Course Information Document
BIOL4225
Welcome to the final year of your programme. One of the
aims of the final year is to prepare you for the years ahead. The teaching will
be structured differently, and you will be encouraged to work independently. We
expect you to develop a breadth to your thinking and writing. This is the time
to bring together knowledge gained during the past three years, looking for
general principles which can be used productively. This mature approach should
be expressed in your coursework, project report and examination answers. The
key to success in final year is good time-management.
We recommend that you read this Course Information Document at the start of your final year.
In addition, there is important information about regulations, assessment and progression in the Life Sciences Handbook: Regulations & Advice; again, you should read this document at the start of the year and you must refer to it as necessary.
Please keep this Course Information Document for future reference after you graduate; you may need to provide course details for further study or other training.
While the information contained in the document is correct at the time of printing, it may be necessary to make changes. Check your online timetable, Moodle and your email messages regularly.
The five component courses which make up the final year of
your programme are:
1 x project or dissertation course (40 credits)
1 x the core course for your programme (20 credits)
3 x Honours options (3 x 20-credits)
|
Semester |
Day |
Course block |
Suffix on Course Name |
|
1 |
Monday |
Core block |
"…4X core" |
|
1 |
Tuesday |
|
|
|
1 |
Wednesday |
|
|
|
1 |
Thursday |
|
|
|
1 |
Friday |
S1 option block |
"…4Y option" |
|
2 |
Monday |
S2-A option block |
"…4A option" |
|
2 |
Tuesday |
S2-B option block |
"…4B option" |
|
2 |
Wednesday |
S2-E option block |
"…4E option" |
|
2 |
Thursday |
S2-C option block |
"…4C option" |
|
2 |
Friday |
S2-D option block |
"…4D option" |
You should devote THREE days per week to the research
phase of the project, normally all day Tuesday, Wednesday AM and all day
Thursday during 10 weeks of Semester 1. The remaining half day can be
undertaken Monday and/or Friday and/or Wednesday PM, depending on your own
taught course timetable and the nature of your project.
You take three Honours options in total: one in Semester 1
and two in Semester 2.
The Semester 1 options are usually taught on Fridays, and you choose one option from the 4Y list.
Semester 2 options are arranged in five blocks, one for each day of the week (4A, 4B, 4C, 4D and 4E options). You choose two options from these five blocks, but no more than one for any block.
Once enrolment opens in August, you choose the options that you wish to study in final year. Please note that the list of offered Honours options changes slightly each year as options are introduced, withdrawn or moved to a different block; therefore, options you see in your MyCampus My Requirements report may not be available for you to choose when you reach final year.
Available option choices:
You do not have a free choice when choosing options. The following factors determine which options you can take.
Each programme specifies which options are compulsory and recommended for that programme. You must choose options which satisfy the stated Requirements for your programme.
In addition, each option specifies restrictions on admission (“Requirements of Entry” or “Enrolment Requirements”) to ensure that only students with the necessary academic background can enrol on that option. A few options allow any Life Sciences final-year student to enrol while other options only accept enrolment from students registered for a particular programme or set of programmes (for example Behavioural Ecology 4B option specifies the following: “Normally, only available to final-year Life Sciences students in the Animal Biology group programmes”).
A few options require you to apply in advance during Year 3. You cannot take one of these options if you have not been approved in advance. Currently, these are:
Tropical Marine Biology (with Field Course) 4Y option
Marine Mammal Biology (with Field Course) 4Y option
Ecology & Conservation of African Ecosystems (with
Field Course) 4Y option
Most options limit the number of students that may enrol. For many options, the limit is around 30 students but some options have a lower or higher limit on class size. Enrolment is on a first-come, first-served basis.
An option may be cancelled if too few students wish to do it or if there are other circumstances which mean an option cannot run.
You undertake a piece of independent work in final year,
either a project or a dissertation. University regulations stipulate that you
MUST obtain at least D3 in the “independent work” course for an Honours degree
to be awarded.
During Year 3, you choose which type of final-year project you would like to do. There are four types of project within the Life Sciences portfolio:
Investigative (both laboratory-based “wet” projects and traditional “dry” projects)
Dissertation
Outreach (both School and Public Engagement)
Internship *
* Although the Internship type of project is available in theory to students on any programme, this will depend on internships being offered which are suitable to the programme. Until now, internships have only been available to students in Physiology & Sports Science.
The type of project you are allocated determines which project course you enrol on in MyCampus.
It may not be possible to allocate projects in line with your aspirations but staff seek to maximise each student’s preference. Your grades from Year 3 may be taken into account when project allocations are being made.
If you are a student in the Animal Biology Group (Marine & Freshwater Biology or Zoology), you are encouraged to think up possible projects yourself. However, you must find a member of staff willing to act as your supervisor.
Please refer to the current session’s Project Course Information Document for more information.
Course coordinator: Dr Katherine Price
Email: Katherine.Price@glasgow.ac.uk
Deputy Course Coordinator: Dr Ole Kemi
Email: Ole.Kemi@glasgow.ac.uk
Dr Katherine Price
|
Name |
School |
Building |
Ext. |
Email address |
|
Dr Eilidh Ferguson |
Medicine, Dentistry and Nursing |
Thomson |
6033 |
|
|
Dr Ole Kemi |
Cardiovascular and Metabolic Health |
Sir James Black |
5962 |
|
|
|
||||
|
Dr Leanne McKay |
Psychology and Neuroscience |
West Medical Building |
4490 |
|
|
Dr Shona McQuilken |
Cardiovascular and Metabolic Health |
Sir James Black |
2681 |
|
|
Ms Victoria Penpraze |
Cardiovascular and Metabolic Health |
West Medical Building |
2456 |
|
|
Dr Katherine Price |
Cardiovascular and Metabolic Health |
Sir James Black |
2805 |
|
|
|
All 330-xxxx telephone numbers can be dialled directly
from outside the University. If dialling from a University extension, dial the
last 4 digits only.
Dr Teresa Thomas
University of Birmingham
t.j.thomas@bham.ac.uk
The Life Sciences Office is located in Room 354 of the Sir
James Black Building. Opening hours for enquiries are: Monday to Friday: 9:30am
to 4:30pm.
Course Code
BIOL4225
Course Title
Current Topics in Human Biology and Physiology 4X core
Academic Session
2023-24
Short Description of the Course
This course will explore the importance of physiological science for investigating biological processes, and for addressing challenges for human health. A range of scientific techniques will be considered, from the molecular to population scales, with a focus on integrated approaches to whole-body functioning. Students will consider how different methodologies are selected, combined, and applied to different problems in human health and disease.
Requirements of Entry
Normally, only available to final-year Life Sciences students in a Human Biology programme or Physiology programme. Visiting students may be allowed to enrol, at the discretion of the Life Sciences Chief Adviser and the Course Coordinator.
Associated Programmes
This course is offered by the Human Biology programme. It is a compulsory course for Honours programmes in Human Biology and in Physiology.
Available to visiting students
Yes
Available to Erasmus students
Yes
Typically offered
Semester 1
Timetable
There are normally 3 hours of on-campus teaching on Mondays, which may be split over more than one session.
Course Aims
This course aims to develop an understanding of the breadth of scientific approaches used to investigate complex integrated processes in humans, as well as develop students’ skills in the critical analysis, interpretation and discussion of scientific themes and data.
Intended Learning Outcomes of Course
By the end of this course, students will be able to:
• Explain how different research approaches are applied to the study of human biological processes.
• Evaluate the advantages and limitations of different research approaches for investigating human biology and physiology.
• Discuss a range of topical issues in human biology and physiology.
• Analyse, interpret and critique a variety of different data types and articles related to human biology and physiology.
• Write
an original and engaging account of a physiological topic.
Minimum Requirements for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course’s summative assessment.
Description of Summative Assessment
The course will be assessed by a 2-hour examination (70%) and in-course assessment consisting of a portfolio (30%).
Are reassessment opportunities normally available for all summative assessments in this course
Not applicable for Honours courses
Examination Diet
April/May
Total Exam Duration
120 minutes
Week 1: Introduction
Dr Katherine Price
Synopsis
The first part of the session is an an overview of the course and the assessment process. The second part of this session will explain the distinction between reductionist and systems approaches to human biological research and discuss how the integration of both approaches can lead to a more comprehensive understanding of human biology and physiology. Selecting appropriate approaches and methods for research questions and hypotheses will be a recurring theme throughout the course.
Aims
At the end of this session, you should be able to:
· Understand the structure and the aims of the course including the assessment process
· Outline philosophical approaches to scientific research
·
Explain the importace of integrating various
scientific techniques to gain a comprehensive understanding of human physiology
and health.
References
To be supplied during session
Week 2: Population Based Approaches to Research (Physical Activity & Movement)
Ms Victoria Penpraze
Synopsis
Measuring physical activity and movement accurately and in individuals and in large populations is challenging. Physical activity and movement are complex behaviours with many outcome measures of interest and this in itself causes practitioners and researchers difficulty. This session will prepare students to critically assess these methods and the scientific literature to examine whether the commonly employed scientific techniques can allow mechanistic interpretation of derived data.
Aims
At the end of this session, you should be able to:
describe appropriate scientific techniques for studying activity in large populations
evaluate their mechanism of measurement
critically assess these techniques
References
To be supplied during session.
Week 3: Drug Discovery
Dr Shona McQuilken
Synopsis
The drug discovery process is a long and complicated one involving a range of molecular, cellular, tissue, organ, whole body and population-based research techniques. These sessions will include an overview of this process and discussion of specific examples from preclinical and clinical trial stages. We will explore the impact of new drugs on patients’ lives and the techniques used to measure these.
Aims
At the end of this session, you should be able to:
critically analyse the current techniques used in the drug discovery process
critically assess he evidence used to make the decision to bring a drug to (or remove a drug from) market
References
To be supplied during session
Week 4: Systems Based Approaches to Research (Cardiovascular Adaptation)
Dr Ole Kemi
Synopsis
Measuring physiological responses to activity in individuals or organs can provide some mechanistic data but its validity to extrapolate findings into larger populations or the whole body may be limited (and relating findings to specific cellular mechanisms can be impossible). This session will prepare students to critically assess the scientific literature to examine whether the commonly employed scientific techniques can allow derived data to support specific hypothesise.
Aims
At the end of this session, you should be able to:
describe appropriate scientific techniques for study activity in large populations
critically assess these techniques
References
To be supplied during session.
Weeks 5 & 8: Creative Essay Writing workshop: Stories that quest for knowledge
Monday 16th October,
14:00-17:00
Dr Katy Hastie – creative writing coordinator, lifelong learning
Synopsis
Stories are our
most powerful and enduring form of sharing knowledge. Creative essays use
storytelling techniques to offer vivid, imaginative and relatable ways to ask
and find out something new, making them an ideal vehicle to explore and share
scientific concepts and research. These stories can be tales of
historical discovery, lessons learnt, personal reflections, elusive unknowns,
humorous misfires, fantastical imaginings or sharp observations of real life.
Scientific accuracy is important, but unlike academic research, for creative
essays, imagination and personal perspective are vital tools to be unleashed by
the writer and enjoyed by the reader, edging forward human understanding in a
different, more philosophical way.
In
preparation for your contribution to the "BioOdyssey: Exploring Human
Physiology" zine and The Garry Prize, this practical workshop offers an
approachable and playful way to embrace your own creativity and improve your
scientific communication skills. In particular, through close reading, talks
and writing exercises at this workshop we will…
- Explore
some inspiring examples of creative essays on human physiology
- Help
you generate new ideas for your creative work
- Practice
some key story writing techniques (sensory description, plot, character, voice
and structure)
- Share
drafting and editing advice to intensify the impact of your piece
- Discuss
encouraging and positive writing habits
- Offer
advice on any early ideas for your zine contribution
No previous
creative writing experience is necessary. Simply turn up with and open mind and
what you need to write.
Optional
preparatory reading –these and further extracts will also be discussed in
class:
‘Surgeon’s
Hall’, Jamie, Kathleen. findings. Sort Of Books, London, 2005, pp 76-84
‘Carbon
story’ extract – from Levi, Primo. The Periodic Table. Michael Joseph, London,
1985.
You tube - audio version [13 mins 57
seconds]
https://doi.org/10.1093/oso/9780192858177.003.0001
Week 6: Systems Based Approaches to Research
(Neurophysiology)
Dr Leanne McKay
Synopsis
Understanding the complexities of the brain is a
challenge for the 21st century. There are many techniques available
to study neural function but how do we make sense of the overwhelming amount of
information? This session will introduce the topic of neural networks,
specifically the neural network underlying respiratory control, and discuss the
experimental methodologies used (from in-vitro to invivo to clinical studies)
to increase understanding of these complex networks underlying behaviour.
Students will critically assess the scientific literature to examine whether
the commonly employed scientific techniques can allow derived data to support
specific hypotheses.
Aims
At the end of this session, you should be able
to:
describe appropriate scientific techniques to study
neural networks in reduced preparations as well as in living humans.
critically assess these techniques and understand their
uses and limitations.
critically assess data derived from animal models and
clinical studies, and provide examples of animal models that have informed
clinical studies, and vice versa.
References
To be supplied during session
Week 7: Tissue (in vitro) Based Approaches to Research
Dr Ole Kemi
Synopsis
Measuring physiological responses to activity or stress
in tissues can provide good mechanistic data but it’s validity to extrapolate
findings into the whole body or larger populations may be limited (and relating
findings to whole body responses can be hard). This session will prepare
students to critically assess the scientific literature to examine whether the
commonly employed scientific techniques can allow derived data to support
specific hypothesise.
Aims
At the end of this session, you should be able
to:
describe appropriate scientific techniques to study
physiological responses in tissues to experimentally-induced activity and
stress in appropriate cohorts.
critically assess these techniques, including discuss
the value, benefits and limitations of such research.
References
To be supplied during session
Weeks 8 & 9: Heart Rate Variability
Dr Katherine Price
Synopsis
Aims
At the end of this session, you should be able
to:
References
To be supplied during session.
Week 9: Research in a Changing World
Dr Iain Rowe
This session will consider the techniques, data
analysis and interpretation of biological research in relation to our changing
world using examples such as global warming to highlight the challenges and
impact on biological research. The session will prepare students to critically
assess the scientific literature in relation to this topic.
Aims
At the end of this session, you should be able
to:
describe appropriate scientific techniques applied to
this research
critically assess these techniques
References
To be supplied during session.
Week 10: Forensic Anatomy Research and Application
Dr Eilidh Ferguson
Synopsis
Secular change and population specificity are two major
concerns when conducting osteology research and applying forensic anthropology
techniques. Several standard methods used in this field are based on
populations no longer in existence, conversely current research methods are
also used to predict past populations. This session will prepare students to
critically assess the scientific literature to examine whether commonly
employed scientific techniques can allow mechanistic interpretation of derived data
for use in forensic applications.
Aims
At the end of this session, you should be able
to:
describe appropriate scientific techniques applied to
this research and scientific discipline
critically assess these techniques
References
To be supplied during session