FOUD02H8: Concepts, Methods and Theories in Biology

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• Programme Aims:
• Foundation students have 3 or 4 core components to their programme, depending on route. The CMT modules are designed to introduce students to concepts, methods and theories within the students chosen discipline, and provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline. Meanwhile the Scholarship in Higher Education (SHE) module provides the tool-kit for their engagement and communication of knowledge; whereas the Advanced Scholarship in Higher Education module provides an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the students chosen discipline. All students apart from Arts; Humanities also have a maths component.
• This module contributes to the overall aims of the Foundation Programme, which are aligned to FHEQ level four descriptors. By the end of the programme, students will have demonstrated
• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments
• undertake further training and develop new skills within a structured and managed environment.
• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
• Module Aims:
• to introduce, extend and develop a range of concepts, methods and theories relevant to the Biological Sciences progression pathway
• to develop and extend laboratory skills by performing, analysing and evaluating procedures performed to demonstrate fundamental principles of biology relevant to further study in Biological Sciences and to the ASHE SE module
• to develop academic communication in biology including appropriate data analysis
• develop critical thinking by describing, analysing, and evaluating relevant primary and secondary source materials, including laboratory data;
• to encourage collaborative studentship and demonstrate the importance of interdisciplinary practice in biology
• to explore the importance of ethics within science and technology

• This module supports the overall Foundation Programme aims to enable students to have:
• acquired the ability to work confidently with a range of academic materials and sources (as appropriate to progression pathway);
• gained various skills for undergraduate study, including the ability to extract and summarise meaning from text, to read rapidly and accurately, to write and present clear and precise arguments using appropriate evidence;
• gained skills in collecting, analysing and presenting data (as appropriate to progression pathway)
• acquired a level of self-efficacy in relation to workload management, basic academic autonomy and a learner identity as an effective university student;
• gained skills in using reference resources;
• The module provides students with key reference knowledge and practical skills necessary for further study in Biological Sciences. This includes:
• the introduction of a range of concepts, methods, and theories from biology
• themes through which core concepts, methods and theories are explored include cell structure and cell division; biochemistry and plant science; the applications of biotechnology in medicine, food production and industry; genetics; the interdisciplinary nature of biology, and ethics in science and technology.
• a range of qualitative and quantitative methods typically used in the biological sciences, including application of the scientific method as the basis for research
• use of primary and secondary sources, including generating and utilising data from laboratory activities; interpreting and applying results in the explanation of biological concepts.

Subject-specific Knowledge:

• By the end of the module, students will have demonstrated knowledge of:
• 1. a range of foundational subject concepts and theories in biological sciences relevant to cell structure and cell division; biochemistry and plant science; the applications of biotechnology in medicine, food production and industry; ecology; genetics; ethics in science and technology; the interdisciplinary nature of biology.
• 2. some key research methods used in the study of biology, including relevant practical methods.
• 3. a range of relevant vocabulary, nomenclature and formulae used in biology.

Subject-specific Skills:

• By the end of the module, students will have demonstrated that they can:
• 1. use and effectively apply a range of foundational subject concepts and theories relevant to cell biology, biochemistry, ecology, genetics, ethics and biotechnology.
• 2. use effectively relevant literature-based research methods commonly found in the biological sciences.
• 3. use of a range of relevant vocabulary, nomenclature and formulae with accuracy and precision, especially in relation to scientific processes.
• 4. use knowledge of qualitative and quantitative methods typically used in the biological sciences, including the application of the scientific methods; evaluate the reliability and validity of experimental results.

Key Skills:

• By the end of the module, students will have demonstrated that they can:
• 1.communicate effectively, using appropriate academic styles, making use of terminology and formulae that conveys meaning and creates understanding.
• 2. cite sources of evidence and arguments used, ensuring the precise application of in-text citation, and referencing.
• 3. demonstrate emergent critical thinking, especially in relation to experimental practices and interpreting results.
• 4. use number accurately to present, interpret and evaluate experimental data.

• This module will be delivered using a combination of whole group lectures, practical sessions and seminars on a weekly basis throughout both Teaching Blocks. Laboratory practicals and seminars are undertaken on a fortnightly basis, in the same timeslot.
• Students will be taught subject specific concepts to be applied to a variety of tasks or assignments designed to lead to achieving the module outcomes.
• Lectures and Seminars: Lectures and seminars are used to provide guided access to the module content. Teaching is carried out in one group, with approximately 10 students attending the main module lecture each week throughout both Teaching Blocks. There is an interactive teaching/learning style which will encompass some lecture-style presentations by the teacher, teacher-led discussions and discussion in groups, particularly in the fortnightly seminar. Lectures are supported by reference materials, such as the module handbooks, laboratory guides, video guides and/or practical demonstrations, handouts, or notes posted on the VLE and are delivered by expert staff from within the DCAD team.
• Lectures and seminars focus on developing Subject Specific Knowledge, Subject Specific Skills, and Key Skills.
• Laboratory Practical: There is a practical component associated with the module that relates to (i) Assessment 1: Podcast and, also, (ii) supports the development of practical skills for use in the Advanced Scholarship in Higher Education for Science and Economics (ASHE SE) module. The practicals will ensure such students develop practical laboratory skills, competency and confidence in a laboratory situation, alongside using and applying a range of foundational subject concepts, methods and theories to consolidate knowledge from lectures and seminars.
• Laboratory practicals focus on developing Subject Specific Knowledge and Subject Specific Skills.
• Summative assessments within this module are designed to provide opportunities to engage in an iterative process to develop students subject knowledge, epistemological maturity, self-regulation, and essential academic communication skills relevant to their progression pathway. Early assessments are used to provide detailed tutor feedback on which later assessments build.
• The first summative assessment, undertaken at the end of TB1 is the Presentation which takes the form of a Podcast. The Podcast is based on reflection on laboratory practicals. It primarily allows students to demonstrate the range and sophistication of their engagement with the modules reference/factual knowledge and procedural knowledge, and how they apply these within the context of their discipline (in a laboratory situation), with the secondary focus on effective academic communication through the medium of a 5-minute podcast, accompanied by slides. The podcast will also give students the experience of presenting their understanding and analysis of laboratory activities, with an element of reflection, serving as a forerunner to the project report they produce for the ASHE module in TB2.
• The Essays primary function is to allows students to demonstrate the range and sophistication of their engagement with the modules reference/factual knowledge and process knowledge, applying this knowledge in response to specific stimulus questions in relation to ethics within science, with the secondary focus on the key skills of academic communication in long form writing (as they are likely to experience in their subsequent years of study on their chosen pathway at Durham). The Essay is completed during TB2.
• The Test is the final summative assessment and is the culmination of the years work for the students. In this module, the Tests primary function is to allows students to demonstrate the range and sophistication of their engagement with the modules reference/factual knowledge, contextually and selectively applying this knowledge in response to specific test questions, with the secondary focus on the key skills of academic communication under timed conditions, in-person in an examination room (as they are likely to experience in their subsequent years of study on their chosen pathway at Durham).

A range of formative tasks are used to help students work towards module outcomes and to iteratively build competency towards each respective summative assessment. Formative Task 1: Laboratory Report (TB1) This formative laboratory report will help students to understand the structure and depth required of a scientific laboratory report. It will help them to develop the necessary key skills (especially KS1 and KS4) to produce a summative laboratory report at the end of term in TB1 and also work towards the project report for ASHE (STEM) in TB2. Verbal and written feedback will be given to support the further development of the skills and knowledge needed for Summative Assignment 1: Laboratory Report. Formative Task 2: Essay Plan (TB2) This formative essay plan (200 words) will help students to understand the structure and depth required of an essay within a scientific discipline. It will help them to develop the necessary key skills (especially KS1, KS2 and KS5) and subject-specific skills (especially SSS2) to produce a summative essay in TB2. Brief written feedback will be given to support the further development of the skills and knowledge needed for Summative Assignment 2: Essay.Formative Tests: (TB1 and TB2) At the end of each key theme (Cell structure and cell division; Biochemistry and plant science; Ecology and physiology; Health, immunity and biotechnology; Genetics and evolution) there will be a short (60 minutes) test. The purpose of this test is to check and consolidate reference/factual knowledge, contextually and selectively applying this knowledge in response to specific test questions, in preparation for Summative Assessment 3: Test at the end of the module. Diagnostic Test At the beginning of Teaching Block One, students are given a diagnostic assessment to gauge their current knowledge base in biology, prior to the commencement of teaching.

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