific data in the laboratory and field, and present, analyse and interpret these data using appropriate mathematical, statistical, computing and communication skills;
- understand the need for developing key graduate skills in addition to subject based proficiency;
- use resources that will support their research, problem solving and study skills throughout their undergraduate course.
Syllabus Outline:
This is a skills based module and aims to support and enhance the development of both subject-based and generic key skills. Specifically this module will introduce the following:
1) Structure and properties of matter
Energy:
Production of electricity from fossil fuels - chemical equations, heat production, states of matter, latent & specific heats, electrical units. Gases - gas laws. Other energy forms such as wind & water - kinetic and potential energies and interconversions. Nuclear energy - nuclear & atomic structure, radioactive decay processes, nuclear reactors.
Colour & light:
Spectrometry - principles of emission and absorption of light. Waves and wave properties, the electromagnetic spectrum, atomic structure and energy levels. Emphasis on visible but other regions mentioned.
Materials:
The physical and chemical properties of selected metals in relation to their atomic and crystalline structures. Extraction, purification by electrolysis, redox reactions and oxidation states. Nitrogen and sulphur chemistry.
Petrochemicals & organic chemistry:
Bonding and bonding energies, fuels, carbon and organic molecules, functional groups, naming. Reactions and mass balances. Cracking. Polymers and applications.
2) Field skills
Principles of fieldwork, sampling methodologies and monitoring. Investigation of a range of environmental issues in a local and regional context. Activites may include: field monitoring of air, soil or water quality; investigating the impacts of human activities (e.g. industry, tourism) on urban and rural environments through site visits and surveys; investigations into the factors that affect the distribution of living organisms.
3) Study skills
Transition to university, expectations, requirements and support. Introduction to study skills and generic graduate, skills. Proficiency and careers within the energy and environmental sectors. The evaluation of skills and planning personal development. Activities may include: academic reading; literature and information searching; scientific writing; referencing & plagiarism; use of appropriate software; presentation skills; time management; understanding and using feedback; formative assessment and feedback from staff and peers; revision techniques and exam preparation; self evaluation and reflection; planning ahead.
4) Analytical skills
Modelling scientific systems
Scientific equations and formulae. Linear relationships and regression. Exponential and logarithmic functions. Equations of growth and decay. Probability and frequency. Use of normal distribution, Z-scores, confidence intervals. Use of appropriate software to display scientific information: formatting, graphs, use of formulae and functions, absolute and relative addressing. Descriptive statistics.
Data analysis
Introduction to hypothesis testing. Testing of hypotheses and making decisions, for example the use of t-tests and Chi-squared test. Appreciation of variability in scientific data and experimental uncertainty. Examining linear relationships and rates of change. Examining Binomial and Poisson distributions. Recording, analysing and interpreting scientific data using IT software such as Excel & Minitab.
Teaching and Learning Methods:
This is a module about developing skills and so a variety of teaching and learning approaches will be employed. The module will be delivered using a mixture of whole group and small tutorial group sessions. Students will be allocated to a Study Skills Tutor group where a member of staff will facilitate personal, group and peer assisted learning of key skills. This will encompass the university wide Graduate Development Programme. The module includes a residential fieldtrip of 3-5 days duration where emphasis will be placed on the understanding the theory behind fieldwork and developing practical hands on skills in field techniques. Team-working skills will be promoted through group work. Expert opinion will be accessed via site visits (e.g. to industrial sites, information resources). Support material such as DVDs, relevant texts, internet and electronic resources, will be available for use both in formal and informal sessions.
Support for student learning in the ‘Structure and properties of matter’ and ‘Analytical skills’ sections will be given through weekly lectures/tutorials and occasional laboratory practicals, which will be integrated with self-assessment tests to ensure focussed help can be given to those students who need help in the particular areas. Students will develop IT and data analysis skills through computer-based workshops. Resources for ‘Analytical skills’ also include direct tutorial material, and references to published material, software, internet and intranet resources. Where possible, the statistical topics are presented and tested in the context of energy and environmental issues.
Student learning will be supported through the University's E-Learning Environment, Blackboard.
Reading Strategy:
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.
Indicative Reading List:
Cann, A. (2005). Maths from Scratch for Biologists, John Wiley.
Cottrell, S. (2003). Skills for success, Palgrave Macmillan, Basingstoke.
Cottrell, S. (2008). The Study Skills Handbook, Palgrave Macmillan, Basingstoke.
Croft, A. & Davison, R. (2006). Foundation Maths, 4th Ed, Longman.
Currell, G. A. (2009). Essential Mathematics and Statistics for Science, John Wiley & Son.
Students will use a dedicated website associated with this text, which gives access to additional learning resources including video feedback.
Dytham, C. (2002). Choosing and Using Statistics, Blackwell, Oxford.
Goudie, A. (2006). Human Impact on the Natural Environment, Blackwell, Oxford.
Henderson, P.A. (2003). Practical Methods in Ecology, Blackwell, Oxford.
Jones, A. (2000) Practical Skills in Environmental Science. Prentice Hall.
Assessment:
Weighting between components A and B (standard modules only) A: 40% B: 60%
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
EX3 |
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Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
1 | |
CW3 |
2 | |
Second Assessment Opportunity (further attendance at taught classes )
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW1 |
||
EX3 |
||
Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
1 | |
CW3 |
2 | |
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)