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Module BSC-3070:
Traethawd Hir yn Gwyddorau Biolegol

Module Facts

Run by School of Natural Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 2

Organiser: Dr Stella Farrar

Overall aims and purpose

Mae traethawd hir y flwyddyn olaf yn cynnig cyfle i fyfyrwyr i ennill profiad personol wrth gynllunio, cynnal, dadansoddi a chyflwyno astudiaeth wyddonol. Bydd myfyrwyr yn cael cynnig dewis eang o bynciau, a byddant yn cael eu hannog i ddatblygu eu syniadau eu hunain er mwyn iddynt allu archwilio meysydd sydd o ddiddordeb personol penodol. Bydd disgwyl iddynt ddangos cymhelliant a hunanddisgyblaeth, gwneud y gwaith mewn modd trefnus, a bydd y canlyniad yn dangos yn glir eu gallu i ddarpar gyflogwyr.

Bydd myfyrwyr:

(A) yn llunio rhagdybiaethau y gellir rhoi prawf arnynt, eu datgan yn eglur a’u mynegi’n fanwl gywir. Bydd gofyn iddynt ragweld yr holl ganlyniadau posibl ac ystyried dehongli canlyniadau posibl.

(B) Dadansoddi’n annibynnol ddata neu wybodaeth a gafwyd o ffynonellau amrywiol.

(C) Darganfod a gwerthuso'n feirniadol y llenyddiaeth berthnasol.

(D) Adfyfyrio i ba raddau y rhoddwyd prawf ar eu damcaniaethau a’u rhagdybiaethau, effaith eu gwaith ar y paradeim pwnc, ac unrhyw ddamcaniaethau newydd y gellir rhoi prawf arnynt a amlygwyd gan eu hymchwil.

(DD) Llunio a chadw portffolio (neu log dysgu) i ddangos sut mae eu syniadau a’u sgiliau yn datblygu dros gyfnod y project, ac yn achos projectau ymarferol, bydd hyn yn cynnwys nodiadau maes neu labordy, a chasglu a dadansoddi data.

(F) Disgwylir iddynt adfyfyrio ar eu cynnydd trwy gydol eu traethawd hir, ac yn fwy ffurfiol hanner ffordd trwy eu project ac ar y diwedd.

(G) Cyflwyno eu hymchwil fel llawysgrif yn arddull cyhoeddiad gwyddonol penodol, sy'n briodol i'r maes, a hefyd ar ffurf cyflwyniad llafar i staff a chyd-fyfyrwyr.

Bydd projectau unigol yn amrywio, a gallant gynnwys ymchwil ar y llenyddiaeth; dadansoddiad o ddata sy'n bodoli eisoes; bio-wybodeg neu brojectau modelu; projectau labordy; datblygu adnoddau addysgol neu adnoddau eraill; astudiaethau maes. Gall projectau gael eu cynnal gan unigolion neu fyfyrwyr sy'n gweithio mewn timau.

Course content

Bydd yr holl draethodau hir yn caniatáu i fyfyrwyr gael profiad personol o ddulliau ac ymarfer ymchwil wyddonol, ac o’r gwaith gwerthuso a chyflwyno. Bydd myfyrwyr yn cynllunio eu hymchwiliadau eu hunain o dan arweiniad goruchwyliwr, ac yna byddant yn llunio ac yn rhoi prawf ar ragdybiaethau ac yn ymarfer defnyddio technegau gwyddonol priodol, er byd cyd-destunau, dulliau a deilliannau unigol yn amrywio.

Assessment Criteria

good

B: Mae’r traethawd hir yn dda yn y rhan fwyaf o feysydd ac yn gryf mewn rhai meysydd. Roedd y myfyriwr yn aml yn gweithio'n annibynnol, gyda mewnbwn achlysurol gan eu goruchwyliwr. Mae’r traethawd hir yn cynnwys rhai enghreifftiau da o ddadansoddi beirniadol, ond heb lawer o wreiddioldeb a chreadigrwydd yn y defnydd o syniadau, cysyniadau a damcaniaethau. Peth ymwybyddiaeth o gyfyngiadau'r ymchwil, ond mae’r ddealltwriaeth o'r rhesymau dros hyn, a’r goblygiadau, yn amrywio. Rhai gwendidau o ran methodoleg, ond ymgais dda i gyflawni’r broses ymchwil. Tystiolaeth o fewnwelediad a dealltwriaeth o'r pwnc. Wedi mynd i'r afael â’r rhan fwyaf neu bob un o agweddau’r aseiniad. Ymgais resymol i adfyfyrio’n bersonol ac adnabod eu hanghenion datblygu eu hunain. Cyflwyniad da sy'n glir ac yn rhesymegol gan mwyaf, gyda mân wallau’n bennaf, er y gall rhai fod yn fwy sylweddol.

excellent

A*: Mae’r traethawd hir yn rhagorol y yn y rhan fwyaf o feysydd, ac yn dangos annibyniaeth, gwreiddioldeb a chreadigrwydd yn y defnydd o syniadau, cysyniadau a damcaniaethau. Methodoleg soffistigedig sy’n dangos sgiliau a sensitifrwydd eithriadol. Dadleuon hynod effeithiol a chyson sy’n arddangos dealltwriaeth drawiadol o'r pwnc a materion cysylltiedig. Gallu uwch i adfyfyrio ar eu datblygiad personol eu hunain a dylanwadu arno. Mae’r cyflwyniad yn glir, rhesymegol, dychmygus, creadigol a gwreiddiol. Bron yn ddilychwin

A+: Mae’r traethawd hir yn gryf iawn yn y rhan fwyaf o feysydd, ac yn rhagorol mewn rhai. Myfyriwr annibynnol, sy’n dangos safon uchel iawn o ddadansoddi beirniadol gyda gwreiddioldeb a chreadigrwydd. Defnyddir syniadau, cysyniadau a damcaniaethau yn effeithiol iawn. Methodoleg soffistigedig sy’n dangos lefel ragorol o sgiliau a sensitifrwydd. Dadleuon effeithiol ac estynedig sy’n arddangos dealltwriaeth dda iawn o'r pwnc a materion cysylltiedig. Yn dangos gallu cryf i adfyfyrio ar eu datblygiad personol eu hunain a dylanwadu arno. Mae’r cyflwyniad o safon uchel iawn: clir a rhesymegol gydag ychydig iawn o wallau.

A: Mae’r traethawd hir yn gryf iawn yn y rhan fwyaf o feysydd. Gweithiodd y myfyriwr yn annibynnol, gan ddangos safon uchel iawn o ddadansoddi beirniadol gyda rhywfaint o wreiddioldeb ac/neu greadigrwydd. Defnyddir syniadau, cysyniadau a damcaniaethau yn effeithiol. Methodoleg gadarn sy’n dangos lefel uchel iawn o sgiliau a sensitifrwydd. Dadleuon cydlynol a chroyw sy’n arddangos dealltwriaeth eglur o'r pwnc a materion cysylltiedig. Yn dangos gallu da i adfyfyrio ar eu datblygiad personol eu hunain a dylanwadu arno. Mae’r cyflwyniad o safon uchel: clir a rhesymegol a dim ond ychydig o fân wallau.

A-: Mae’r traethawd hir yn gryf yn y rhan fwyaf o feysydd. Gweithiodd y myfyriwr yn annibynnol ar y cyfan, gan ddangos safon dda iawn o ddadansoddi beirniadol gyda rhywfaint o wreiddioldeb ac/neu greadigrwydd. Defnyddir syniadau, cysyniadau a damcaniaethau yn effeithiol. Methodoleg gadarn sy’n dangos lefel uchel o sgiliau a sensitifrwydd. Dadleuon cydlynol a chroyw sy’n arddangos dealltwriaeth eglur o'r pwnc ac sydd wedi mynd i’r afael â’r rhan fwyaf o’r materion cysylltiedig. Yn dangos gallu i adfyfyrio ar eu datblygiad personol eu hunain a dylanwadu arno. Mae’r cyflwyniad o safon uchel: clir a rhesymegol a dim ond mân wallau.

C- to C+

C: Mae’r traethawd hir yn dda mewn rhai meysydd ond yn foddhaol yn unig mewn meysydd eraill. Roedd y myfyriwr yn dibynnu ar eu goruchwyliwr drwy gydol y traethawd hir. Mae’r gwaith yn gydwybodol ac yn canolbwyntio ar ddeunydd pwnc. Mae'r traethawd hir yn tueddu i ddisgrifio, yn hytrach na beirniadu a dadansoddi. Dangosir ymwybyddiaeth o gyfyngiadau’r traethawd hir ar lefel sylfaenol. Mae’r fethodoleg yn gadarn yn y bôn, ond yn annatblygedig mewn rhai meysydd, ac yn gyfyngedig o ran ei lled a/neu ei dyfnder. Mae rhywfaint o ymdrech i adfyfyrio’n bersonol, gyda gallu cyfyngedig i nodi eu hanghenion datblygu eu hunain. Cyflwyniad boddhaol sydd yn glir ar y cyfan, gyda pheth tystiolaeth o ddilyniant rhesymegol a rhai mân anghywirdebau.

threshold

D: Boddhaol yn unig yw’r traethawd hir yn y rhan fwyaf o feysydd ac yn wan mewn rhai meysydd. Roedd y myfyriwr yn ddibynnol iawn ar y goruchwyliwr, ac ychydig o dystiolaeth o amgyffred deallusol a ddangoswyd. Ystod gul o lenyddiaeth ac/neu ddata a ddefnyddiwyd, heb fawr ddim ymwybyddiaeth o gyfyngiadau’r astudiaeth. Braidd yn ddigonol yw’r fethodoleg ac yn ddiffygiol mewn rhai meysydd Fawr ddim ymwybyddiaeth o faterion perthnasol. Ymdrech arwynebol i hunan-fyfyrio, heb fawr ddim ymwybyddiaeth o’u hanghenion datblygu eu hunain. Mae safon y cyflwyno’n wael, a gall fod rhai gwallau difrifol.

Learning outcomes

  1. Llunio rhagdybiaeth ar bwnc diffiniedig yn y biowyddorau, cynllunio a chynnal gwaith ymchwil neu ddatblygu, gwerthuso'r deilliannau a dod i gasgliadau dilys.

  2. Cyfathrebu'n glir ganlyniadau eu hastudiaeth yn hyderus ac yn effeithiol, ar lafar ac yn ysgrifenedig gan roi sgwrs debyg i sgwrs cynhadledd i staff a chyd-fyfyrwyr, a llunio llawysgrif yn arddull papur gwyddonol i'w gyhoeddi mewn cyfnodolyn penodol (e.e. Bioscience Horizons, Plos One, OPEN BIOLOGY).

  3. Cymhwyso gwybodaeth a dealltwriaeth o'r biowyddorau i ymdrin â phroblemau cyfarwydd ac anghyfarwydd.

  4. Llunio dadleuon rhesymegol i gefnogi safbwynt: gwerthfawrogi dilysrwydd gwahanol safbwyntiau.

  5. Dadansoddi, cyfosod a chymhathu gwybodaeth amrywiol (o amrywiaeth o ffynonellau) mewn modd beirniadol, gan ddefnyddio sgiliau rhifiadol a TG lle bo'n briodol.

  6. Dangos priodweddau megis rheoli amser, datrys problemau, annibyniaeth a gwaith tîm, a chymryd cyfrifoldeb am ddysgu hunan-reoledig a datblygiad personol.

Assessment Methods

Type Name Description Weight
Cyflwyniad Cynhadledd 20.00
Papur Gwyddonol 80.00

Teaching and Learning Strategy

Hours
Tutorial

O leiaf 4 o gyfarfodydd tiwtorial awr gyda goruchwyliwr.

4
 

Diwrnod llawn (tua. 8 awr neu fwy) yn mynychu cyflwyniadau gan gyd-fyfyrwyr a rhoi eu cyflwyniad eu hunain.

8
Lecture

Trwy gydol y flwyddyn: tua 4 x darlith awr (gan gynnwys cyflwyniad i’r modiwl a gwybodaeth amdano, paratoi portffolio, rheoli ac adfyfyrio; paratoi ar gyfer y cyflwyniad llafar; paratoi llawysgrif).

4
Individual Project

Ymchwiliad annibynnol neu gan dîm ymchwil naill ai i adnoddau presennol neu ymchwiliadau ymarferol yn y maes ac / neu’r labordy etc. Bydd teitlau unigol yn amrywio, a gallant gynnwys ymchwil ar y llenyddiaeth; dadansoddi data sy'n bodoli eisoes; bio-wybodeg neu brojectau modelu; projectau labordy; datblygu adnoddau addysgol neu adnoddau eraill; astudiaethau maes. Gall projectau gael eu cynnal gan unigolion neu fyfyrwyr sy'n gweithio mewn timau ond rhaid i bawb ysgrifennu adroddiad unigol.

Bydd y traethawd hir yn cael ei ysgrifennu ar ffurf adroddiad unigol a dylai pob elfen gael ei chefnogi gan astudio preifat a gwaith rhifiadol neu ymarferol lle y bo'n briodol i'r project. Bydd yr ymchwiliad naill ai yn cynnwys dadansoddiad o ymchwil a gyhoeddwyd, gan ystyried dulliau rhifiadol, ystadegol neu fiowybodegol fel y bo'n briodol ar gyfer y pwnc ymchwil, neu gall fod ar ffurf ymchwiliadau ymarferol yn y labordy a / neu yn y maes. Cyflwynir y gwaith ar ffurf llawysgrif yn arddull cyhoeddiad gwyddonol penodol, sy'n briodol i'r maes, a hefyd ar ffurf cyflwyniad llafar i staff a chyd-fyfyrwyr. Bydd gofyn i fyfyrwyr gynnal portffolio neu log dysgu, lle maent yn cofnodi eu cynnydd, a bydd disgwyl iddynt adfyfyrio ar eu datblygiad hanner ffordd trwy eu hymchwiliad ac ar y diwedd. Dyfernir marc goruchwyliwr am gymhelliant, hunan-ddisgyblaeth a pherfformiad cyffredinol yn ystod y traethawd hir.

284

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • Develop and identify research question(s) and/or hypotheses as the basis for investigation.
  • Conduct fieldwork and/or laboratory work competently with awareness of appropriate risk assessment and ethical considerations
  • Recognize and apply appropriate theories and concepts from a range of disciplines.
  • Consider issues from a range of interdisciplinary perspectives.
  • Apply subject knowledge to the understanding and addressing of problems.
  • Collect, analyse and interpret primary and/or secondary data using appropriate qualitative and/or quantitative techniques.
  • Awareness of the concepts of spatial and temporal scale in understanding processes and relationships.
  • Appreciation of the reciprocal nature of human-environmental relationships.
  • Apply appropriate techniques for presenting spatial and/or temporal trends in data.
  • Employ appropriate social-survey methods.
  • Preparation of effective maps, diagrams and visualizations.
  • Engagement with current developments in the biosciences and their application.
  • Appreciation of the complexity and diversity of life processes through the study of organisms.
  • Engage in debate and/or discussion with specialists and non-specialists using appropriate language.
  • Undertake field and/or laboratory studies of living systems.
  • Undertake practical work to ensure competence in basic experimental skills.
  • Understand the provisional nature of information and appreciate competing and alternative explanations.
  • Recognize the moral, ethical and social issues relating to the subject.
  • Collect and record data generated by a diverse range of methods.
  • Demonstrate awareness of the importance of risk assessment and relevant legislation

Courses including this module

Compulsory in courses:

  • C100: BSC Biology year 3 (BSC/B)
  • C10F: BSc Biology year 3 (BSC/BF)
  • C511: BSc Biology with Biotechnology year 3 (BSC/BIOT)
  • C512: BSc Biology with Biotechnology with International Experience year 4 (BSC/BIOTIE)
  • C102: BSc Biology (with International Experience) year 4 (BSC/BITE)
  • C300: BSC Zoology year 3 (BSC/Z)
  • C305: BSc Zoology with Animal Behaviour (with International Exp) year 4 (BSC/ZABIE)
  • C3L2: BSC Zoology with Conservation year 3 (BSC/ZC)
  • C319: BSc Zoology with Climate Change Studies year 3 (BSC/ZCC)
  • C327: BSc Zoology with Climate Change Studies w International Exp year 3 (BSC/ZCCIE)
  • C3L3: BSc Zoology with Conservation with International Experience year 4 (BSC/ZCIE)
  • C3L4: BSc Zoology with Conservation with Placement Year year 4 (BSC/ZCP)
  • C30F: BSc Zoology year 3 (BSC/ZF)
  • C304: BSC Zoology with Herpetology year 3 (BSC/ZH)
  • C307: BSc Zoology with Herpetology (with International Experience) year 3 (BSC/ZHIE)
  • C324: BSc Zoology with International Experience year 4 (BSC/ZIE)
  • C3C1: BSc Zoology with Marine Zoology (with International Exp) year 4 (BSC/ZMB)
  • C350: BSC Zoology with Marine Zoology year 3 (BSC/ZMZ)
  • C36P: BSc Zoology with Marine Zoology with Placement Year year 4 (BSC/ZMZP)
  • C329: BSc Zoology with Primatology year 3 (BSC/ZP)
  • C32P: Zoology with Primatology with Placement Year year 4 (BSC/ZPP)
  • C330: BSc Zoology with Ornithology year 3 (BSC/ZR)
  • C3P0: BSc Zoology with Ornithology with Placement Year year 4 (BSC/ZRP)
  • C3D3: BSC Zoology with Animal Behaviour year 3 (BSC/ZWAB)
  • C3DP: BSc Zoology with Animal Behaviour with Placement Year year 3 (BSC/ZWABP)
  • C101: MBiol Master of Biology year 3 (MBIOL/BIO)
  • C510: MBiol Biology with Biotechnology year 3 (MBIOL/BIOT)
  • C302: MZool Zoology with Animal Behaviour year 3 (MZOOL/AB)
  • C30P: MZool Zoology with Animal Behaviour with Placement Year year 3 (MZOOL/ABP)
  • CD34: MZool Zoology with Conservation year 3 (MZOOL/CONS)
  • CD3P: MZool Zoology with Conservation with Placement Year year 4 (MZOOL/CONSP)
  • C303: MZool Zoology with Herpetology year 3 (MZOOL/HERP)
  • C325: MZool Zoology with Animal Behaviour with International Exp year 4 (MZOOL/ZAIE)
  • C336: MZool Zoology with Animal Management year 3 (MZOOL/ZAM)
  • C321: MZool Zoology with Climate Change year 3 (MZOOL/ZCC)
  • CD35: MZool Zoology with Conservation w International Experience year 4 (MZOOL/ZCIE)
  • C326: MZool Zoology with Herpetology with International Experience year 4 (MZOOL/ZHIE)
  • C353: MZool Zoology with Marine Zoology year 3 (MZOOL/ZMZ)
  • C354: MZool Zoology with Marine Zoology with International Exp. year 4 (MZOOL/ZMZI)
  • C37P: MZool Zoology with Marine Zoology with Placement Year year 3 (MZOOL/ZMZP)
  • C306: MZool Zoology (with International Experience) year 4 (MZOOL/ZOIE)
  • C301: MZool Master of Zoology year 3 (MZOOL/ZOO)
  • C333: MZool Zoology with Primatology year 3 (MZOOL/ZP)
  • C33P: MZool Zoology with Primatology with Placement Year year 4 (MZOOL/ZPP)
  • C334: MZool Zoology with Ornithology year 3 (MZOOL/ZR)
  • C3P4: MZool Zoology with Ornithology with Placement Year year 4 (MZOOL/ZRP)

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