Becoming a Bioscientist: Grand Challenges - BIO00026C
Module summary
Becoming a Bioscientist: Grand Challenges is the second of four
sequential modules that allow students to develop the necessary skills
to be a successful, competent graduate level bioscientist. The module
will allow students to practice the collection of data in experiments
that they have some control over designing and will allow the teaching
and development of data analysis skills, professional skills (e.g.
report writing and problem solving ) and personal development (e.g.
team work) that are part of the wider remit of the year 1 skills
training programme
The module is taught through practicals,
workshops, tutorials, lectures and independent- study that are
integrated together.
The module is assessed by a report and
R script based on practicals that students design and execute in the
second part of the semester; a presentation based on the Grand
Challenge that students explore in the context of Tutorials;
completion of York Strengths and a basic test of laboratory competency.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
The module follows on from the Becoming a Bioscientist module in
Semester 1 and provides students a chance to consolidate and further
develop the key skills needed to become a successful bioscientist.
Specifically it will allow students to
1. Practice and
develop both core and subject specific laboratory techniques that are
needed in within their bioscience specialisation
2. Develop more
advanced data collection, analysis and interpretation skills including
the use of appropriate statistical analysis techniques.
3.
Consider some of the āGrand Challengesā in the world today and how
these can be addressed using different aspects of bioscience.
4.
Consolidate and practice the professional skills associated with being
a bioscientist including the presentation of scientific information
(including report writing, reviewing literature and giving
presentations), ethical and safety considerations.
5. Consider
their own personal development as an individual by reflecting on their
strengths, how to apply these skills and strengths in different
settings and how to articulate them to others.
Module learning outcomes
Students who successfully complete this module will be able to:
Extend practical competence to further core laboratory techniques and apply these in combination to unfamiliar experimental scenarios.
Think creatively to address a Grand Challenge by designing investigations with testable hypotheses and rigorous controls.
Describe the ethical principles that are used to govern biological research and how researchers deal with ethical issues
Appropriately select classical univariate statistical tests and some non-parametric equivalents to a given scenario and recognise when these are not suitable
Use R to perform these analyses, reproducibly, on data in a variety of formats and present the results graphically"
Communicate research in scientific reports and via oral presentation.
Describe and reflect on your strengths.
Work with others to conduct and communicate scientific research.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 80.0 |
| Groupwork | 20.0 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 80.0 |
| Oral presentation/seminar/exam | 20.0 |
Module feedback
Marks for all summative assessments will be made available to you and
your supervisor via e:vision. Feedback will be either individual or
cohort-level, depending on the assessment format. You should take the
opportunity to discuss your marks and feedback with your
supervisor.
For exam-style summative assessment, model
answers will be provided for all questions along with cohort-level
feedback indicating how students answered questions in general. Marks
achieved per question will be added to your script.
For
coursework assessments (eg. reports or essays) you will receive
individual feedback on your work. This will usually be in the form of
a feedback sheet that will include suggestions for further
improvement.
During the teaching of the module you will
receive formative feedback that may be at a whole class or individual
level. Such feedback may include: model answers and discussion of
workshop questions, summaries of performance in practicals, VLE-based
quizzes, individual spoken comments during workshops, individual
written comments on formative work.
Indicative reading
These are available through the VLE module site.