Teaching Guide Information

1. Course details

1.1. Content area

Biology

1.2. Course nature

Basic Training

1.3. Course level

Grado (EQF/MECU 6)

1.4. Year of study

2

1.5. Semester

First semester

1.6. ECTS Credit allotment

6.0

1.7. Language of instruction

English

1.8. Prerequisites

None.

1.9. Recommendations

It is recommended to have a degree in scientific and technical education

1.10. Minimum attendance requirement

Assistance to the theoretical and practical classes of this subject is considered essential. Assistance to classroom practices, laboratory practices and field practices is mandatory. Any absence must be properly justified. The minimum attendance at classroom and laboratory practices is 80 per cent and at 100 per cent field practices.

1.11. Subject coordinator

- Name and surname: Sandra Saura Mas

- E-mail: sandra.saura@uab.cat

- Faculty: Biosciences

- Department: Animal biology, plant biology and ecology

- Dispatch-Module: C5b/-118

- Telephone: 935811921

1.12. Competences and learning outcomes

1.12.1. Competences / Results of the training and learning outcomes

BASSICS

CB1 - That students have proven to possess and understand knowledge in an area of study that is part of the basis of general secondary education, and is often found at a level that, while supported by advanced textbooks, also includes some aspects that imply knowledge from the forefront of their field of study.

GENERAL

CG1 - Apply the principles of the scientific method, in order to give innovative answers to the needs and demands of society.

CG3 - Promote the development of values and new attitudes that contribute to the conservation of the environment and to sustainable development, as well as respect for the principles of equal opportunities and universal accessibility of persons with disabilities.

TRANSVERSAL COMPETITIONS

CT1 - Poseer ability to develop original thinking and promote innovation capacity, recognizing and analyzing a problem and proposing a scientific strategy to resolve it.

CT3 - Acquiring teamwork habits, both in multi and interdisciplinary environments within the scientific field

SPECIFIC COMPETENCES

CE1 - Use scientific terminology correctly (nomenclature, languages, conventions, units etc.)

CE2 - To know and understand the fundamental laws and principles of Science, applying them to their various areas in study, to explain and predict nature, their properties, phenomena and to solve problems.

CE3 - Use the most appropriate mathematical tools to solve problems and propose, validate and interpret simple real situations models.

CE6 - Observe and measure processes (both in the laboratory and in the natural environment) through the systematic recording and sampling of them and report on the work performed.

CE7 - Securely manage chemical and biological products, applying the Safety and Hygiene Regulations in the Laboratory and evaluating the risks associated with the use of chemicals and laboratory procedures, including their environmental impacts.

1.12.2. Learning outcomes

• Recognize and relate to each other the different levels of biological complexity.
• Recognize the great organismic groups and describe their phylogenetic relationships.
• Analyze the processes of interaction of organisms with each other and with the abiotic environment, and interpret the resulting patterns at different scales of complexity.
• Analyze the basic structure and functioning of ecosystems.
• Analyze and interpret man's interaction with the Biosphere.
• Analyze, raise and solve problems, according to previously studied and reasoned models, of application of the theoretical concepts of the different topics.
• Apply the Safety Standards in the lab.
• Correctly use the basic laboratory material and field work, including measurement, and properly manipulate chemicals and wastes.
• Use basic laboratory techniques and interpret the experimental data obtained.
• Develop reports on practices.
• Critically value and from parameters of equity and sustainability, acquired knowledge applications.
• Show sensitivity to environmental issues
• Show ethical awareness and empathy with the environment

1.12.3. Course objectives

First, the subject should provide students with knowledge, analysis and understanding of biodiversity as well as how it is organized in populations, communities and ecosystems. Understanding the complexity of interactions between living beings within an ecosystem as well as the main evolutionary theories is also an objective of this subject. The abiotic medium as well as the flow of matter and energy and their relationship with living beings will be another central point of this subject.

Another objective will be to study the role of the human species in ecosystems, to promote a non-anthropocentric vision and understanding of the world, and that the student body becomes aware of its own

involvement in the environment, as well as the responsibilities it must assume towards sustainability.

Students of this subject will have to enter a problem-based learning system or challenges, which will force them to work intensively on individual and shared research with a high autonomous working index, and with an intense responsibility in driving and concreting their own learning.

During the project learning process to promote creativity, transdisciplinarity, gender perspective, oral and scientific written communication, and the capacity to resolve challenges and problems are other key objectives of this subject.

1.12.4. The Use of Generative Artificial Intelligence (GenAI) Technologies in this course

-

1.13. Course contents

This subject will work with the project-based learning methodology (ABPr) (see methodology section). The challenge will be done as a team and will be to create a model that allows a better understanding of a process, interaction or ecological problem of a particular ecosystem.

To achieve the challenge from knowledge, the following concrete contents will be worked:

Evolution, natural selection and adaptation. Evolutionary genetic foundations. Life strategies. The concept of species. Adaptive spice and radiation. Concept of biodiversity. Systematics and Philogeny. Biological kingdoms and their diversification. Dynamics and structure of populations. Biotic interactions. Interaction of populations with the abiotic environment. The concept of ecological niche. Biological communities. Networks of biotic interaction. The concept of ecosystem. Energy flow and material circulation in ecosystems. Biosphere as a global ecosystem. Humans in the biosphere: their evolution and impact.

1.14. Course bibliography

-

2. Teaching-and-learning methodologies and student workload

2.1. Contact hours

2.2. List of training activities

2.2.1. Teaching methodologies:

• Project-based learning:This subject will work with project-based learning (ABPr) from a holistic, transversal and transdisciplinary perspective, in which he will participate specialized professorship in different disciplines such as ecology, zoology and plant physiology. The centre of the teaching/learning process is the student and under this premise the course has been planned. Students will apply the knowledge acquired in case analysis and resolution and practical problems, as well as in small research and experimentation. The gender perspective will be applied cross-cuttingly throughout the subject. This subject pays special attention to project-based learning is a teaching methodology of growing interest in teaching, both because of the abundant evidence of its effectiveness, and because it allows us to address in a comprehensive manner some of the challenges posed by the adaptation of teaching to the needs of the current world. The centre of the teaching/learning process is the student and under this premise the course has been planned.
• Problem-based learning:development of active and autonomous learning through problem solving, which confronts students to new situations in which they have to seek information and apply new knowledge for problem solving through teamwork.
• Cooperative learning:promotes teamwork among students to achieve common learning objectives, fostering collaboration, participation and knowledge-sharing among members of the group.
• Explanation method:oral presentations by the supported teacher, if any, with digital material (PowerPoint, videos, etc.). They provide knowledge transmission and activation of cognitive processes in the student.

2.2.2. Training activities:

• Theoretical classesExposive teachers aimed at the acquisition of theoretical knowledge.
• Classroom practicesin which we will carry out an activity related to the project and challenge raised.
• Laboratory practiceson topics related to plant physiology, zoology and ecology.
• Field practicesthat will allow us to know different types of communities and ecosystems related to the project presented.

3. Evaluation procedures and weight of components in the final grade

3.1. Regular assessment

The results of the learning will be evaluated throughout the quadrimestre by means of different mandatory evaluation methods, whose contribution to the final rating will be as follows:

• Final review of all the contents that will weigh 20% of the final note. REQUIREMENT: In this final examination, students must have "a minimum note of 5 out of 10 to make an average of the continuous assessment note.
• Record book that will weigh 5% of the final note
• Individual evaluation (exercise and work related to classes and practices) continues with a weight of 10% of the final note.
• Collaborative project of 4 deliveries, allowing the progressive improvement of each version based on feedback and teamwork and that will have a weight in the final note of 7.5%, 7.5% ,10% and 40%), respectively.

All evaluable activities will be subject to formal criteria, including spelling, writing and presentation, and will allow an individual note.

To pass the course, a minimum of 5 must be obtained in the final weighted average rating, and a minimum of 5 in the test. Failure to perform any of the evaluation activities is a zero in that activity.

The subject does not keep notes of parts, from one course to another.

It will be considered ¿not evaluated¿ only to those who have not attended any of the mandatory activities or have performed any of the qualifying activities.

3.1.1. List of evaluation activities

3.2. Resit

In the event of failing the course, students may take an extraordinary assessment. This will consist of a resit exam covering the theoretical and practical content of the course, which will account for 80% of the final grade.

The assessments corresponding to the Course Portfolio, Fieldwork, and Laboratory Work will not be repeatable, and the grades obtained during continuous assessment will be retained, contributing 20% to the final grade.

To pass the extraordinary assessment, both of the following requirements must be met:

• Obtain a minimum score of 4 out of 10 on the resit exam.

• Achieve a final grade of at least 5 out of 10, applying the corresponding weightings (80% exam + 20% continuous assessment).

It will be considered ¿not evaluated¿ only to those who have not attended any of the mandatory activities or have performed any of the qualifying activities.

3.2.1. List of evaluation activities

-

4. Proposed workplan

-