Living in a Microbial World
| Module title | Living in a Microbial World |
|---|---|
| Module code | BIOM546 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Professor Dan Bebber (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 5 |
|---|
Module description
To a first approximation, life on Earth is microbial, and the transformation of Earth from a barren ball of rock to the oxygen-rich environment that supports us is a direct result of microbial metabolism. Even the human body contains more microbial than human cells. From global biogeochemical cycles to the interactions between individual organisms and their retinue of beneficial and detrimental microorganisms, understanding microbial ecology – the interactions between microbes and their environment – is key to understanding the functioning of Planet Earth. We will study carbon and nutrient cycling in the oceans, how terrestrial ecosystems are formed and controlled by microbes, the impact of plant-microbe interactions on forests and food production, and the applications of microbial biotechnology.
Pre-lecture content will be delivered online and followed with interactive student-staff sessions, where we will improve your core academic skills: how to analyse and present data; how write an excellent essay; how to deal with Big Data; how to make science accessible for a general audience; and how to give an interesting talk – all while learning about the roles that microbes play in natural and managed ecosystems.
Background knowledge: You should be familiar with basic ecological theory and have some experience with data handling (e.g. Microsoft Excel) and basic statistical analysis (t-tests, regressions). Basic microbiology and cell biology is an advantage.
Module aims - intentions of the module
You will learn about the ecology and important roles of microbes in three biomes: the oceans, natural terrestrial ecosystems (primarily forests), and managed terrestrial ecosystems (forestry and agriculture). You will uncover the role of microbes in major global challenges such as climate change and food security. The growth of nucleotide sequencing and other technologies has led to an explosion of data and knowledge on microbes. Understanding these technologies will be an important outcome of the module, linking to lectures on applications in biotechnology and sustainable agriculture. Module content is updated every year to explore topical research areas, including those carried out by the lecturers, and are of global relevance.
The classes will be structured around training in the core skills of: data analysis and visualisation and science communication (verbal and written). For example, you will learn about methods of exploring large datasets using statistical methods that reveal the structures within Big Data. Rather than listening passively to lectures, you will work in class to produce the kinds of outputs (e.g. blog articles, posters, short talks, infographics, publishable figures) that are key tools in research.
Through the practicals and assessments, you will develop skills relevant to future employment:
• How to critically assess the content and quality of information sources (e.g. articles) and summarise this content concisely and accurately for different audiences (e.g. via short talks, posters or blogs)
• How to give oral presentations that excite and interest the audience
• How to write essays that present information in a readable and engaging manner
• How to discuss ideas and information in small groups and work with colleagues to develop analyses and synthesise information
• How to present data informatively and beautifully.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe in detail carbon and nutrient cycles in the oceans, and discuss controls on primary production rates
- 2. Describe microbial control of terrestrial ecosystems and nutrient cycles, and discuss the effects of global change on these cycles
- 3. Discuss the roles of microbes in forestry and sustainable agriculture
- 4. Describe how microbial activity on ancient Earth and other planets can be reconstructed
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Discuss microbial diversity and its determinants, and understand phylogenetic relationships among microbes
- 6. Elucidate the role of microbes in biogeochemical cycles and biosphere-climate feedback mechanisms
- 7. Explain biotic interactions among microbes and between microbes and plants
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Analyse data and make elegant figures
- 9. Make science accessible to diverse audiences
- 10. Write an excellent essay
- 11. Give an interesting and informative presentation
Syllabus plan
Classes will consider the roles of microbes in natural and managed ecosystems: The transformation of the Earth from an inert rock to a living planet; the biogeochemistry of the oceans; the microbial ecology of soils; and roles of microbes in agriculture and forestry. In each class you will work on a particular key skill, producing a piece of work that will be assessed formatively. A second class will reinforce that skill, and your outputs will be assessed summatively as a portfolio of work.
An important component of the module will be your contributions to examples of microbial ecosystem function and applications in environmental management. You will write a summative essay on the role of microbes in ecosystem function, expanding on the different groups of organisms active in these processes and the importance of these processes globally.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 22 | Classes working on core skills |
| Guided Independent study | 66 | Lecture consolidation and associated reading |
| Guided Independent study | 40 | Practising core skills and completion of assignments |
| Guided Independent study | 22 | Pre-recorded lectures and bespoke online content |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Crosswords/in-class quizzes | 10 minutes | 1-7 | Oral |
| Graphical and statistical data analysis | 1 hour | 1-8 | Written |
| Blog article and podcast | 1 hour | 1-7,9 | Written |
| Poster | 1 hour | 1-9 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Scientific essay | 40 | 1500 words | 1-7,10 | Written |
| Assessed coursework (poster with data analysis, presentation, ) | 60 | Variable, depending on class | 1-9,11 | Written, oral |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Scientific essay | Scientific essay (40%) | 1-7,10 | Aug Ref/Def |
| Assessed coursework | Poster (60%) | 1-9,11 | Aug Ref/Def |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons that are approved by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. If deferred, the format and timing of the re-assessment for each of the summative assessments is detailed in the table above ('Details of re-assessment'). The mark given for a deferred assessment will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral - if you have failed the module (i.e. a final overall module mark of less than 50%) and the module cannot be condoned, you will be required to complete a re-assessment for each of the failed components on the module. The format and timing of the re-assessment for each of the summative assessments is detailed in the table above ('Details of re-assessment'). If you pass the module following re-assessment, your module mark will be capped at 50%.
Indicative learning resources - Basic reading
Overview of the module aims:
- Blaser MJ, et al. 2016. Toward a Predictive Understanding of Earth’s Microbiomes to Address 21st Century Challenges. mBio 7: e00714-16. http://dx.doi.org/10.1128/mBio.00714-16
Some introductory reading:
- Earth System Science: A Very Short Introduction by Tim Lenton, OUP (2016)
Longer popular science books:
- Life on a Young Planet by Andrew H. Knoll, Princeton University Press (2013)
Main textbook:
- Brock Biology of Microorganisms 14th Edition, by Madigan et al., Pearson
Indicative learning resources - Web based and electronic resources
Indicative learning resources - Other resources
- Primary research publications and review articles covering various topics will made available.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 06/03/2021 |
| Last revision date | 30/10/2023 |
