MODULE DESCRIPTOR TITLE SI MODULE CODE 66-4839-00L CREDITS 20 LEVEL 4 JACS CODE C150, F180 SUBJECT GROUP Biosciences DEPARTMENT Biosciences MODULE LEADER Dr Peter Drew Environmental Biosciences MODULE STUD HOURS (based on 10 hours per credit) Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study 48 152 200 MODULE AIM Total Number of Study Hours This module aims introduce the scientific principles which govern the physical, chemical and biological environment and to show how organisms from microbes to plants and through to humans impinge directly and indirectly, in an interlinked way, on the environment and vice versa. The module also reinforces key general chemical concepts set within an environmental framework, and introduces the analytical principles for analysing the biological and physical environment. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to 1. review the interaction of the physical and biological environments 2. define and explain sample preparation, experiment calibration and data handling including mapping & taxonomy 3. utilise fundamental chemistry concepts such as moles, chemical equations, kinetics and equilibria 4. describe the theoretical concepts relating to atomic and molecular structure and the basis of covalent and non-covalent bonding as related to biological sampling 5. relate the structures of a range of chemical and biological molecules to their key properties and behaviour and attempt to link these to possible analytical techniques 6. describe the theory underpinning common techniques used to chemically analyse & describe the environments, and depict the instruments used, INDICATIVE CONTENT Appreciate the interaction between physical and biological factors over a range of environments e.g. temperate, aquatic and polluted by physical mapping and describing using keys and a range of analytical techniques Understand the basic chemistry behind a typical temperate environment as a baseline against which to compare extremes eg: water cycle, nitrogen cycle, carbon cycle & nutrient cycle. In so doing students will gain knowledge of ionic and covalent bonds; dipolar molecules; solvents; ph and buffers, osmolarity; basic atomic structure, isotopes and use of the periodic table.
Apply understanding of basic chemistry to theory of common analytical techniques used in environmental analysis.. Separation techniques such as chromatography; including size exclusion, TLC, HPLC & GC and electrophoresis Spectroscopy of atoms and molecules using absorbtion, emission and fluorescence. ph electrodes. Mass spectrometry Concepts of specificity, sensitivity and calibration. Need for sample preparation of environmental samples. Gain confidence in calculations and numerical manipulation necessary to chemically, biologically and physically describe and analyse a given environment including, molarity, concentration, ppm etc Through study of energy flow in an environment gain an understanding of organic synthesis eg carbohydrate structure, lipid/structure, protein LEARNING AND TEACHING METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways Learning and teaching activities will include a mixture of formal lectures and student based problem solving sessions. Self-directed studies will reinforce this information and students will be encouraged to consolidate and extend lecture material from recommended standard textbooks and online sources using a problem solving portfolio of techniques and environmental examples. Formative MCQs on fundamental concepts will be used. The module VLE site will act as a repository for course information and learning support material, assessment activities and generic feedback. It will also provide a link between internal and external learning resources. ASSESSMENT STRATEG AND TASK INFORMATION Coursework Portfolio (40%) composed of a series of worksheets comprising demonstration examples of problems covering the various lecture topics. Students will self and peer assess progress and formative feedback will to available from tutor. Topics for research could include: Where will that chemical go? Physical and chemical properties as indicator of environmental behaviour and fate. Case study Persistent Organic Pollutants (POPs) e.g. DDT Air pollution & Human Health. Historical perspectives:.sulphur dioxide and particulates Changing times, changing concerns. Monitoring networks, automated instrumentation. Making sense of the data. Informing the public Water Quality Concepts. Chemical analysis and monitoring. Water purification. Water Quality monitoring on a biological basis. Contaminated land landfill and bioremediation Examination (60%) (3 hours) The examination may be composed of a combination of MCQ, short answer and longer questions.
Task No. Short Description of Tas6k SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration 1 Coursework Portfolio CW 40% na 2 Examination EX 60% 3 hours N FEEDBACK Students will receive feedback on their performance in the following ways In-module retrieval available Feedback on the developing Coursework Portfolio will be provided by self and peer assessment coordinated by the module leader and staff teaching on the module with generic tutor feedback in classes. Tutor feedback will be provided after the summative submission. Feedback on the Examination will be in accordance with university policy. LEARNING RESOURCES (INCLUDING READING LISTS) Fry, M & Page, E, (2005) Catch-Up Chemistry: for the life and medical sciences,, Scion, Jones AM, Reed, RH & Weyers, J (2007) Practical skills in biology, 2nd d edn Pearson Education Martini,,FH, Nath, JL.,& Bartholomew, EF (2012) Fundamentals of Anatomy & Physiology, 9 th edn Benjamin Cummings Reed, RH Holmes, D, Weyers, J & Jones,AM, (2007) Practical skills in biomolecular sciences 3 rd edn, Pearson Education Sackheim, A,(2007), An Introduction to Chemistry for Biology Students, 9th Edition, Benjamin Cummings.
SECTION 2 MODULE INFORMATION FOR STAFF ONL MODULE DELIVER AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF AN CHANGES BEING MADE NEW MODULE EXISTING MODULE - NO CHANGE N Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2012 MODULE DELIVER PATTERN Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 09/2012 05/2013 Course Intake 2 N/A N/A Course Intake 3 N/A N/A Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below Kew Gardens, London What proportion of the module is taught by these non-shu staff, expressed as a percentage? <5% MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 40% *Overall PASS / FAIL Grade N *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment N strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Sub-task / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task No.1 MODULE REFERRAL STRATEG - TASK FOR TASK BASIS
CHECKED Date Aug 2012 Reason Checked Against SI