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Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Newquay)

Programme Quality HandbookFdSc Marine Conservation

Academic Year 2017-2018

1 | P a g eFdSc Marine Conservation Handbook (2017-18) V2 (Dec 2017)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: FdSc Marine Conservation

Internal Programme Code: FT 3771 PT 5112

Partner Delivering Institution: Cornwall College, Newquay

State Date: 2017-18

First Award Date: 2019-20

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................5

PS4. Exceptions to Plymouth University Regulations.............................................................................5

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................6

PS8. Student Numbers...........................................................................................................................7

PS9. Progression Route(s)......................................................................................................................7

PS10. Admissions Criteria......................................................................................................................8

PS11. Academic Standards and Quality Enhancement..........................................................................8

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS12. Programme Structure................................................................................................................10

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......12

PS14. Work Based/ Related Learning..................................................................................................17

Appendix.............................................................................................................................................18


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, NewquayAccrediting Body: Plymouth UniversityLanguage of Study: EnglishMode of Study: Full time (2 years)Final Award: FdSc or FdSc with DistinctionIntermediate Award: Certificate of Higher Education(CertHE)Programme Title: Marine ConservationUCAS Code: F711JACS Code:Benchmarks: Biosciences benchmark

Date of Programme Approval: 2007

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

PS5. Programme Aims

This programme will deliver:

a. To encourage in students an enthusiasm for biological sciences in general and the conservation of marine environments in particular.

b. To develop in students the scientific knowledge, understanding and practical skills, which they will need to be able to survey and manage organisms and habitats.

c. To encourage students to think critically about scientific evidence and evaluate information relating to marine environments and their conservation.

d. Create an understanding of the variety of sometimes conflicting demands placed on the marine environment by such forces as biodiversity conservation objectives, fishing, aquaculture and side effects of other human activities.

e. Enable students to communicate effectively in a range of contexts relating to marine sciences and conservation

f. To enable students to develop their academic skills to a point where further study at Degree level becomes an option

g. To allow the student to develop skills both in the college environment, and in the workplace.h. Ensure that students gain experience and understanding of marine conservation issues from the

perspective of people and organisations working in the conservation sector and to a level where employment within the conservation industry is a realistic option.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

a. Demonstrate knowledge of the fundamentals of biological science.b. Demonstrate an understanding of the ethical, legal, economic and political context of

management of the marine environment for conservation. c. To initiate and undertake critical analysis of scientific evidence and to communicate scientific

information relating to aquatic conservation.d. Function as autonomous learners equipped to cope with third year degree studies.e. Plan for suitable careers and be effective at applying for employment.f. Demonstrate the wider skills needed to be successful in employment in the environmental

management sector.g. Evaluate evidence, arguments and assumptions, to reach sound judgements, and to propose

solutions to problems arising from their evaluations and judgements.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:


PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage = 15

Maximum student numbers per stage = 20

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

BSc (Hons) Marine Biology and Coastal Ecology (year 2) – UoP

BSc (Hons) Environmental Resource Management (year 3) – Cornwall College Newquay

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


Work-based learning opportunities at Newquay Zoo, National Marine Aquarium, RSPB and Cornwall Wildlife Trust

Progress to Honours programme in Wildlife Conservation at the Plymouth University Opportunities to work individually and on collaborative and cross-disciplinary projects. The programme offered is inspirational, innovative and memorable, and will encourage creative

thinking and the development of new ideas. You will be working in an expanding field where opportunities to develop new perspectives will be encouraged.

Fieldwork and fieldtrip are a major component of course. Experienced, enthusiastic and friendly staff. Small group teaching.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2: 20 credits of key skills combined with for example either GCSE or A-levels (key skills will not be accepted on their own)Normally Maths and English, Science at grade C or above– desirable

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:- AS/A Levels

120 UCAS Tariff points from any combination of A-level/AS-level/ Vocational A-level including at least one subject studied to A2-level.

National Diploma with a profile of at least Pass Pass Pass (PPP); Advanced National Certificate – Credit overallMinimum of a pass in Advanced GNVQ in science at level 3Pass

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:

-- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers:

Work Experience: Assessed on application

Other HE qualifications / non-standard awards or experiences:

Assessed on application

APEL / APCL4 possibilities: Individuals may be considered for APCL or APEL in accordance with the academic regulations

Interview / Portfolio requirements:

Mature students would have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge.Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner centred, the College requests that all applications be considered individually and in consultation with the Course Manager.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

All students will require this check if they may be working with young people.

PS11. Academic Standards and Quality Enhancement

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: FdSc Marine Conservation 4 & 5 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 – Stage 11 Core 20 CORC1013C- Personal and Employability Skills Development1 Core 20 CORN115 - Diversity, Classification and Evolution1 Core 20 CORN128 - Ecology of Aquatic Systems1 Core 20 CORN160 - Biological Principles1 Core 20 CORN135 - Marine Survey Techniques1 Core 20 CORN172 - Marine Science

Year 2 – Stage 22 Core 10 CORN267 - Algal and Coral Biology and Culture2 Core 20 NQS219 - Individual Research Project2 Core 20 CORN270 - Marine Vertebrate Biology and Conservation2 Core 20 CORN290 - Fish Ecology2 Core 20 CORN291 - Marine Invertebrates2 Core 20 CORN236 - Marine Conservation in Practice

Students will choose one of the following optional modules:2 Option 10 CORN2002 - Aquaria and Conservation of Aquatic Organisms2 Option 10 CORN268 - Contemporary Issues in Marine Conservation

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


FHEQ level: FdSc Marine Conservation 4 & 5 For: Part Time

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 – Stage (1 )1 (1) Core 20 CORC1013C- Personal and Employability Skills Development1 (1) Core 20 CORN115 - Diversity, Classification and Evolution1 (1) Core 20 CORN128 - Ecology of Aquatic Systems1 (1) Core 20 CORN172 - Marine Science

Year 2 – Stages (1) and (2)2 (1) Core 20 CORN160 - Biological Principles2 (1) Core 20 CORN135 - Marine Survey Techniques2 (2) Core 20 CORN290 - Fish Ecology2 (2) Core 10 CORN267 - Algal and Coral Biology and Culture

Students will choose one of the following optional modules2 (2) Option 10 CORN2002 - Aquaria and Conservation of Aquatic Organisms2 (2) Option 10 CORN268 - Contemporary Issues in Marine Conservation

Year 3 – Stage (2)3 (2) Core 20 CORN270 - Marine Vertebrate Biology and Conservation3 (2) Core 20 CORN291 - Marine Invertebrates3 (2) Core 20 CORN236 - Marine Conservation in Practice3 (2) Core 20 NQS219 - Individual Research Project


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4 & 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Foundation Degree benchmark 42Biosciences:- Generic standards (threshold 3)- Molecular aspects of Biology (threshold 5 & 8)- Organisms (threshold 2,6,7 &8)- Ecology & Environmental Biology (threshold 7)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Primary: Lectures and tutorials Laboratory practicals and

a,b,d

a,b

ES3 Benchmark Table 1:

Key knowledge and understanding is assessed via a combination of end

Marine Science


Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developedhave an understanding of the explanation of biological phenomena at a variety of levels (from molecular to ecological systems) and be able to explain how evolutionary theory is relevant to their area of study; know and understand the structure and function of various types of cells in unicellular and multicellular organisms, the structure and function of cell membranes, cell differentiation have knowledge of enzyme structure and function and of some of the most important mechanisms controlling the action of enzymes and other proteinsdescribe basic organism structure and diversity;describe mechanisms for the life processes and appreciate how the physiology of an organism fits it for its environment;describe how organisms are classified and identified;appreciate the interactions of organisms with each other and the environment; appreciate the importance of the 'behaviour' of the organisms studied demonstrate awareness of human interactions with natural populations and ecosystems, including habitat modification, pollution, exploitation and conservation

fieldwork Learning from work experience Workshops with partner organisations

Secondary/Supplementary: Visits to aquaria and relevant science/ natural history education venues Case studies Directed independent study Problem-solving exercises

b

c,d

intellectual skills (Threshold performance)

Biosciences Benchmark (Ecology & environmental biology, p11 – Good)

of topic tests, examinations, fieldwork and laboratory reports, essays, presentations and seminar performances.

Diversity, Classification and Evolution

Ecology of Aquatic Systems

Bioethics

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Students will be expected to assimilate facts and theories and use an enquiring mind to critically evaluate these in context. They are expected to be autonomous learners and actively seek knowledge through reading, research and personal communication. They will be assessed through a variety of modes including tests, reports, student-led seminars, presentations, and case studies as appropriate to the subject with advice from the industry and the External Examiner. Students will be part of co-constructing curriculum and assessment to ensure engagement and motivation. Students will be encouraged to become independent and creative thinkers to interpret and respond to assessment using their initiative.


Cognitive and Intellectual Skills:Biosciences (generic standards – threshold 2, typical, 5)

ES3 Benchmark Table 1: intellectual skills ( Typical performance)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: be able to construct reasoned arguments to

support their position on the ethical and social impact of advances in the biosciences;

have ability in a range of practical bioscience techniques including data collection, analysis and interpretation of those data, and testing of hypotheses

gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or in other forms; Abstract analysis and synthesis

Understanding of subject-specific theories, paradigms, concepts and principles and some understanding of more specialised areas

Primary: Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc) Laboratory practicals and fieldworkSecondary/Supplementary: Policy and practice analysis in seminars Computer-based practicals on data and measurement problems

b,c

d,e

b

b

b

b,e,f

Biosciences benchmark (Generic standards, Typical, 5.8)

ES3 : Practical Skills (Typical Performance)

Assessed discussions Essays/projects/dissertations Examinations/tests Coursework/groupwork on practical application questions

All modules

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Students will be encouraged to take a leading role in the teaching and learning through active participation in sessions such as leading and significant contribution to seminars, workshops and practicals. Students will be encouraged to consider and potentially challenge institutional thinking and practice. Assessments will be diverse and challenging, encouraging students to use their cognitive and intellectual capacities to the full. They are expected to take part in active research and work independently with support but minimal guidanceKey Transferable Skills:Biosciences 3.8aBiosciences 3.9a&bBiosciences 3.10a,b & c


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: communicate about their subject appropriately

to a variety of audiences using a range of formats and approaches, using appropriate scientific language)

identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles, in particular those being developed through practical, laboratory and/or field studies

recognise and respect the views and opinions of other team members; negotiating skills

develop the skills necessary for self-managed and lifelong learning (eg working

independently, time management, organisational, enterprise and knowledge transfer skills)

identify and work towards targets for personal, academic and career development

develop an adaptable, flexible and effective approach to study and work.

Primary: Library and other research exercises. Group work awareness and practiceComputer-based learning and assessment

Secondary/Supplementary:Class & seminar interactions and feedback

h,f,e,c

g,h



Coursework of all types

Examination preparation and completion

Assessed discussions Group work

assessments

Personal & Professional Development

Work based experience

Marine Science


Individual Project

Bioethics

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Students are expected to exercise initiative and personal responsibility in their teaching, learning and work experience. All modules require independent thinking in order to make decisions in complex and unpredictable contexts, students will be required in workshops and seminars to challenge past and current information and theories relating to the subject and consider alternatives and potential solutions.Employment Related Skills:Biosciences 3.9aBiosciences 3.9b & c

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

developing the skills necessary for self-managed

Primary:

Secondary/Supplementary:None

b,e,f,c,e ES3 : Practical Skills (Threshold performance)

Project work Competence in a

range of business-related communication

Marine Science

Ecology of Aquatic


and lifelong learning (eg working independently, time management and organisation skills);

identifying and working towards targets for personal, academic and career development

develop an adaptable, flexible and effective approach to study and work

techniques Systems

Individual Research Project

Professional Development

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:The student has demonstrated an understanding of organisational and work based practices; they have put theory in to practice by applying and developing discipline related skills, and knowledge and understanding through project work. They will have to work with stakeholders in a meaningful way both in sessions and independently with positive targets and outcomes. Develop vocationally relevant managerial skills demonstrated through reflection and projection forward.Practical Skills:


Basic ability to describe and record materials in the field and laboratory

Basic ability to interpret practical results Basic ability to use appropriate laboratory and

field equipment safely Basic ability to plan, conduct and present an

independent project with limited reliance on guidance

Basic ability to present results of investigations in a number of formats

Basic ability to relate investigations to prior work and to reference appropriately

Primary: Work-centred practise Laboratory and fieldwork Individual Projects Designated tasks Lectures and tutorials Learning from workSecondary/Supplementary:None



Project work Assignment tasks for

Fieldwork and Laboratory practicals

Marine Science


Individual Research Project

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Students will research niches in a Marine Conservation context with a view to identifying a business opportunity. Students will be exposed to a range of different businesses in the sector to learn about practical working environments. Students will have to practically communicate findings to a variety of audiences through a range of media and assessment types.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 4 & 5WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Work experience period and reflection / log book

Throughout programme Level 4 and 5

capacity for logical thinking

developing ability to make and defend judgements.

improved effectiveness in the workplace

develop an interest in lifelong learning & personal development.

Key knowledge and understanding is assessed via a combination of :Examinations/testsCoursework/group work on practical application

CORC1013CORN103CORN128CORN102

An explanation of this map:Work Based Learning is integrated into the CORC1013 Personal and Employability Skills Development module through inclusion of job seeking skills and logged hours with employers. However it also features in other modules through guest lectures, fieldtrips, workshops, and tasks, e.g. CORN103 Boat Handling, Diving and Survey Techniques, CORN128 Ecology of Aquatic Systems, CORN102 Environmental Enterprises


Appendix – Definitive Module Records

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and

communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks

and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic Partnerships


DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016 – 2017 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

• Personal Development Planning - Personal audit, professional development, career management skills.

• Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project Management - Project planning, monitoring, evaluation, reporting.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:16/08/17

Approved by:HE Operations

Date:16/08/17

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn.


Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



MODULE CODE: CORN115 MODULE TITLE: Diversity, Classification and Evolution

CREDITS: 20 FHEQ Level: 4 JACS CODE: D300

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the main characteristics of different forms of life on Earth and how they evolved.


E1 (Examination) 40% C1 (Coursework) 60% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Newquay


MODULE AIMS:To provide a foundation for a more detailed study of the biology of specific groups of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Demonstrate a working knowledge of taxonomy and classification and use of biological keysExplain the concept of neo-Darwinism and adaption through evolution.Describe the main features of different forms of life on Earth

DATE OF APPROVAL: 01 April 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 112

MODULE LEADER: Angus Jackson OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTIntroduction to life on Earth and main invertebrate and vertebrate phyla. Reference collections. Identification keys. Fundamentals of taxonomy and classification. History of evolutionary thought; castastrophism; lamarkism; neo-Darwinism, cladogenesis. Fossil records and mass extinctions. Scientific theories on the origins of life; RNA world hypothesis. Biological illustrations. Adaptive radiation; convergent evolution. Phylogenetic and evolutionary relationships of major plant, invertebrate and vertebrate groups.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25Practical Classes and Workshops 25Guided Independent study 150


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Written exam

E1 100%Total = 100%

T_ %Total = 100%

Coursework C1 Portfolio 100%Total = 100%

Practical P_ %Total = 100%

Updated by: R Allen Date: 16/08/17

Approved by: Date:

Recommended Texts and Sources:Reece, J.B, Urry, L.A, Cain, M.L & Wasserman, S. A., Minorsky, P.V. & Jackson, R.B., 2011. Campbell biology. 9th ed. Harlow: Pearson Education Limited.Ruppert, E.E., Fox, R. & Barnes, R. D., 2003. Invertebrate zoology: a functional evolutionary approach. 7th ed. California: Thomson Brooks/Cole.Stearns, S. T. & Hoekstra, R. F., 2005. Evolution: an introduction. 2nd ed. Oxford University Press, Oxford.


Understanding evolution. Available at: http://evolution.berkeley.edu/


MODULE CODE: CORN128 MODULE TITLE: Ecology of Aquatic Systems

CREDITS: 20 FHEQ Level: 4 JACS CODE: F710


SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces students to the ecology of natural freshwater and marine environments. It involves the application of basic field study techniques during fieldwork.


E1 (Examination) 40 % C1 (Coursework) 60 % P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:To provide students with a basic understanding of general ecology principles with respect to natural and man-made aquatic environments.


Carry out field work safely and ethically in an aquatic ecosystem and compile a field work report analysing and evaluating the results.Describe and ecology of a range of aquatic ecosystems, including foodwebs and community structure.Discuss the interaction between biotic and abiotic factors in an aquatic systemDescribe the population dynamics of an aquatic organismDescribe current threats to aquatic systems

DATE OF APPROVAL: 01 July 2003 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/11/09 TERM/SEMESTER: All Year




MODULE LEADER: Rebecca Allen OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTAquatic ecosystems (freshwater and marine); ecological niches; ecological succession, competitive exclusion principle; basic population dynamics; inter and intra-specific competition; predator-prey relationships; mutualism; parasitism. Importance of dispersal resources, limiting factors and regulating mechanisms. Aquatic communities. The management of captive and wild populations.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 24Seminar 4Fieldwork 48External Visits 4Guided Independent study 120


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E1 Examination 100%Total = 100%

T_ %Total = 100%

CourseworkC1C2

Field TasksPoster

50%50%

Total = 100%


Updated by: R Allen Date: 16/08/17 Approved by: Date:

Recommended Texts and Sources:Bronmark C. 2005. The Biology of Lakes and Ponds Oxford University PressFish J & Fish S 1996. A Students Guide to the Seashore Cambridge University PressGibson R et al 2001. Photographic Guide to Sea and Shore Life of Britain and North-west Europe Oxford University PressGiller P, 1998. The Biology of Streams and Rivers Oxford University PressMichel J Kaiser et al 2005. Marine Ecology Processes, Systems, and Impacts Oxford University PressSpeight, M. R., and Henderson, P. A., 2012. Marine Ecology. London: Wiley-Blackwell



MODULE CODE: CORN135 MODULE TITLE: Marine Survey Techniques



SHORT MODULE DESCRIPTOR: (max 425 characters)Students will learn how to use basic navigational skills in the marine environment for the purposes of marine surveying, identify, select and use appropriate surveying techniques and apply them to a survey, taking into account health and safety considerations.





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MODULE AIMS:To provide a basic understanding of the application of boat handling, diving and survey techniques that can be used in activities in inshore waters.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Describe the basic principles of navigation and use charts and navigation instruments

Identify a range of survey techniques and technologiesPlan a marine survey, taking into account health and safety issues.Develop maps using industry-standard software and technology.

DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Jason Birt OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTNavigation: Basic navigation, charts and navigation instruments, course planning, buoys and channel markers, basic collision rules, use of tidal theory in navigation; Survey techniques and technologies: Operation, maintenance and repair of small two- and four-stroke engines, survey techniques by boat, onshore and diving, equipment used for physical, chemical and biological oceanographic surveying, , principles of remote sensing, diving equipment; Planning a marine survey: aims and objectives, random sampling, stratified sampling, line transects, selecting and deploying survey equipment, interpretation and evaluation of results, health and safety considerations and risk assessments, risks of diving, risks of boat use and handling, safety at sea, notification of emergency services prior to risky or nocturnal surveying; Mapping: Develop awareness of geographic information systems including ArcView and gridding software like Golden Software Surfer, global positioning systems, use of Ordnance Survey, Hydrographic Office and geological charts and maps available via Edina.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 31Practical Classes and Workshops 9Fieldwork 5Guided Independent study 155


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Report – Evaluate marine survey techniquesReport of mapping exercise

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Recommended Texts and Sources:British Subaqua Club. (2007) The diving manual. 3rd ed. Hutchinson.Pinet, P. R. (2000) Invitation to oceanography. Sudbury: Jones and BartlettOpen University. (2000) Waves, Tides and Shallow-Water Processes. ElsevierTrefethen, J. (1996) Inflatable boats: selection, care, repair and seamanship. Tab books



MODULE CODE: CORN160 MODULE TITLE: Biological Principles

CREDITS: 20 FHEQ Level: 4 JACS CODE: C161

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:This biology-based module provides students with an understanding of the key biological concepts and practical skills which underpin the study of marine biological organisms.





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T1 (Test) 40%



MODULE AIMS:•To provide students cellular and molecular biology relevant to marine biological processes.•To provide students with the knowledge of basic anatomical and physiological features of marine organisms.


Classify the main groups of biological molecules and relate their structure to function.Describe basic biological concepts of cells, tissues and organs and their importance to the whole organism.Explain the genetic basis of inheritanceExplain the cellular basis of reproductive biology.

DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/09/14 TERM/SEMESTER: All Year




MODULE LEADER: Andrew Golley OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTBiological molecules: structure and functions of water, carbohydrates, lipids and proteins. Basic biological concepts: structure and function of the main parts of a typical animal and plant cell, microbiology and basic microbiological techniques, diffusion, facilitated diffusion, active transport, osmosis, cellular respiration and photosynthesis, homeostasis in relation to temperature regulation, outline description of nervous, endocrine, excretion, osmoregulation, circulation, musculature, skeletal, alimentary and respiratory systems. Reproduction and genetics: reproductive biology involving cell division, asexual reproduction, genetics and inherited traits (including Mendelian inheritance, triplet code, genetic replication and repair, transcription and translation, Punnett Squares, F1 and F2 hybrids, dominant and recessive genes, co-dominance, alleles, genetic modification).

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 24 Core MaterialPractical Classes and Workshops 36External Visits 5

Guided Independent Study 135 Students are expected to put in additional time outside of taught sessions.


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E_ %Total = 100%

T1 In-Class Test 100%Total = 100%

Coursework C1 Written Assignment 100%Total = 100%


Updated by:Andrew Golley

Date:16/8/17


Date:01/09/14

Recommended Texts and Sources:Reece, J. Urry, L. Cain, M. Wasserman, S. Minorsky, P. Jackson, R. 2011. Campbell Biology (9th Ed.). Pearson Education, Inc., Essex


Jones, A. Reed, R. Weyers, J. 2012. Practical Skills in Biology (5th Ed.). Pearson Education, Inc., EssexKent, M. 2000. Advanced Biology. Oxford University Press, OxfordMorgan, J. G. and Brown Carter, M. E. 2008, 6th Ed. Investigating Biology: Laboratory Manual. Sixth Edition. Pearson Benjamin Cummings, EssexGoogle ScholarMetaLib – journal articlesProceedings of the National Academy of Sciences



MODULE CODE: CORN172 MODULE TITLE: Marine Science



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides students with an understanding of the key concepts of the science surrounding the aquatic environment and practical laboratory skills. Students will also design an experiment into an aspect of the aquatic environment.





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MODULE AIMS:•To provide students with basic scientific skills and knowledge in a laboratory environment.•To enable students to appreciate the abiotic processes occurring in the marine environment.•To provide students with the skills necessary to design experimental research.


Describe the chemistry of the marine environmentExplain meteorological processes influencing the marine environment.Identify the physical processes occurring in the marine environment.Recognise the geological and sedimentological processes occurring in the marine environment.

DATE OF APPROVAL: 06 May 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENTChemistry of the marine environment: Atomic chemistry, bonding, salinity, nutrient chemistry, dissolved and particulate organic matter, redox, redox potential discontinuity layer, pH, carbonate buffering, flocculation; Meteorological processes: Insolation and distribution of heat in the atmosphere, pressure systems, weather fronts, cloud formation and classification, evaporation and precipitation, classification of wind strength, climate and short/long term changes and cycles; Physics processes in the marine environment: Wave propagation, wave measurement, wave equations, wave group speed, wave reflection, refraction and diffraction, internal waves, equilibrium and dynamic tidal theory, currents, North Atlantic gyre, pressure gradient force, Coriolis effect, geostrophic flow, thermohaline currents, stratification, estuarine mixing,; Geological and sedimentological processes: Erosion and deposition, rock types, rock formation, transport of deposited materials, Aeolian transport, sediment classification, skew and kurtosis, ripple and dune formation.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 21Practical Classes and Workshops 12Fieldwork 18Guided Independent study 149


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E_ %Total = 100%

T_ %Total = 100%

CourseworkC1

C2

Fieldwork Portfolio covering LO1, LO2, LO4Oceanography essay covering LO2, LO3

60%

40%Total = 100%


Updated by:R Allen

Date:16/8/17

Approved by:R Martin

Date:03/12/14


Recommended Texts and Sources:Dyer K.R., 1997. Estuaries: a physical introduction. Chichester: Wiley.Pinet, P. R. 2013. Invitation to Oceanography (6th Edition). Sudbury: Jones and Bartlett.Summerhayes, C.P. & Thorpe, S.A., 1996. Oceanography: an illustrated guide. London: Manson.Sverdrup K. et al., 2003. An introduction to the world’s oceans. 7th ed. New York: McGraw-Hill.Townsend, D. 2013. Oceanography and Marine Biology: An Introduction to Marine Science. New York: Butterworth.



MODULE CODE: CORN2002 MODULE TITLE: Aquaria and Conservation of Aquatic Organisms



SHORT MODULE DESCRIPTOR: (max 425 characters)This module considers the scientific principles required to establish and maintain aquaria and explores conservation issues and practices as they apply to aquatic organisms.


E1 (Examination) % C1 (Coursework) 50% P1 (Practical) 50%



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T1 (Test) %


Professional body minimum pass mark requirement: N/A’

MODULE AIMS:To understand the principles and practice of establishing and maintaining an aquarium, and to explore conservation issues as they apply to aquatic organisms.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Demonstrate a detailed understanding of the main factors that need to be considered when

establishing an aquarium6. Apply a range of skills and techniques to set up and maintain an aquarium monitoring biotic and

abiotic factors7. Demonstrate an awareness of the pressures (human and natural) acting on an aquatic habitat

and discuss the conservation issues they raise.

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Andrew Golley OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTAdaptations to life in water. Comparison of natural and artificial aquatic systems. Significance of key chemical and physical factors, and how to monitor them: salinity, temperature, light, ammonia, nitrite, nitrate, oxygen, pH, density, turbidity. Exploitation of aquatic ecosystems and anthropogenic effects. Conservation of aquatic ecosystems: case studies.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 12Seminar 18Guided Independent Study 70


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E Total = 100%T Total = 100%

Coursework C1 Essay 100%Total = 100%

LO3

Practical P Aquarium set up Total = 100% LO1, LO2

Updated by: Date: Approved by: HE operations Date:23/09/16

Recommended Texts and Sources:Bailey.M. and Sandford.G. 1999. The Complete Guide to Aquarium Fishkeeping. Pub: Anness Publishing Limited.Dakin N. 2003. The Book of the Marine Aquarium. Pub: Interpet Press.Doody J.P. 2001. Coastal Conservation and Management. Kluwer Academic Publishers.Keddy.P.A. 2000 Wetland Ecology Pub: Cambridge University PressMoss. B. 1998. Ecology of Fresh Waters Man and Medium, Past to Future .3rd Ed. Pub: Blackwell SciencePomery R et al (2004) How is your MPA doing? Pub: IUCNWetland Restoration Manual (2005) Pub: Wildlife TrustWood E & Dakin N(2003) The Responsible Marine Aquarist. Pub: Marine Conservation Society



MODULE CODE: CORN267 MODULE TITLE: Algal and Coral Biology and Culture



SHORT MODULE DESCRIPTOR:This module introduces students to the biology of algae and coral and the underlying principles of algal and coral culture.





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T1 (Test) 50%



MODULE AIMS:To enable students to acquire knowledge and skills related to algal culture that are directly applicable to hatcheries and nurseries servicing aquaculture industries, and to coral culture for the aquatics industry.


Describe the basic biology of algae and coralDiscuss the principles of algal and coral cultureCulture unicellular algae in vitroDiscuss the role of unicellular algae in aquacultureInvestigate the physiological and biochemical responses of algae and coral to environmental factors such as light, temperature and nutrientsDescribe and evaluate

DATE OF APPROVAL: 01 July 2003 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2003 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: N/A TERM/SEMESTER: Autumn




MODULE LEADER: Kelly Haynes OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTBasic biology of algae and coral (classification, nutrition, growth, reproduction, with particular reference to photosynthesis). Algal and coral culture techniques. Culture requirements (physical and chemical). Role of unicellular algae in aquaculture. Seaweed cultivation (green, brown, and red algae). Commercial uses of seaweed. Physiological responses of algae and coral to environmental factors, such as light, carbon dioxide, temperature and nutrients. Harvesting and processing.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25 Core material deliverySeminar 5 Student-led discussion sessions



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E_ %Total = 100%

T1 In Class Test 100%Total = 100%

Coursework C1 Coursework 100%Total = 100%


Updated by:Rebecca Allen

Date:16/8/17


Date:04/09/15

Recommended Texts and Sources:Becker, E.W. (Author.) (2008) Microalgae: biotechnology microbiology. Cambridge: Cambridge University Press.Andersen, R.A. (Editor.) (2005) Algal culturing techniques. Boston: Elsevier/Academic Press


Costa-Pierce, B.A. 2002 Ecological Aquaculture. Blackwell.Fingerman, M. (Author.) and Nagabhushanam, R. (Author.) (2000) Recent advances in marine biotechnology: Volume 4 : Aquaculture : Part A : Seaweeds Invertebrates. Enfield, New Hampshire USA: Science Publishers.Lee, R.E. 1999 Physiology. Cambridge University Press.Adey, W.H. (Author.) and LOVELAND, K. (Author.) (2007) Dynamic aquaria: building restoring living ecosystems. 3rd edn. London: Academic Press.Borneman, E.H. (Author.) (2001) Aquarium corals: selection, husbandry natural history. Microcosm Ltd.Cote, I.M. (Editor.) and Reynolds, J.D. (Editor.) (2006) Coral reef conservation. 13th edn.Cambridge: Cambridge University Press. (Conservation Biology).



MODULE CODE: CORN268 MODULE TITLE: Contemporary Issues in Marine Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will reveal contemporary issues concerning marine resources, the effects of pollution and purpose of biological monitoring of marine ecosystems, to enhance and develop an understanding of holistic approaches to addressing and solving environmental problems. This module will contribute to a graduate’s capacity to work as a professional in conservation.





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SUBJECT ASSESSMENT PANEL Group to which module should be linked: Newquay - Marine


MODULE AIMS:To examine current issues in relation to marine pollution and use of marine resources.To enable students to assess techniques used to monitor the health of the marine environment. To appraise wider issues of managing the oceans through legislation and international co-operation.


Examine cases of pollution and anthropogenic exploitation of the marine environment and its effects on coastal/marine habitats.Appraise contemporary issues in marine conservation.Demonstrate a detailed understanding of marine conservation legislation and policies and their implementation.

DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn





SUMMARY of MODULE CONTENTPollution and anthropogenic exploitation: Industries in the coastal zone, threats to marine biological diversity, marine pollution, biological and chemical monitoring, marine protected areas; Contemporary issues in marine conservation: Contemporary case studies highlighting planning and management issues and responses; Marine conservation legislation: Private and public bodies with interest in/responsibilities for coastal zone management, flood defence, marine renewable energy, marine environmental legislation.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 12 Core MaterialSeminar 18 Additional discussion opportunities.



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E_ %Total = 100%

T1 In Class Test 100%Total = 100%

Coursework C1 Coursework 100%Total = 100%


Updated by:R Allen

Date:16/8/17


Date:25/08/15

Recommended Texts and Sources:- Bird, E. (2008) Coastal Geomorphology: An Introduction. 2nd Edition edition- Carleton Ray, G. McCormick Ray, J. (2003) Coastal-Marine Conservation: Science and Policy.

Wiley-Blackwell.- Clark, R. B. (2001) Marine Pollution. Oxford: Oxford University Press.- Design, and Monitoring of Marine Reserves and Protected Areas in the United States Committee

on the Evaluation, Ocean Studies Board, National Research Council, National Academy of


Sciences (2001)- Marine Protected Areas: Tools for Sustaining Ocean Ecosystem. National Academy Press.- Kaiser, M., Attrill, M., Jennings, S., Thomas, D.N., Barnes, D., Brierley, A., Polunin, N., Raffaelli, D.

Williams, P. Le B. (2005) Marine Ecology: Processes, Systems, and Impacts. Oxford University Press.

- King, M. (2007) Fisheries Biology, Assessment and Management. 2nd Edition. Wiley-Blackwell.- Norse, E. A. Crowder B. L. (Eds) (2005) Marine Conservation Biology. Washington: Island Press.- Pethick, J. (1995) An introduction to Coastal Geomorphology. Edward Arnold/Hodder Stoughton- Walker, C.H. Hopkin, S.P., Sibly, R.M. Peakall, D.B. (2005) Principles of Ecotoxicology. 3rd Edition.

CRC Press LLC Wiley Blackwell.



MODULE CODE: CORN270 MODULE TITLE: Marine Vertebrate Biology and Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module explores the functional biology of marine vertebrates, focussing especially on key conservation flagship species; elasmobranchs, marine reptiles, birds and marine mammals. A detailed understanding of feeding, physiological and morphological adaptations to the marine environment, locomotion and migration, social and reproductive behaviour will be explored and related to their conservation.





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MODULE AIMS:To develop an understanding of selected aspects of the adaptive physiology and biology of marine vertebrates and to provide an insight into the conservation of key species.


Demonstrate a detailed knowledge of the main groups of marine vertebratesUse ideas and information from a range of sources to demonstrate a good understanding of the feeding and behaviour patterns of named speciesDescribe and contrast the main physiological and anatomical adaptations to marine life in marine vertebratesDemonstrate a detailed knowledge of the main factors affecting the population dynamics of marine vertebratesCritically evaluate attempts to conserve a named species of marine vertebrate suggest suitable strategies for its conservation

DATE OF APPROVAL: 01 April 2005 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2005 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 111

MODULE LEADER: Rebecca Allen OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTClassification and characteristic features of marine vertebrates. Comparative anatomy and physiological adaptations to the marine environment. Communication among marine mammals. Surveying and monitoring marine vertebrates using traditional and modern technology. Field observations/ surveys of selected species of marine vertebrates. Population dynamics of a named species. Reproductive and feeding ecology of marine vertebrates. Conservation and protective legislation of marine vertebrate species.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 24Seminar 36Fieldwork 8Guided Independent Study 132


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E1 100%Total = 100%

T_ Total = 100%

Coursework C1 100%Total = 100%

Practical P_ Total = 100%


Recommended Texts and Sources:Hoelzel, AR (2002) Marine mammal biology: an evolutionary approach. BlackwellPerrin W, Wursig B, and Thewissen (2002) J.G.M. Encyclopedia of Marine Mammals Academic Press IncTwiss, JR, Reeves, RR (1999) Conservation & management of marine mammals. Smithsonian InstituteReynolds J (2005) Marine Mammal Research: Conservation Beyond Crisis Johns Hopkins University PressSpotila J (2005) Sea Turtles A Complete Guide to their Biology, Behaviour and ConservationHamlett W C (1999) Sharks, Skates, and RaysThe Biology of Elasmobranch Fishes


Fowler S, Reed T, Dipper F (1997) Elasmobranch Biodiversity, Conservation and Management Proceedings of the International Seminar and Workshop, Sabah, Malaysia.



MODULE CODE: CORN290 MODULE TITLE: Fish Ecology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the biology, population dynamics and behavioural ecology of marine and freshwater fish





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MODULE AIMS:To understand the biology, taxonomy, behaviour and ecology of bony and cartilaginous fish. Emphasis will be directed to commercially important species endemic to the UK.


Identify the main groups of fishDemonstrate a detailed knowledge of the biology and ecology of a range of fish speciesEffectively communicate differing physiological adaptations to aquatic life of selected fish speciesEvaluate management strategies for named fish species with reference to factors affecting their population dynamicsSuggest techniques and strategies for surveying selected fish species

DATE OF APPROVAL: 01 Jan 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: . TERM/SEMESTER: All Year




MODULE LEADER: Andrew Golley OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTWeekly sessions to include lectures, practicals, tutorials, workshops and various site visits to fish farms and aquaria. Topics covered are: Fish classification and identification characteristics of main fish groups like sharks, rays and teleosts. Basic fish biology and physiology like osmoregulation, respiration and circulation. Fish anatomy, life history and reproductive strategies. Fish behaviour: schooling and migration. Fish ecology. Pet fish. Seahorse propagation and protection. Population dynamics and fisheries management

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Practical Classes and Workshops 40Guided Independent study 140


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E1 LO2,4,5. 100%Total = 100%

T_ Total = 100%

Coursework C1Conference media interpretation material. LO1,2,3.

100%Total = 100%

Practical P_ Total = 100%

Updated by:R. Allen

Date:16/8/17

Approved by:R. Martin

Date:

Recommended Texts and Sources:Bone, Q; N. B Marshall & J.H.S. Blaxter., 2008. Biology of fishes. 3rd ed. Abingdon: Taylor & FrancisCosta-Pierce, B.A., 2002. Ecological Aquaculture. Oxford: Blackwell.Helfman, G. et al. 2009. The diversity of fishes: biology, evolution & ecology. 2nd edn. Oxford: Blackwell PublishingKing, M.G. 2007 Fisheries biology, assessment & management. 2nd edn. Oxford: Blackwell Publishing.Moyle, P.B. and Cech, J.J. .2004. Fishes: an introduction to ichthyology. 5th edn. Upper Saddle River, New Jersey: Prentice-Hall International.



MODULE CODE: CORN291 MODULE TITLE: Marine Invertebrates



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the biology and ecology of keystone marine invertebrates including cnidarians, molluscs, crustaceans, and echinoderms with particular reference to local species in Cornwall and south-west England. Emphasis will be directed to the major conservation issues surrounding marine invertebrates and their importance within the marine foodweb.





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T1 (Test) 50%



MODULE AIMS:To understand the biology and ecology of marine invertebrates and to develop a scientific approach to the conservation of this important group of aquatic animals.


Discuss the basic biology, ecology and behaviour patterns of the main groups of marine invertebratesDescribe and contrast the main physiological and anatomical adaptations of marine invertebrates to marine lifeEvaluate selected marine invertebrate fisheries and farms with respect to their economic value and environmental impactSuggest techniques and strategies for monitoring stocks of selected marine invertebrate species

DATE OF APPROVAL: 01 Jan 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Chris Selvey OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTBiology and ecology of a range of invertebrates (e.g. jellyfish, shellfish, octopus, squid, lobsters, crabs, worm- like groups and starfish). Specific adaptations to their environment. Lifecycles of the main groups of marine invertebrates. Marine invertebrates in the foodchain. Defence against predators and pollutants. Metabolism and reproduction in marine invertebrates – current research. Exploitation and conservation issues. Human health aspects.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25Practical Classes and Workshops 35Guided Independent study 140 VLE tasks and independent research


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T1Knowledge of marine inverterbrate groups (LO1) (LO2)

100%Total = 100%

Coursework

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C2

Group seminars on selected themes (LO1, LO2)Report - Eval selected fisheries/farms (LO1, 3 & 4)

20%

80%Total = 100%

Practical P %Total = 100%

Updated by:R. Allen

Date:16/8/17

Approved by:R. Martin

Date:16/8/17

Recommended Texts and Sources:Costa-Pierce, B.A., 2002. Ecological Aquaculture. Oxford: Blackwell.Hayward, P.J. and Ryland, J.S. .1990. The marine fauna of the British Isles & North-west Europe : volume 1 : introduction & protozoans to arthropods. Swansea: Clarendon.


Kaiser et al, 2011. Marine Ecology: Processes, Systems, and Impacts. 2nd ed. Oxford: Oxford University Press.Mcclanahan, T.R. and Castilla, J.C. 2007 Fisheries management : progress towards sustainability. Oxford: Blackwell PublishingRuppert, E. E, Barnes, R.D. & Fox, R. S., 2004. Invertebrate zoology: a functional evolutionary approach. 7th ed. London: Brooks.Ward, P.J. and Ryland, J.S. 1990. The marine fauna of the British Isles & North-West Europe : Volume 2 : molluscs to chordates. Oxford: Oxford Science.


MODULE CODE: NQS219 MODULE TITLE: Individual Research Project

CREDITS: 20 FHEQ Level: 5 JACS CODE: D300


SHORT MODULE DESCRIPTOR: (max 425 characters)This module gives students the opportunity to conduct their own research project. Student involvement and responsibility stretches from project conception and planning, literature research, analysis and interpretation of data to report writing and presentation.





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MODULE AIMS:To develop students’ ability to plan and carry out an investigation in a well-defined, scientific way.


Demonstrate an ability to review and evaluate relevant literatureDevelop a project proposal which includes ethical and legal considerationsUndertake a personal study which involves the collection, evaluation, interpretation and presentation of data

DATE OF APPROVAL: 01 Feb 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



MODULE LEADER: Ruth Martin OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTResearch methods & experimental design, hypothesis testing. Data collection, statistical analysis and presentation. Literature research, review and critique. Report writing.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 18Seminar 8Tutorial 20Practical Classes and Workshops 12Guided Independent Study 142


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CourseworkC1C2

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Total = 100%Practical P Total = 100%


Recommended Texts and Sources:"BARNARD, C.J. (Author.), GILBERT, F.S. (Author.) and MCGREGOR, P.K. (Author.) (2011)Asking questions in biology: a guide to hypothesis testing, experimental design & presentation inpractical work & research projects. 4th edn. London: Pearson Education.""BECKERMAN, A.P. (Author.) and PETCHEY, O.L. (Author.) (2012) Getting started with R: an introductionfor biologists. Oxford: Oxford University Press.""CLOUT, M.N. (Author.) (2009) Invasive species management: a handbook of principles & techniques.Oxford: Oxford University Press. (Techniques in ecology & conservation).""CORBIN, J.M. (Author.) and STRAUSS, A. (Author.) (2008) Basics of qualitative research: techniques &procedures for developing grounded theory. 3rd edn. London: Sage Publications."


DYTHAM, C. (Author.) (2010) Choosing & using statistics: a biologist's guide. 3rd edn.Oxford: Blackwell PublishingENNOS, R. (Author.) (2012) Statistical and data handling skills in biology. 3rd edn.Harlow: Pearson Education LimitedGARDENER, M. (Author.) (2012) Statistics for ecologists using R & Excel:data collection, exploration, analysis & presentation. Exeter: Pelagic Pub. (Data in the wild series).GREENFIELD, T. (Author.) and METCALFE, A. (Author.) (2007) Design & analyse your experimentwith minitab. London: Hodder and Stoughton."JONES, A. (Author.), REED, R. (Author.) and WEYERS, J. (Author.) (2012) Practical skills in biology.5th edn. Harlow: Pearson Education Limited.KAPS, M. (Author.) (2009) Biostatistics for animal science. 2nd edn. CABI.VAN EMDEN, H.F. (Author.) (2008) Statistics for terrified biologists. Oxford: Blackwell Publishing.


Programme Title: FdSc Marine Conservation · Web viewChemistry of the marine environment: Atomic...

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Transcript of Programme Title: FdSc Marine Conservation · Web viewChemistry of the marine environment: Atomic...