Advances in Ornithology
Run by School of Natural Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Alison Cameron
Overall aims and purpose
The aim of this module is to engage Zoology with Ornithology BSc and MZool students with current scientific issues and developments in ornithology, to foster critical thinking and communication skills on ornithological topics, and to develop field, laboratory, data analysis and reporting skills to gain an insight into different careers involving ornithology.
This module builds upon the second year Introduction to Ornithology module (BSX-2041), advancing knowledge on the diversity, evolutionary history, ecology, behaviour and adaptive specializations of birds. The content will deepen understanding of the highly complex interactions that underpin individual and lifetime reproductive and evolutionary success is the class Aves.
60-69% - The student should be able to express a thorough factual knowledge of much of the core material (facts and concepts) presented in the module. They should have a competent and detailed ability to critically evaluate the principles and processes by which birds are adapted to their environment, using specific examples. Some evidence of further reading and ability to integrate material from the full range of the lecture content.
70%+: The student should demonstrate comprehensive factual knowledge, critical understanding of theory, evidence of extra reading of primary literature and the ability to integrate this extra knowledge in a relevant manner.
C- to C+
50-59% - The student should demonstrate a reasonable factual knowledge of some of the core material (facts and concepts) presented in the module. They should have a reasonable ability to evaluate the processes governing how birds are adapted to their environment.
40-49% - The students should be able to express a basic factual knowledge of at least some part of the core material (facts and concepts) presented in the module. They should be able to appreciate how the features and adaptations of birds enhance their survival and lifetime reproductive success in a specific environment. Reports should demonstrate a basic ability to introduce the subject, present methods, analyse and present results, discuss the implications of the main research findings. Test and exam answers should demonstrate a basic ability to present lecture material and to outline key concepts.
Evidence of advanced knowledge of the evolutionary and eological significance of birds, and describe major evolutionary trends within each group.
Communicate complex theories and critically evaluate the extent to which they are supported by observations and experiments
Understand the range of factors and possible responses that trade-off to produce the range of adaptions shown by birds to their environments.
Develop interpersonal and teamwork skills by working jointly with other students to undertake a short practical project.
Deepen knowledge of the major threats facing bird species, how threats may interact, and how such threats can be quantified, evaluated, managed and mitigated.
Exhibit an ability to analyse, synthesise and summarise information critically, including the identification of trade-offs or unresolved conflicts of oppinion, and gaps in knowledge, and to write formal reports or manuscripts.
Develop competence in practical field ornithology skills, including bird identification, breeding bird survey methods, and population survey techniques.
|Public Education Poster||15.00|
|Reserve Management Plan||35.00|
|Seminar Report 1||12.50|
|Seminar Report 2||12.50|
|Seminar Report 3||12.50|
|Seminar Report 4||12.50|
Teaching and Learning Strategy
2 hour poster session where individual students present posters on single species found within the reserve. This activity includes peer review of each others posters, and feedback from lecturers and external experts (RSPB and/or BTO). 2 hours for group presentations about management possiblities for the groups focal species in the reserve. This includes discussion of the trade-offs between the focal species. These two activities form stepping stones towards developing individual reserve mangement plans.
Reading following lectures, preparation for seminars and writing seminar reports. Self study to improve bird identification skills Researching for and preparing poster. Researching for and writing reserve management plan.
Seminars mapping to lecture topics, based on reading lists, will be used to engage students in discussion to explore a range of topics.
Day field trips, focussed on ecological methods of surveying and species identification, along with land use management and species conservation practice. These will contribute to the reserve management plan exercise.
1 hour module introduction lecture 3 hours of lectures relating to the field trips and reserve management plan exercise. 8 hours of lectures relating to the seminar topics.
Drop in sessions for advice on writing up the reserve management plan.
- 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 sensitevely 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
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- PS1 Communication skills, covering both written and oral communication with a variety of audiences
- PS2 Skills in the employment of common conventions and standards in scientific writing, data presentation, and referencing literature
- PS3 Problem-solving skills, relating to qualitative and quantitative information
- PS4 Numeracy and mathematical skills, including handling data, algebra, functions, trigonometry, calculus, vectors and complex numbers, alongside error analysis, order-of-magnitude estimations, systematic use of scientific units and different types of data presentation
- PS5 Information location and retrieval skills, in relation to primary and secondary information sources, and the ability to assess the quality of information accessed
- PS7 Basic interpersonal skills, relating to the ability to interact with other people and to engage in teamworking
- PS8 Time management and organisational skills, as evidenced by the ability to plan and implement efficient and effective ways of working
- PS11 Problem-solving skills including the demonstration of self-direction, initiative and originality
- PS6 Information technology skills which support the location, management, processing, analysis and presentation of scientific information
- PS12 The ability to communicate and interact with professionals from other subjects
- PS13 The ability to make decisions in complex and unpredictable situations
- PS14 Independent learning skills required for continuing professional development
- PS15 The ability to think critically in the context of data analysis and experimental design
- PS9 skills needed to undertake appropriate further training of a professional nature
- Recognize the moral, ethical and social issues relating to the subject.
- 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
- Consider issues from a range of interdisciplinary perspectives.
- Collect, analyse and interpret primary and/or secondary data using appropriate qualitative and/or quantitative techniques.
- Apply appropriate techniques for presenting spatial and/or temporal trends in data.
- Prepare effective maps, diagrams and visualizations.
- Undertake field and/or laboratory studies to ensure competence in basic experimental and/or fieldwork skills.
- Demonstrate awareness of the importance of risk assessment and relevant legislation
- Engagement with current subject developments and their application.
- Engage in debate and/or discussion with specialists and non-specialists using appropriate language.
- Demonstrate the independence and skills required for continuing professional development
Resource implications for students
Students are required to have suitable footwear and outdoor clothing, including a waterproof coat, waterproof trousers, day pack, and hiking boots. It would be ideal if students have their own binoculars and bird field guide (book or app on smart phone) but we can loan these if necessary.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/bsx-3166.html
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- C330: BSc Zoology with Ornithology year 3 (BSC/ZR)
- C3P0: BSc Zoology with Ornithology with Placement Year year 4 (BSC/ZRP)
- C334: MZool Zoology with Ornithology year 3 (MZOOL/ZR)
- C3P4: MZool Zoology with Ornithology with Placement Year year 4 (MZOOL/ZRP)