Local Field Trip
Run by School of Natural Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Daniel Thornham
Overall aims and purpose
The local field courses module is designed to enthuse and motivate students to learn further about wildlife, animal behaviour, conservation, ecology and fieldwork, making use of the unique habitats available on our doorstep in Gwynedd and Anglesey. We aim to give students the opportunity to study a wide range of taxa in their local environment and emphasise field-based practical skills.
The programme of local field courses is intended to give students an experience of a breadth of habitats, flora & fauna around North Wales. The diversity of environments in which you will work is mirrored in the expertise of the staff, the diversity of activities. Expect to get wet, dirty, work late and (hopefully) have fun. Activities (and timing) varies a little from year to year depending on the input and availability of key staff but in general, the Local Field Courses are comprised of a series of small (1-2 day) courses that run throughout both Semesters: examples of previous activities have included: exploring changing land use in Anglesey, the behavioural ecology of ravens, small mammal trapping, recording mammal behaviour with the wild ponies in the National Park, exploring island biogeography concepts using rock pools as a model; invertebrate sampling and ID skills. The module will be taught entirely through field trips. Several activities involve preparatory lectures, labs and follow-up work at home or in the laboratory at Treborth. Students are also expected to carry out independent study in support of the taught parts of the course.
What you should prepare for: the field work will include going out in all weather and walking, possibly for several miles, certainly over uneven, slippery and unpredictable terrain (rocky shores, sand dunes, forested hillsides and upland peat bogs). We also have at least one nocturnal trip. You will need to carry lunch, and equipment on several occasions (though this can be redistributed according to physical capability, if COVID guidelines permit). Activities are intended to focus on practical skills used by conservationists, park rangers and reserve managers, so students should expect to use a variety of scientific equipment and hand tools – microscopes, computers, nets, peat corers, bow saws, rakes, picks & wheelbarrows are all possible – all while documenting your activities, data and reflections in your notebooks. Obviously, you are not assessed on your ability to use any of these (computers and notebooks an exception), so participation can be altered according to need and availability.
The course is currently set up to mimic the intensity of a residential field course by arranging trips/activities every day for a week, expecting students to turn up early and work into the evenings.
-D (40%>) Threshold:
Can record observations in a reasonably clear and systematic fashion and have some grasp of the practical issues relating to collection and presentation of data/observations. Considerable inconsistencies in notetaking remain. Exhibits some knowledge of habitats and biota visited and the relevant conservation/management issues, although this may be very incomplete and contain significant errors. Present findings and questions via oral presentation and written work largely accurately and clearly. Able to identify most organisms at least to the level of major group.
-B (50%>) Good:
Can record observations clearly and systematically, with a grasp of the practical issues relating to collection and presentation of data/observations, and few major omissions. Exhibits strong knowledge of habitats and biota visited. Shows awareness their ecological, biogeographical and environmental context. Able to identify a majority of organisms to the appropriate level (usually species). Presents findings accurately and with flair, clarity and originality
Can record observations thoroughly, systematically and clearly, without significant omissions, taking trouble to find out details of identification to fine taxonomic level or to uncover theories of the function and evolution of the behaviour observed. Clear evidence of original, unguided observations. Exhibits clear awareness of the ecologica, biogeographical or environmental context of observations. Presents findings accurately and succinctly with clarity, imagination, originality and strongly-developed aesthetic sense. Able to identify most organisms to species level, with evidence of thoroughness and awareness of potential pitfalls.
Demonstrate the ability to make detailed, thorough and original field observations and to record and present them systematically.
Demonstrate knowledge of the flora, fauna and environmental/conservation issues relating to a particular habitat.
Demonstrate the skills necessary for self-managed and lifelong learning (undertaking directed reading, time management, working to a deadline)
Demonstrating skills in communicating about science and natural history
|LOGBOOK OR PORTFOLIO||Field Notebook||
Start keeping a field notebook in Week 2. Hand it in after Easter. Remember that three approaches are needed: a natural history journal; a scientific record; a reflective learning journal.
Work in pairs to present some natural history. This is the last possible date. Actual presentation dates will be earlier and will depend on the group you're in and your fieldwork schedule.
Turn your field observations into a scientific report
Teaching and Learning Strategy
Fieldwork involving working in natural habitats in Gwynedd (in a range of conditions!) including: invertebrate sampling, evening excursions, all-day field trips, coastal rock-pool habitats.
Students will be required to complete follow-up work to supplement field notebooks or logs in the field, including identification of species observed using literature and field guides, to research presentations and to prepare post-fieldwork exercises. Preparatory and background reading will be expected.
Preparatory lectures, help sessions for statistics, post-fieldwork discussions etc...
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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
Subject specific skills
- PS1 Communication skills, covering both written and oral communication with a variety of audiences
- PS3 Problem-solving skills, relating to qualitative and quantitative information
- PS8 Time management and organisational skills, as evidenced by the ability to plan and implement efficient and effective ways of working
- PS6 Information technology skills which support the location, management, processing, analysis and presentation of scientific information
- PS14 Independent learning skills required for continuing professional development
Resource implications for students
Students will need to have sturdy walking boots/wellingtons and adequate cold and wet weather gear. Students will be required to bring their own packed lunches. Students will need adequate computing resources to communicate with the module staff & classmates, to research natural history, to process data and to word process reports. Students should be aware the course normally takes place during student holidays.
Currently under the BSX2025 reading lists as 'Local Field Courses' - will be transferred to this module when list is made available via library.
Courses including this module
Optional in courses:
- C100: BSC Biology year 2 (BSC/B)
- C10F: BSc Biology year 2 (BSC/BF)
- C511: BSc Biology with Biotechnology year 2 (BSC/BIOT)
- C512: BSc Biology with Biotechnology with International Experience year 3 (BSC/BIOTIE)
- C102: BSc Biology (with International Experience) year 3 (BSC/BITE)
- C300: BSC Zoology year 2 (BSC/Z)
- C305: BSc Zoology with Animal Behaviour (with International Exp) year 3 (BSC/ZABIE)
- C3L2: BSC Zoology with Conservation year 2 (BSC/ZC)
- C319: BSc Zoology with Climate Change Studies year 2 (BSC/ZCC)
- C327: BSc Zoology with Climate Change Studies w International Exp year 2 (BSC/ZCCIE)
- C3L3: BSc Zoology with Conservation with International Experience year 3 (BSC/ZCIE)
- C3L4: BSc Zoology with Conservation with Placement Year year 2 (BSC/ZCP)
- C30F: BSc Zoology year 2 (BSC/ZF)
- C304: BSC Zoology with Herpetology year 2 (BSC/ZH)
- C307: BSc Zoology with Herpetology (with International Experience) year 2 (BSC/ZHIE)
- C324: BSc Zoology with International Experience year 3 (BSC/ZIE)
- C3C1: BSc Zoology with Marine Zoology (with International Exp) year 3 (BSC/ZMB)
- C350: BSC Zoology with Marine Zoology year 2 (BSC/ZMZ)
- C36P: BSc Zoology with Marine Zoology with Placement Year year 2 (BSC/ZMZP)
- C329: BSc Zoology with Primatology year 2 (BSC/ZP)
- C32P: Zoology with Primatology with Placement Year year 2 (BSC/ZPP)
- C330: BSc Zoology with Ornithology year 2 (BSC/ZR)
- C3P0: BSc Zoology with Ornithology with Placement Year year 2 (BSC/ZRP)
- C3D3: BSC Zoology with Animal Behaviour year 2 (BSC/ZWAB)
- C3DP: BSc Zoology with Animal Behaviour with Placement Year year 2 (BSC/ZWABP)
- C101: MBiol Master of Biology year 2 (MBIOL/BIO)
- C510: MBiol Biology with Biotechnology year 2 (MBIOL/BIOT)
- C302: MZool Zoology with Animal Behaviour year 2 (MZOOL/AB)
- C30P: MZool Zoology with Animal Behaviour with Placement Year year 2 (MZOOL/ABP)
- CD34: MZool Zoology with Conservation year 2 (MZOOL/CONS)
- CD3P: MZool Zoology with Conservation with Placement Year year 2 (MZOOL/CONSP)
- C303: MZool Zoology with Herpetology year 2 (MZOOL/HERP)
- C325: MZool Zoology with Animal Behaviour with International Exp year 3 (MZOOL/ZAIE)
- C336: MZool Zoology with Animal Management year 2 (MZOOL/ZAM)
- C321: MZool Zoology with Climate Change year 2 (MZOOL/ZCC)
- CD35: MZool Zoology with Conservation w International Experience year 3 (MZOOL/ZCIE)
- C326: MZool Zoology with Herpetology with International Experience year 3 (MZOOL/ZHIE)
- C353: MZool Zoology with Marine Zoology year 2 (MZOOL/ZMZ)
- C354: MZool Zoology with Marine Zoology with International Exp. year 3 (MZOOL/ZMZI)
- C37P: MZool Zoology with Marine Zoology with Placement Year year 2 (MZOOL/ZMZP)
- C306: MZool Zoology (with International Experience) year 3 (MZOOL/ZOIE)
- C301: MZool Master of Zoology year 2 (MZOOL/ZOO)
- C333: MZool Zoology with Primatology year 2 (MZOOL/ZP)
- C33P: MZool Zoology with Primatology with Placement Year year 2 (MZOOL/ZPP)
- C334: MZool Zoology with Ornithology year 2 (MZOOL/ZR)
- C3P4: MZool Zoology with Ornithology with Placement Year year 2 (MZOOL/ZRP)