| Competences |
| Type A | Code | Competences Specific |
| A1 | Apply basic knowledge of mathematics and physics at the molecular biosciences | |
| A2 | Understand and apply appropriately the basics of general chemistry and organic chemistry to molecular biosciences. | |
| A4 | Know and understand in an integrated manner the organisms at molecular, cellular and metabolic level. | |
| A6 | Know how to design and apply experimental laboratory protocols in the fields of biotechnology, especially chemical, biochemical, microbiological and molecular biology, assessing their risks and safety elements. | |
| A7 | Be able to search, obtain, analyse and interpret information from the main biological databases: genomic, transcriptomic, proteomic, metabolomics, taxonomic and other, as well as bibliographic data, and use basic bioinformatics tools. | |
| A9 | Know in depth the microorganisms, both prokaryotes and eukaryotes, viruses, as well as the diversity of metabolisms present in prokaryotes, and their possibilities of biotechnological use. | |
| A10 | Know how to apply the basic knowledge of structure and function of multicellular organisms in the production of biotechnological products. | |
| A13 | Identify the possibilities of transferring biotechnology based on basic experimentation and the scaling of processes taking into account the economic parameters, rationalizing the use of matter and energy, and minimizing environmental impacts | |
| A15 | Know the diversity of existing biotechnological processes and products, as well as the recent biotechnological advances, and know how to explain them and communicate them to diverse audiences. | |
| Type B | Code | Competences Transversal |
| CT1 | Use information in a foreign language effectively. | |
| CT2 | Managing information and knowledge through the efficient use of IT. | |
| CT3 | Solve problems critically, creatively and innovatively in their field. | |
| CT4 | Work autonomously and as part of a team with responsibility and initiative. | |
| CT5 | Communicate information clearly and precisely to a variety of audiences | |
| CT5 | Communicate information clearly and precisely to a variety of audiences | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Apply the techniques learned in specific contexts. | |
| A2 |
Apply the techniques learned in specific contexts. | |
| A4 |
Integrate adequately the specific, transversal and nuclear competences in relation to some of the areas where Biotechnology is applied. Carry out a supervised activity in companies and institutions in relation to the professional objectives of the degree in collaboration with the objectives of the institution/company that hosts it. Apply the techniques learned in specific contexts. | |
| A6 |
Apply the techniques learned in specific contexts. | |
| A7 |
Apply the techniques learned in specific contexts. | |
| A9 |
Integrate adequately the specific, transversal and nuclear competences in relation to any of the areas where Biotechnology is applied. | |
| A10 |
Integrate theoretical knowledge with the realities to which they can apply. | |
| A13 |
Pose a hypothesis and the objectives. | |
| A15 |
Elaborate a concise, coherend speech that communicates the results of the work. Defend the results obtained in public. | |
| Type B | Code | Learning outcomes |
| CT1 |
Use information in a foreign language effectively. | |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment. (Be digital) Search for and find information autonomously with criteria of reliability and relevance. (Search) Organize information with appropriate tools (online and face-to-face) so that they can carry out their academic activities. (Organize) Produce information with tools and formats appropriate to the communicative situation and with complete honesty. (Create) Use IT to share and exchange information. (Share) | |
| CT3 |
Identify the situation as a problem in the field and be sufficiently motivated to face up to it. (Understanding) Follow a systematic method to divide a problem into parts, identify the causes and apply the knowledge specific to the discipline. (Analysis) Design a new solution by using all the resources necessary to cope with the problem. (Creativity) Include the details of the proposed solution in a realistic model. (Innovation) Reflect on the model proposed, find shortcomings and suggest improvements. (Evaluation) | |
| CT4 |
Identify the role they play in the group and understand the group’s objectives and tasks. (Context) Communicate and act within the group in such a way that they facilitate cohesion and performance. (Communication) Commit to the group’s tasks and agenda. (Commitment) Participate in the group in a good working environment and help to solve problems. (Participation) | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions. (Quality) Draw up texts that are structured, clear, cohesive, rich and of the appropriate length. (Discourse construction) Draw up texts that are appropriate to the communicative situation, consistent and persuasive. (Efficiency) | |
| CT5 |
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation. (Non-verbal communication and use of the voice) Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length. (Discourse construction) Produce a discourse that is appropriate to the communicative situation, consistent and persuasive, and interact effectively with the audience. (Efficiency) | |
| Type C | Code | Learning outcomes |
| Selection technique and assignment |
| Procedures |
|
The coordinator will guide the students about the structure of the final project in an informative session at the beginning of the course. The students can arrange visiting days to consult the different aspects that they want to clarify. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 0 | 2 | ||||||
| Drafting of the bachelor’s degree/master’s degree thesis |
|
0 | 215 | 215 | ||||||
| Selecting/assigning the bachelor’s degree/master’s degree thesis |
|
1 | 3 | 4 | ||||||
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis |
|
3 | 0 | 3 | ||||||
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
1 | 0 | 1 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Specific action plan / execution |
| Description | |
| Introductory activities | Face-to-face session with the FDP coordinator where the students will be informed about the development of the work. |
| Drafting of the bachelor’s degree/master’s degree thesis | It is a project in the field of Biotechnology. It must be an original exercise done individually where all the competences acquired during the three years of the Degree's training are synthesized. The FDP may be related to external practices or may be an independent topic. It consists of two parts, a written memory and the oral presentation before a tribunal. |
| Selecting/assigning the bachelor’s degree/master’s degree thesis | The theme of the FDP will be proposed by the students according to their preferences, without prejudice to the fact that they can be contacted personally with the professors they consider appropriate. |
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis | The coordinator will guide the students on the structure of the FDP in an informative session at the beginning of the course. The students can arrange visiting days to consult the different aspects that they want to clarify. |
| Presentation and defence of the bachelor’s degree/master’s degree thesis | The student have to deliver three copies of the bound memory at the school secretary and upload a copy on Moodle within the terms indicated in the Teaching Guide. It will be evaluate the written report based on the evaluation model found in the FDP Regulations, (annex 2). If the work is evaluated positively it is passed to the oral defense. The coordinator will deliver the final grade to the students and in case it has not been approved, the will be informed of the necessary corrections and, if appropriate, of the beginning of a new process. The oral presentation will be carried out on the date marked in the teaching guide. The duration of the exhibition is 15 minutes and 5 minutes of questions from the tribunal. |
| Coordination and monitoring mechanisms |
| Description | |||
|
The coordinator will guide the students on the structure of the FDP in an informative session at the beginning of the course. The students can arrange visiting days to consult the different aspects that they want to clarify.
FDP - Degrre Biotechnology Regulations: |
|||
| Evaluation criteria and procedures |
| Es durà a terme una avaluació interna (per part de la universitat) | |||||||||
| Methodologies | Competences | Description | Weight | ||||||
| Drafting of the bachelor’s degree/master’s degree thesis |
|
It will be evaluate the written report based on the evaluation model found in the FDP Regulations, (annex 2). If the work is evaluated positively it is passed to the oral defense. The coordinator will deliver the final grade to the students and in case it has not been approved, the will be informed of the necessary corrections and, if appropriate, of the beginning of a new process. | 60% | ||||||
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
For the evaluation, it will be considered the assessment described in the FDP regulations. | 40% | ||||||
| Others | |||||||||
| Other comments and second exam session | |||||||||
|
Tot canvi de mobilitat per causes de pandèmia modificarà el format de les classes i el mètode de evalaución. |
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| Sources of information |
| Basic | |||||||||
Cómo escribir un trabajo de fin de grado (2014) León Mejía, Peñalba Sotorrío, A, González García, M, Libros de síntesis Trabajo fin de grado en ciencia de la salud (2012) Serrallo Gallardo, P. Búsqueda y recuperación de información en bases de datos de bibliografía científica, Marta Somoza, Ed. TREA |
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| Complementary | |||||||||
| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.