UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
BI323 Biodiversity
2.
School which will be responsible for management of the module
Biosciences
3.
Start date of the module
September 2011
4.
The cohort of students (onwards) to which the module will be applicable
September 2011
5.
The number of students expected to take the module
50-60
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
The module has been introduced following a review of current modules and is a result of
repackaging module content
7.
Level of the module
C
8.
The number of credits which the module represents
15
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn Term
10. Prerequisite and co-requisite modules
None
11. The programme(s) of study to which the module contributes
Biology and related programmes
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
a) An appreciation of the diversity of microbial life (bacteria, fungi unicellular and simple
multicellular eukaryotes) (A5,A11))
b) An understanding of plant structural and reproductive diversity and the colonisation of
the land by plants (A8,A9)
c) An understanding that animals are multicellular heterotrophic eukaryotes with tissues
that develop from embryonic layers(A9)
d) An understanding of basic concepts in ecology and the conservation of
biodiversity(A12)
e) The ability to safely handle and conduct experiments on a range of organisms under
defined laboratory conditions(C1,C2,C3,C5)
Module approved: 08/08/11 Published 01/09/11
UNIVERSITY OF KENT
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
a) Written communication (D6)
b) The ability to interpret data relating to microbial growth (D8,D9)
14. A synopsis of the curriculum
The classification of the living world; hierarchical system of Linnaeus based on similarity.
Relationships between living organisms, the kingdoms and domains.
Prokaryotes and basal eukaryotes: classification of the basal kingdoms and the relationship
between them. Diversity of Bacteria and Archaea and “protists”.
Fungi: characteristics of the major groups, classification and ecological importance.
Plants: classification and relationships including evolution from algae; the relative success of
each major group. Overview of photosynthesis.
Invertebrates: an outline classification of some major phyla. Evolutionary and developmental
trends within invertebrates.
Vertebrates: classification and interrelationships of the groups, fundamental body plans.
An introduction to ecology and conservation and biodiversity
15. Indicative Reading List
Biology 9th edition Campbell and Reece
16. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
Teaching will be by lecture and associated workshops and practical classes.
The diversity of life will be introduced in lectures (SSLO 12a –d). Practical classes will
develop skills in handling micro-organisms and plants (SSLO 12e,13a, 13b). Skills in
microscopy will be developed in practical classes to develop knowledge of the range and
diversity of structures in living organisms ( SSLO12e).
Lectures 20 hours
Practical classes 10 hours
Workshops 10 hours
Self Study 110 hours
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The module will be assessed through course work (50%) and examination (50%)
Course work
Microbial ecology practical (12a, 12e , 13a)
Plant structure and function practical (12c, 13a)
Module approved: 08/08/11 Published 01/09/11
UNIVERSITY OF KENT
Examination (12 b,c,d, 13a)
18. Implications for learning resources, including staff, library, IT and space
None, the module is largely repackaging of existing content as a result of the review of
programmes.
19. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
in its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
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Head of School
Date
…………………………………………………….
Print Name
Module approved: 08/08/11 Published 01/09/11