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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)

  • 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.

 

 

 

 

 

 

 

Courses can be started anytime from anywhere in the world!

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Develop your ability to perform a variety of scientific or technical procedures

 

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

 

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.

 


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

 

 

 


 

 

 

 

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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.
Karen LeeNutritional Scientist, Dietician, Teacher and Author. BSc. Hons. (Biological Sciences), Postgraduate Diploma Nutrition and Dietetics. Registered dietitian in the UK, with over 15 years working in the NHS. Karen has undertaken a number of research projects and has lectured to undergraduate university students. Has co authored two books on nutrition and several other books in health sciences.


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