At university, an integral part of the course is the ability to design and take part in research project, indeed our own individual research project in the third year contributes the bulk of our overall degree grade.
In April 2013, I went on the field course module to the Isles of Scilly. Here, amongst other tasks we were able to carry out group projects thought-up and designed by the students. The group I was a part of decided to look at the difference in male House Sparrow (Passer domesticus) behaviour in habitats of differing anthropogenic impact. The learning experience you get is truly incredible. You become more confident and you are better able to develop and refine areas of your knowledge and abilities as you continue your education. To spend time with course leaders who are experts in their field is just a great opportunity to surround yourself and be guided by people who are passionate about studying wildlife and the environment.
For my third year research project, under the supervision of Dr Shakti Lamba I researched the effects of groups size on metacognitive ability and the decision to take risks in humans. Is there a cut-off point where this ability starts to fail with group size? Is their an optimal group size to making these decisions? These were some of the questions that formed the basis of my research project. There was big difference in how odd and even numbered groups performed as well as there being a significant improvement between individuals and groups.
In January 2014 I went on a marine field course to the Bahamas. This gave me great insight and knowledge about the marine environment and the field techniques required to carry out research in this environment, examples include turtle rodeoing and turtle tagging, shark physiology (looking at the effects of longlining) and shark tagging, roving surveys, assessing biodiversity between different coral reefs with lionfish present or absent and ID knowledge of the reef fish, sponges, corals, turtles, sharks, and invertebrates that can be found in the Bahamas and Caribbean. Again we were given the opportunity to conduct our own group research projects. The group I was a part of, worked together to design an experiment looking at the difference in biodiversity and abundance of species found at artificial reef balls found at different depths. As natural reefs are under increasing anthropogenic stress, they are one of the most endangered habitats, artificial reef balls are increasingly being used as conservation measures to provide habitat for reef dwelling species . Yet little is known about the biology of artificial reefs and how they should be best placed with a conservation management framework.
In April 2013, I went on the field course module to the Isles of Scilly. Here, amongst other tasks we were able to carry out group projects thought-up and designed by the students. The group I was a part of decided to look at the difference in male House Sparrow (Passer domesticus) behaviour in habitats of differing anthropogenic impact. The learning experience you get is truly incredible. You become more confident and you are better able to develop and refine areas of your knowledge and abilities as you continue your education. To spend time with course leaders who are experts in their field is just a great opportunity to surround yourself and be guided by people who are passionate about studying wildlife and the environment.
For my third year research project, under the supervision of Dr Shakti Lamba I researched the effects of groups size on metacognitive ability and the decision to take risks in humans. Is there a cut-off point where this ability starts to fail with group size? Is their an optimal group size to making these decisions? These were some of the questions that formed the basis of my research project. There was big difference in how odd and even numbered groups performed as well as there being a significant improvement between individuals and groups.
In January 2014 I went on a marine field course to the Bahamas. This gave me great insight and knowledge about the marine environment and the field techniques required to carry out research in this environment, examples include turtle rodeoing and turtle tagging, shark physiology (looking at the effects of longlining) and shark tagging, roving surveys, assessing biodiversity between different coral reefs with lionfish present or absent and ID knowledge of the reef fish, sponges, corals, turtles, sharks, and invertebrates that can be found in the Bahamas and Caribbean. Again we were given the opportunity to conduct our own group research projects. The group I was a part of, worked together to design an experiment looking at the difference in biodiversity and abundance of species found at artificial reef balls found at different depths. As natural reefs are under increasing anthropogenic stress, they are one of the most endangered habitats, artificial reef balls are increasingly being used as conservation measures to provide habitat for reef dwelling species . Yet little is known about the biology of artificial reefs and how they should be best placed with a conservation management framework.
Modules taken as part of the BSc Zoology Degree:
Animal and Plant Physiology (BIO1320)
Genetics (BIO1411)
Introduction to Conservation and Ecology (BIO1408)
Introduction to Evolution and Behavioural Ecology (BIO1409)
Introduction to Zoology (BIO1412)
Lab Techniques in Zoology and Evolution (BIO1413)
Microbiology and Cell Biology (BIO1330)
Key Skills in Ecology and Evolution (BIO1410)
Biodiversity and Conservation (BIO2406)
Analysis of Biological Data (BIO2426)
Behavioural Ecology (BIO2430)
Biology of Mammals (BIO2431)
Critical Thinking and Scientific Reasoning (BIO2422)
Introduction to Ecological Consultancy (BIO2425)
Exploitation of the Sea (BIO2432)
Behaviour and Biodiversity 1: Isles of Scilly (BIO2417)
Behavioural Ecology and Information Use (BIO3114)
Marine Vertebrate Conservation (BIO3116)
Preparing to Graduate (BIO3134)
Research Project (BIO3136)
Living in Groups (BIO3400)
Bahamas Field Course (BIO3403)
Animal and Plant Physiology (BIO1320)
Genetics (BIO1411)
Introduction to Conservation and Ecology (BIO1408)
Introduction to Evolution and Behavioural Ecology (BIO1409)
Introduction to Zoology (BIO1412)
Lab Techniques in Zoology and Evolution (BIO1413)
Microbiology and Cell Biology (BIO1330)
Key Skills in Ecology and Evolution (BIO1410)
Biodiversity and Conservation (BIO2406)
Analysis of Biological Data (BIO2426)
Behavioural Ecology (BIO2430)
Biology of Mammals (BIO2431)
Critical Thinking and Scientific Reasoning (BIO2422)
Introduction to Ecological Consultancy (BIO2425)
Exploitation of the Sea (BIO2432)
Behaviour and Biodiversity 1: Isles of Scilly (BIO2417)
Behavioural Ecology and Information Use (BIO3114)
Marine Vertebrate Conservation (BIO3116)
Preparing to Graduate (BIO3134)
Research Project (BIO3136)
Living in Groups (BIO3400)
Bahamas Field Course (BIO3403)