With a new semester comes new modules (unless you have any that stretch over them both, which I don’t), so I thought I’d give a little run down of my first impressions on the modules I have started this week in 2017.
Biogeography: This module is one that is a kind of collaboration between the Geosciences and Biology department. Despite being two different modules for both departments, they overlap so much that the majority of them are taught together.
The study of biogeography is defined simply as ‘the distribution of species around the globe,’ and the module deals with exactly that. The first session introduced the very idea of what a “species” is, and how they come to be. Of course, their distribution, and how they come to be distributed, was explained next – particularly the idea of Gondwanan distribution (Gondwana was a supercontinent, like Pangea that broke apart to form the continents and microcontinents we know today. Knowing that this is only the tip of the biogeographical iceberg has me excited for what future lectures have in store.
Research Methods: The EHU website concisely summarises the module on their website. An essential program to biological research, R, will be taught.
“Research Methods in Biology introduces you to essential biological research methods and data analysis. You will examine experimental design and analysis with varied types of data and subsequently design a study of your own.” – Edge Hill University
As well as this, the actual assessment section of the module this year will be centred around a research project that is conducted over the course of a week in pairs, and presented on a poster during a “conference style” poster evening.
Biochemistry & Metabolism: The module this year focuses on “biomolecules, the different types of anabolic and catabolic pathways, as well as basic concepts in enzymology and eukaryotic and prokaryotic cellular energetics” (as stated by EHU).
However the intriguing part about the module this year is that part our assessment will be based on a presentation we give in conjunction with animation students. This provides valuable experience in working with others who may have less understanding of scientific terms and concepts. Communication will obviously be a vital part of this assessment – as biologists, we will have to explain our assigned biological process; on the flip side, the animators will have to explain to us what is feasible in terms on the animated end product.