| Language of instruction : English |
| Exam contract: not possible |
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Sequentiality
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Mandatory sequentiality bound on the level of programme components
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Following programme components must have been included in your study programme in a previous education period
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Biology of the Cell (3370)
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5.0 stptn |
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Field Knowledgde (4118)
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4.0 stptn |
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Advising sequentiality bound on the level of programme components
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Following programme components are advised to also be included in your study programme up till now.
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Statistical modelling (3457)
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4.0 stptn |
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| Degree programme | | Study hours | Credits | P2 SBU | P2 SP | 2nd Chance Exam1 | Tolerance2 | Final grade3 | |
 | 2nd year Bachelor of Biology | Compulsory | 216 | 8,0 | 216 | 8,0 | Yes | Yes | Numerical |  |
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| | | Learning outcomes |
- EC
| EC 1: A graduate of the Bachelor of Biology programme has acquired extensive knowledge and an accurate and deep understanding of the living world at the molecular, cellular, functional, organismal, population and ecosystem level. | - EC
| EC 2: A graduate of the Bachelor of Biology programme has insight in the processes that establish the basis of the evolution of life. He or she is able to integrate new knowledge gathered at various biological scales in the theory of evolution.  | - EC
| EC 3:A graduate of the Bachelor of Biology programme takes into account the necessity of the inter- and multidisciplinary approach to examine the living world in all its aspects. He/she has to that end extensive knowledge and insight in other relevant fields of science (chemistry, physics, geology). | - EC
| EC 4: A graduate of the Bachelor of Biology programme is able to apply mathematical and/or statistical models to approach, solve and analyze simple biological problems and to collect data. He or she is able to draw a relevant conclusion on that basis. | - EC
| EC 5: A graduate of the Bachelor of Biology programme is able to carefully run experiments and to make observations in which he/she strives for the highest possible accuracy and acts with integrity in his or her observations and measurements. | - EC
| EC 7: A graduate of the Bachelor of Biology programme is, under supervision, able to evaluate research methods and interpretations in a critical manner and is able to determine intrinsic uncertainties and limitations. | - EC
| EC 10: A graduate of the Bachelor of Biology programme is able to function as a member of a team. | - EC
| EC 11: A graduate of the Bachelor of Biology programme behaves according to the ethical, moral, philosophical, legal and safety aspects of his or her field of study. | - EC
| EC 12: A graduate of the Bachelor of Biology programme has insight into the social relevance of biology, he or she knows the stakeholders in the work field.  A graduate of the Bachelor of Biology knows the impact of man on nature, he or she acts as an advocate for the biosphere and respects the principles of sustainability.
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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The student is familiar with cell theory and the concepts of metabolism and evolution.
The student has basic laboratory skills.
The student has skills to identify plants and animals. The student knows basic skills in statistical modeling and data analysis (linear regression and the use of the statistical software R).
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1. The student has general knowledge of the physical environment in which organisms live (climate and other important parameters of the abiotic environment).
2. The student knows what a soil is, knows the factors that play a role in its formation, knows the main physico-chemical characteristics and can describe the soil as an environment for organisms.
3. The student knows the unique chemical and physical properties of water and knows how these characteristics interact and influence the functioning and evolution of aquatic organisms.
4. The student knows a number of morphological and physiological adaptations of plants to (altered) environmental factors.
5. The student can explain how behaviour, structure and metabolism of animals contribute to the maintenance of body temperature.
6. The student knows a number of animal adaptations to low and high temperatures and changes in humidity.
7. The student can discuss the role of light in the diurnal and seasonal cycles of animals and has notions of the role of the biological clock and the effects of circadian rhythms on it.
8. The student can define food chains and food webs and knows the different types of interspecific interactions (competition, predation, parasitism and mutualism) that occur in a community.
9. The student knows that the life course of organisms is a combination of adaptations to morphology, physiology, behaviour, the physical and biological environment.
10. The student can relate the different life courses of organisms to the fitness of that organism.
11. The student can define what a population is and has insight into the growth and dynamics of populations. The student can describe interspecific competition and predator-prey interactions using Lotka-Volterra vector fields.
12. The student can define what a community is and has insight into the biotic and abiotic factors that determine the structure and dynamics of biotic communities.
13. The student can characterize the pathways, efficiencies and constraints that characterize the flow of energy through an ecosystem.
14. The student can describe degradation routes and the role of the different detritus organisms in terrestrial and aquatic ecosystems and knows how environmental factors can influence the rate of degradation.
15. The student knows the biotic and abiotic processes that play a role in the biogeochemical cycles.
16. The student knows the biogeochemical cycles of C, N, P, S and O and has sufficient notions of the relative share of the different compartments of these cycles.
17. The student has an understanding of animal diversity and more specifically terrestrial and freshwater fauna.
18. The student can describe and illustrate the different biotic and abiotic components of an ecosystem with concrete examples.
19. The student has insight into the flow of energy and matter in an ecosystem.
20. The student knows the concepts of succession and climax of ecosystems and can apply this to concrete examples.
21. The student acquires insight into the disruption of succession and states of (dynamic) equilibrium.
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Excursion/Fieldwork ✔
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Lecture ✔
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Self-study assignment ✔
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Group work ✔
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Presentation ✔
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Period 2 Credits 8,00
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | Participation in the practical exercises and field trip is mandatory. |
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| Consequences | The student(s) who is unauthorized absent from attending one or more practical exercises or the field trip will receive as a result for the course unit an "N": examination component not fully completed: unauthorized absence for part(s) of the evaluation". |
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| Compulsory textbooks (bookshop) |
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Elements of Ecology,Robert Leo Smith, Thomas M. Smith,Global Edition,Pearson,9781292077406 |
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| Master of Teaching in Health Sciences keuzetraject BMW/GEN met vakdidactiek biologie | Compulsory | 216 | 8,0 | 216 | 8,0 | Yes | Yes | Numerical | |
| Master of Teaching in Health Sciences keuzetraject REKI met vakdidactiek biologie | Compulsory | 216 | 8,0 | 216 | 8,0 | Yes | Yes | Numerical | |
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| | | Learning outcomes |
- EC
| The newly graduated student can perform literature research in an independent and critical manner, formulate and operationalise a research question or hypothesis, collect research data, and process, interpret and report orally and in writing on the obtained research results. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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The student is familiar with cell theory and the concepts of metabolism and evolution.
The student has basic laboratory skills.
The student has skills to identify plants and animals. The student knows basic skills in statistical modeling and data analysis (linear regression and the use of the statistical software R).
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1. The student has general knowledge of the physical environment in which organisms live (climate and other important parameters of the abiotic environment).
2. The student knows what a soil is, knows the factors that play a role in its formation, knows the main physico-chemical characteristics and can describe the soil as an environment for organisms.
3. The student knows the unique chemical and physical properties of water and knows how these characteristics interact and influence the functioning and evolution of aquatic organisms.
4. The student knows a number of morphological and physiological adaptations of plants to (altered) environmental factors.
5. The student can explain how behaviour, structure and metabolism of animals contribute to the maintenance of body temperature.
6. The student knows a number of animal adaptations to low and high temperatures and changes in humidity.
7. The student can discuss the role of light in the diurnal and seasonal cycles of animals and has notions of the role of the biological clock and the effects of circadian rhythms on it.
8. The student can define food chains and food webs and knows the different types of interspecific interactions (competition, predation, parasitism and mutualism) that occur in a community.
9. The student knows that the life course of organisms is a combination of adaptations to morphology, physiology, behaviour, the physical and biological environment.
10. The student can relate the different life courses of organisms to the fitness of that organism.
11. The student can define what a population is and has insight into the growth and dynamics of populations. The student can describe interspecific competition and predator-prey interactions using Lotka-Volterra vector fields.
12. The student can define what a community is and has insight into the biotic and abiotic factors that determine the structure and dynamics of biotic communities.
13. The student can characterize the pathways, efficiencies and constraints that characterize the flow of energy through an ecosystem.
14. The student can describe degradation routes and the role of the different detritus organisms in terrestrial and aquatic ecosystems and knows how environmental factors can influence the rate of degradation.
15. The student knows the biotic and abiotic processes that play a role in the biogeochemical cycles.
16. The student knows the biogeochemical cycles of C, N, P, S and O and has sufficient notions of the relative share of the different compartments of these cycles.
17. The student has an understanding of animal diversity and more specifically terrestrial and freshwater fauna.
18. The student can describe and illustrate the different biotic and abiotic components of an ecosystem with concrete examples.
19. The student has insight into the flow of energy and matter in an ecosystem.
20. The student knows the concepts of succession and climax of ecosystems and can apply this to concrete examples.
21. The student acquires insight into the disruption of succession and states of (dynamic) equilibrium.
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Excursion/Fieldwork ✔
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Lecture ✔
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Self-study assignment ✔
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Group work ✔
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Presentation ✔
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Period 2 Credits 8,00
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | Participation in the practical exercises and field trip is mandatory. |
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| Consequences | The student(s) who is unauthorized absent from attending one or more practical exercises or the field trip will receive as a result for the course unit an "N": examination component not fully completed: unauthorized absence for part(s) of the evaluation". |
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| Compulsory textbooks (bookshop) |
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Elements of Ecology,Robert Leo Smith, Thomas M. Smith,Global Edition,Pearson,9781292077406 |
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| Master of Teaching in Sciences and Technology - choice for subject didactics Biology | Optional | 216 | 8,0 | 216 | 8,0 | Yes | Yes | Numerical | |
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| | | Learning outcomes |
- EC
| WET 1. The newly graduated student has advanced knowledge, insight, skills and attitudes in the disciplines relevant to his/her specific subject didactics and is able to communicate these appropriately to his/her stakeholders. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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The student is familiar with cell theory and the concepts of metabolism and evolution.
The student has basic laboratory skills.
The student has skills to identify plants and animals. The student knows basic skills in statistical modeling and data analysis (linear regression and the use of the statistical software R).
|
|
|
|
1. The student has general knowledge of the physical environment in which organisms live (climate and other important parameters of the abiotic environment).
2. The student knows what a soil is, knows the factors that play a role in its formation, knows the main physico-chemical characteristics and can describe the soil as an environment for organisms.
3. The student knows the unique chemical and physical properties of water and knows how these characteristics interact and influence the functioning and evolution of aquatic organisms.
4. The student knows a number of morphological and physiological adaptations of plants to (altered) environmental factors.
5. The student can explain how behaviour, structure and metabolism of animals contribute to the maintenance of body temperature.
6. The student knows a number of animal adaptations to low and high temperatures and changes in humidity.
7. The student can discuss the role of light in the diurnal and seasonal cycles of animals and has notions of the role of the biological clock and the effects of circadian rhythms on it.
8. The student can define food chains and food webs and knows the different types of interspecific interactions (competition, predation, parasitism and mutualism) that occur in a community.
9. The student knows that the life course of organisms is a combination of adaptations to morphology, physiology, behaviour, the physical and biological environment.
10. The student can relate the different life courses of organisms to the fitness of that organism.
11. The student can define what a population is and has insight into the growth and dynamics of populations. The student can describe interspecific competition and predator-prey interactions using Lotka-Volterra vector fields.
12. The student can define what a community is and has insight into the biotic and abiotic factors that determine the structure and dynamics of biotic communities.
13. The student can characterize the pathways, efficiencies and constraints that characterize the flow of energy through an ecosystem.
14. The student can describe degradation routes and the role of the different detritus organisms in terrestrial and aquatic ecosystems and knows how environmental factors can influence the rate of degradation.
15. The student knows the biotic and abiotic processes that play a role in the biogeochemical cycles.
16. The student knows the biogeochemical cycles of C, N, P, S and O and has sufficient notions of the relative share of the different compartments of these cycles.
17. The student has an understanding of animal diversity and more specifically terrestrial and freshwater fauna.
18. The student can describe and illustrate the different biotic and abiotic components of an ecosystem with concrete examples.
19. The student has insight into the flow of energy and matter in an ecosystem.
20. The student knows the concepts of succession and climax of ecosystems and can apply this to concrete examples.
21. The student acquires insight into the disruption of succession and states of (dynamic) equilibrium.
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Excursion/Fieldwork ✔
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Lecture ✔
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Self-study assignment ✔
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Group work ✔
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Presentation ✔
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Period 2 Credits 8,00
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | Participation in the practical exercises and field trip is mandatory. |
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| Consequences | The student(s) who is unauthorized absent from attending one or more practical exercises or the field trip will receive as a result for the course unit an "N": examination component not fully completed: unauthorized absence for part(s) of the evaluation". |
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| Compulsory textbooks (bookshop) |
| |
Elements of Ecology,Robert Leo Smith, Thomas M. Smith,Global Edition,Pearson,9781292077406 |
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| Exchange Programme Biology | Optional | 216 | 8,0 | 216 | 8,0 | Yes | Yes | Numerical | |
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|
The student is familiar with cell theory and the concepts of metabolism and evolution.
The student has basic laboratory skills.
The student has skills to identify plants and animals. The student knows basic skills in statistical modeling and data analysis (linear regression and the use of the statistical software R).
|
|
|
|
1. The student has general knowledge of the physical environment in which organisms live (climate and other important parameters of the abiotic environment).
2. The student knows what a soil is, knows the factors that play a role in its formation, knows the main physico-chemical characteristics and can describe the soil as an environment for organisms.
3. The student knows the unique chemical and physical properties of water and knows how these characteristics interact and influence the functioning and evolution of aquatic organisms.
4. The student knows a number of morphological and physiological adaptations of plants to (altered) environmental factors.
5. The student can explain how behaviour, structure and metabolism of animals contribute to the maintenance of body temperature.
6. The student knows a number of animal adaptations to low and high temperatures and changes in humidity.
7. The student can discuss the role of light in the diurnal and seasonal cycles of animals and has notions of the role of the biological clock and the effects of circadian rhythms on it.
8. The student can define food chains and food webs and knows the different types of interspecific interactions (competition, predation, parasitism and mutualism) that occur in a community.
9. The student knows that the life course of organisms is a combination of adaptations to morphology, physiology, behaviour, the physical and biological environment.
10. The student can relate the different life courses of organisms to the fitness of that organism.
11. The student can define what a population is and has insight into the growth and dynamics of populations. The student can describe interspecific competition and predator-prey interactions using Lotka-Volterra vector fields.
12. The student can define what a community is and has insight into the biotic and abiotic factors that determine the structure and dynamics of biotic communities.
13. The student can characterize the pathways, efficiencies and constraints that characterize the flow of energy through an ecosystem.
14. The student can describe degradation routes and the role of the different detritus organisms in terrestrial and aquatic ecosystems and knows how environmental factors can influence the rate of degradation.
15. The student knows the biotic and abiotic processes that play a role in the biogeochemical cycles.
16. The student knows the biogeochemical cycles of C, N, P, S and O and has sufficient notions of the relative share of the different compartments of these cycles.
17. The student has an understanding of animal diversity and more specifically terrestrial and freshwater fauna.
18. The student can describe and illustrate the different biotic and abiotic components of an ecosystem with concrete examples.
19. The student has insight into the flow of energy and matter in an ecosystem.
20. The student knows the concepts of succession and climax of ecosystems and can apply this to concrete examples.
21. The student acquires insight into the disruption of succession and states of (dynamic) equilibrium.
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Excursion/Fieldwork ✔
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|
|
Lecture ✔
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Self-study assignment ✔
|
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|
|
|
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|
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Group work ✔
|
|
|
|
Presentation ✔
|
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|
|
Period 2 Credits 8,00
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | Participation in the practical exercises and field trip is mandatory. |
|
|
|
| Consequences | The student(s) who is unauthorized absent from attending one or more practical exercises or the field trip will receive as a result for the course unit an "N": examination component not fully completed: unauthorized absence for part(s) of the evaluation". |
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| Compulsory textbooks (bookshop) |
| |
Elements of Ecology,Robert Leo Smith, Thomas M. Smith,Global Edition,Pearson,9781292077406 |
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1 Education, Examination and Legal Position Regulations art.12.2, section 2. |
| 2 Education, Examination and Legal Position Regulations art.16.9, section 2. |
3 Education, Examination and Legal Position Regulations art.15.1, section 3.
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| Legend |
| SBU : course load | SP : ECTS | N : Dutch | E : English |
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