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WORKSHOP II BGN203

Duration (approx) 100 hours
Qualification
Statement of Attainment


Develop your ability to perform a variety of scientific or technical procedures, using problem based learning strategies (PBL)

Using problem-based learning (PBL) strategies you will complete three projects that address the following topics, relevant to your workplaces in your industry:

  • Identify and analysing scientific or technical problems.
  • Use and maintai scientific or technical equipment.
  • Collect and store samples, data or other evidence.
  • Undertake and evaluate scientific or technical procedures.
  • Describe operations and equipment for scientific laboratories or technical facilities.
  • The Workshop II course increases your knowledge of performing scientific and technical procedures through the use of problem based learning strategies. 
  • What is PBL? Problem-based learning has been defined as: “A learning method based on using problems as a starting point for acquisition and integration of new knowledge.”
  • PBL involves working through a problem in communication with one or more other people, to find and report on possible solutions. The project is well structured and the final report is highly specified. The student learns not only about the subject, but also how to work to specification, and by following the specified pathway set down, they strengthen many valuable generic life skills in a way that relates to the discipline concerned.

 

COURSE STRUCTURE AND CONTENT:

There are 3 PBL projects in this course, as follows:

1. Identifying Technical Problems and Collecting Samples of Data

  • Investigating technical problems in the workplace; collecting and treating samples, data or other evidence.

2. Analytical Procedures

  • Using specialised technical equipment to analyse samples, data or other evidence; undertaking routine and advanced scientific or technical analyses.

3. Workplace Operations

  • Describing the operations and equipment of a laboratory or other technical environment.

AIMS

  • Identify technical or scientific problems that occur in the workplace and demonstrate appropriate techniques for collecting and treating samples or data.
  • Demonstrate techniques used to analyse and solve technical problems.
  • Describe the operations of a scientific laboratory or other technical environment.

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What Does a PBL Report Look Like?

 
Every PBL culminates in a final report, which must meet precise specifications, such as the following
 

Final Report

You may use any of a variety of means to present your project but you should not spend more than a quarter of the total time involved in the project on preparing the presentation.

Your presentation must include:

1. An identification of the tools, equipment and materials commonly used in workplaces in your industry sector, including a description of industry-specific computing, electronic and digital equipment.

2. An evaluation of the tools, equipment and materials in terms of cost, availability, suitability for intended use in a specified workplace, maintenance and storage requirements.

3. An explanation of the specific tools, equipment and materials you would recommend for use in your industry sector.

4. An evaluation of the skills and training required to use industry-specific tools, equipment and materials.

5. A demonstration of the use of two items commonly used in an office and by an industry technician, in your industry sector.

6. A list of issues that arose during the project that you either could not deal with or that were not essential to the project.

7. A list of resources used, including human resources.

8. An evaluation of your performance, including what you did very well, and what you can improve.

9. A summary of what you learned about problem solving.

10. A summary of what you learned about selecting and using tools, equipment and materials for use in your industry sector.

The following table sets out presentation requirements:

Presentation Component

Minimum Required

Maximum Allowed

Identification of tools, equipment, and materials

½ page or 2 minute presentation or equivalent

1 page or 3 minute presentation or equivalent

Evaluation of tools, equipment and materials

1/3 page summary or 1 minute presentation

1 page summary or 3 minute presentation or equivalent

Explanation of your recommended choices

1 page presentation or 3 minute presentation

2 pages or 7 minute presentation or equivalent

Evaluation of skills and training

1/3 page or 1 minute presentation, or equivalent

1 page or 3 minute presentation or equivalent

Demonstration of use of two workplace tools or equipment

1 page presentation (including illustrations), or 3 minute presentation, or equivalent

2 pages or 7 minute presentation or equivalent

A list of issues that arose during the project that you either could not deal with or that were not essential to the project

One paragraph or 1 minute presentation or equivalent

1 page or 3 minute equivalent presentation

A list of resources used, including human resources

One paragraph or 1 minute presentation or equivalent

1 page or 3 minute equivalent presentation

An evaluation of your performance, including what you did very well, and what you can improve

One paragraph or 1 minute presentation or equivalent

1 page or 3 minute equivalent presentation

A summary of what you learned about problem solving

One paragraph or 1 minute presentation or equivalent

1 page or 3 minute equivalent presentation

A summary of what you learned about selecting and using tools, equipment and materials

One paragraph or 1 minute presentation or equivalent

1 page or 3 minute equivalent presentation

WHY CHOOSE US?

  • Reputation: well-known and respected in horticulture.

  • Industry focus: courses designed to suit industry needs and expectations.

  • Different focus: develop problem solving skills that make you stand out from others.

  • Hands-on: develop practical as well as theoretical skills.

  • Lots of help: dedicated and knowledgeable tutors (faculty of internationally renowned horticulturists).

  • Efficient: prompt responses to your questions.

  • A long track record: established in 1979 with a solid history.

  • Up to date: courses under constant review.

  • Resources:  huge wealth of constantly developing intellectual property.

  • Value: courses compare very favourably on a cost per study hour basis.

  • Student amenities: online student room, bookshop, ebooks, acs garden online resources.

 

 

 

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Meet some of our academics

Dr. Gareth PearceGraduated from the University of Nottingham in 1982 with a B.Sc.(Hons) in Animal Science. Between 82 and 85 worked as Research Assistant and Demonstator in Animal Science at the University of Leeds. Over more than 30 years he has furthered his studies, obtaining eight significant university qualifications including degrees in Veterinary Science, Wildlife Conservation and Animal Behaviour. Gareth has significant teaching experience around the world as a faculty member at eight different universities including Associate Professor at Murdoch University and Director of Studies in Veterinary Science at Cambridge University. He has over 100 prestigious research papers published, and enjoys an outstanding international reputation in the fields of animal and veterinary science.
Diana Cole (Horticulturist)Horticulturist, Permaculturist, Landscaper, Environmentalist. Holds a Diploma in Horticulture, degree in geography, permaculture certificate and various other qualifications. Between 1985 and 94, Diana was a task leader with the British Trust for Conservation Volunteers. Since 2001 she has been chairperson of the Friends of Mellor Park (with Stockport MDC). From 2005 she has worked exclusively in horticulture as proprietor of her own garden design and consultancy business in and around Derbyshire; and at the same time as part time manager of a small garden centre. Diana has been an enthusiastic and very knowledgeable tutor with ACS since 2008.
Tracey Jones (writing)Tracey has enjoyed creative writing since she was a child. She has had several short stories published and a novella. She is also a keen writer of children's stories and poetry. She has also written many academic and non-fiction books in the fields of psychology, sociology, child development, writing and marketing.


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Getting Work in a Modern WorldGetting Work in a Modern World is a must read; for students, parents, the unemployed, careers advisors or anyone interested in changing or forging a sustainable career. This is realistic guide to getting a job or starting out in business and understanding different industries. Topics covered in this book include 1/Career Myths, 2/ Finding Your Path, 3/ Understanding Employers, 4/ Preparing for a Job, 5/ Jobs to Consider: Looking to the Future, 6/ Information Technology, 7/ Business, Management and Sales, 8/ Health and Wellbeing, 9/ Horticulture, 10/ Wildlife and Environmental, 11/ Animal Care, 12/ Agriculture, 13/ Hospitality and Tourism, 14/ Media and 15/ Education.
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