Course Objectives

The programme provides students with a basic knowledge of biology. Emphasis is placed on showing the close relationship between the different areas of biology, but also between living organisms and the non-organic environment. The learning material is organised in such a way that it takes the cell as a basic unit of life as its starting point and develops gradually to a more complex level. Field studies are an important and integral part of the programme.

Aims and target areas

Students will acquire:

• Knowledge that shows how the diversity of living organisms is the result of evolution, a process that continues in operation today
• Knowledge of living organisms related to non living environments and other living organisms
• Knowledge regarding basic topics in biology.
• Insight into biology as a part of the teaching of natural sciences in schools.
• Experience using information technology in the subject of biology.
• Experience in planning, executing and evaluating fieldwork and other teaching methods which focus on making learning concrete.

Course units

1. Field biology

2. Botany

3. Zoology

4. Cell biology

5. Ecology and evolution

Field biology

Fieldwork includes field biological and field ecological studies on land, in fresh water and salt water. Through fieldwork students will learn to independently carry out elementary field biological studies and teaching in the primary and lower secondary school. The fieldwork teaching will focus in particular on making ecology and biological diversity concrete. The fieldwork will provide students with knowledge and training in the use of field biological equipment, and experience in using stereo magnifying equipment and microscopes. Students will gain experience in the collection, systematisation, storage and conservation of biological material. They will learn methods for the systematic collection and preparation of data from field ecological investigations. Practice in the use of field handbooks and various types of identification-keys (botanical and zoological) are also an important part of the fieldwork, and students will also work with elementary principles and methods concerning the use of fieldwork as part of biology instruction in primary and lower secondary schools. The fieldwork stretches over a period of 10 days and will be documented through a field journal, which together with the laboratory journal will be submitted for final assessment.

Botany

Through their field studies, students will gain knowledge of the most common Norwegian plant families, and of a selection of species within each family. Emphasis will be placed on the use of flora based on plant family characteristics. In addition, students will gain knowledge of plant anatomy and plant physiology.

Zoology

Through field studies, laboratory exercises and the programme students will acquire knowledge of the most common groups of animals within the main groups invertebrates and vertebrates. In addition emphasis will be placed on field studies focusing on the identification of common species of birds.

Cell biology

Through the work with this course unit, students will gain basic knowledge of structure and function in eukaryote and prokaryote cells. The course unit also includes an introduction to central concepts and groups of chemical substances in biochemistry, which is necessary in order to understand the main phases in the metabolism of the cell. This includes, amongst other things, important functional groups in biochemical compounds, and basic knowledge of carbohydrates, proteins and lipids. Students will acquire a grasp of central concepts in genetics and gain some insight into how characteristics may be identified and inherited from one generation to the next. In addition, they will gain knowledge concerning genetic variation and about human-created and natural factors which may modify genetic material.

Ecology and evolution

This course unit builds on the knowledge acquired in the course units described above. The learning material is studied and through fieldwork made concrete. In connection with the teaching and fieldwork which throws light on abiotic factors, the subjects physics and chemistry are also referred to. The course unit explains important ecological concepts and processes. These will show nature’s functioning independent of human interference, including the principles of evolution. Vegetation ecology with measurements of abiotic factors is used as a method of making the learning concrete. Knowledge of ecology provides the foundation for understanding the importance of maintaining biological diversity.

Knowledge of ecology also provides the foundation for understanding environmental problems, a topic which is more thoroughly examined in the course Humans and the Environment.

Learning Methods

The programme is organised in a flexible way and alternates between Internet-based teaching and teaching at the university college. Most of the programme may be studied on-line using the Internet. Teaching alternates between lectures, demonstrations, field work, lab work, assignments, and exercises. Students must keep a journal/report in connection with their field and laboratory work, and will work both individually and in groups. All of the field and laboratory work is obligatory. The students will use ICT as an important tool of the biology programme, for both individual work and teaching practice. The course’s teaching and learning methods will reflect how knowledge is acquired in the scientific subject biology, and will also reflect working methods used by teachers in schools. In addition the practical aspects of the subject will serve to make the theory more concrete and emphasise the importance of this aspect of teaching of biology in schools. Student teaching practice in the subject must be coordinated with other subjects, and students must have completed teaching practice in biology during the course of their studies.

Assessment Methods

Fieldwork, field journals and other obligatory work and practice must be approved before students will be permitted to take the final examinations.

A. Oral examination which includes topics in field biology, botany and zoology.

B. Assignments from the course units cell biology (weighted 2), plant physiology (weighted 1), ecology (weighted 1) and evolution (weighted 1) submitted and examined during the course of the programme.

A: 60 %, B: 40 %. A final grade will be awarded.

Minor adjustments may occur during the academic year, subject to the decision of the Dean