| Competences |
| Type A | Code | Competences Specific |
| A1.3 | A1.3 Planning and executing R+D+I projects related to the field of nanoscience, materials and chemical technologies, drawing conclusions and preparing reports. | |
| A1.6 | A1.6. Analyse, identify and evaluate the data obtained from experiments and databases in the field of nanoscience, materials and chemical technology. | |
| Type B | Code | Competences Transversal |
| B1.1 | Communicate complex ideas effectively to all sorts of audiences. | |
| B2.4 | Pool knowledge and recognise the difficulties inherent in making judgements and taking decisions on the basis of incomplete or limited information, especially when such decisions require reflection on the social and ethical responsibilities of professional practice | |
| B4.1 | Be able to learn autonomously in order to maintain and improve the personal competencies relating to continuous improvement acquired during the course. | |
| B4.2 | Develop abilities to manage their professional career. | |
| B5.2 | Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. | |
| B5.3 | Apply new technologies and advances with initiative and entrpreneurial spirit and manage and use information in an eficient manner. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.3 |
A1.3 Can develop the concepts and tools required to define the research, present a thesis project, and structure, write and defend a thesis. A1.3 Can draw up a proposal, including the hypotheses and the experimental programme. A1.3 Know which instruments and techniques to use. A1.3 Can review the background and the bibliography relevant to the research subject. A1.3 Can select and determine the scope of a research initiation topic as a method of integrating into a research group. | |
| A1.6 |
A1.6 Can examine, understand and discuss the experimental results obtained in the laboratory, or from databases, in the field of nanoscience and nanotechnology. | |
| Type B | Code | Learning outcomes |
| B1.1 |
B1.1 Can intervene effectively and transmit relevant information. B1.1 Prepare and deliver structured presentations, complying with the requirements. B1.1 Plan their communication: generate ideas, seek information, select and order information, make schemes, decide on the audience and the aims of the communication, etc. B1.1 Draft documents with the appropriate format, content, structure, language accuracy, and register, and can illustrate concepts using the correct conventions: format, headings, footnotes, captions, etc. B1.1 Be aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.). B1.1 Use language that is appropriate to the situation. Produce grammatically correct oral texts. Produce well structured, clear and effective oral texts. Produce oral texts that are appropriate to the communicative situation. Produce grammatically correct written texts Produce well-structured, clear and rich written texts Produce written texts that are appropriate to the communicative situation | |
| B2.4 |
Deploy knowledge from different subjects taught on the master's course during a comprehensive project. Identify and explain the key behaviours that illustrate "Integrity". Identify and describe the elements that constitute a systems for managing with excellence. Identify and differentiate between the functions of leadship and management. Define transformational leadership and compare it with the type of leadership proposed in models of organisational excellence. | |
| B4.1 |
B4.1 Autonomously adopt the appropriate learning strategies in every situation. B4.1 Set their own learning objectives. Select a procedure from among the possibilities suggested by the lecturer. Ask the appropriate questions for solving doubts or open questions, and search for information with criteria. | |
| B4.2 |
Identify their training needs. Identify their own academic and professional interests and motivations. Define and study their curriculum bearing in mind their training needs, and their academic and pr ofessional interests and motivations. Develop resources and strategies that will ease their transition into working life. | |
| B5.2 |
B5.2 Select the information required to solve problems using objective criteria. B5.2 Can provide alternative solutions to the same problem and assess possible risks and advantages. B5.2 Can draw up strategies for solving problems. B5.2 Direct the decision-making process in a participative manner. B5.2 Can get support from others to guarantee the success of their decisions. Follow a logical method to identify the causes of a problem. | |
| B5.3 |
Understand basic computer hardware. Understand the operating systems as a hardware manager and the software as a working tool. Use software for off-line communication: word processors, spreadsheets and digital presentations. Use software for on-line communication: interactives tools (web, moodle, blogs..), e-mail, forums, chat rooms, video conference and collaborative work tools. Locate and access information effectively and efficiently. Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Have a full understanding of the economic, legal, social and ethical implications of accessing and using information. Reflect on, review and evaluate the information management process. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1 Course objectives. Research project | Overview of this course's objectives and syllabus. How these objectives fit in your program. What characteristics define research. Approaching research. Defining scientific objectives. |
| 2 Reviewing the technical literature | Why is it necessary? How much knowledge of the prior art is needed before defining a research objective? Searching relevant literature (scholar works, patents): tools and considerations. Organizing and digesting information. |
| 3 Assessing the technical literature | Introduction to scientometrics and science of science. Impact metrics. |
| 4 Scientific integrity | Responsible conduct in research. Mentoring. Collaborative research and authorship. |
| 5 Intellectual Property (IP) protection | Ownership of data and intellectual property. IP clauses in contracts. University procedures. Ethics and societal aspects. |
| 6 Project planning and execution | Considerations while planning your project. Resources, objectives, tasks, Gantt charts. Roadblocks. SMART goals. |
| 7 Project team communication | Team culture. Commitment model. Meetings. Brainstorming. Communication. Information management. Laboratory notebooks. Digital record keeping, work flows. |
| 8 Oral presentations primer | Scenic fear. First steps in preparing an oral presentation. Slides as a support, not an end. Handling questions. |
| 9 Technical writing | Before writing: Defining your contribution. Where to begin: Constraints and stylistic tools. Structure. Language: Being precise, being clear, being forthright, being familiar, being concise, being fluid. Illustration. Importance of the title and the abstract. Authorship and peer review. |
| Planning |
| Methodologies :: Tests | |||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||
| Introductory activities |
|
1 | 1 | 2 | |||||||
| Lecture |
|
17 | 17 | 34 | |||||||
| Assignments |
|
6 | 17 | 23 | |||||||
| Debates |
|
1 | 1 | 2 | |||||||
| Presentations / oral communications |
|
1 | 5 | 6 | |||||||
| Personal attention |
|
2 | 2 | 4 | |||||||
| Multiple-choice objective tests |
|
2 | 2 | 4 | |||||||
| (*) 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. | |||||||||||
| Methodologies |
| Description | |
| Introductory activities | Overview of this course's objectives and syllabus. |
| Lecture | Lectures will be the basis for introducing the various topics of the course. Student participation with questions and their points of view are encouraged and expected. |
| Assignments | Assignments will consist in exercises related to the subject matter of each of the lectures. |
| Debates | There may be a debate in class on ethical questions, for example, in which a group of students will adopt a point of view, and another group another point of view. A student may be the speaking person for the group; however, all of the students will be required to participate. |
| Presentations / oral communications | Each student will be asked to prepare one or more individual oral presentations on a research project of his/her choice. The assignment will specify the constraints of the presentation. Any criterial provided in the lectures are expected to be implemented in the presentation. Other students and tutor(s) will provide feedback. |
| Personal attention | Personalized attention by the tutor(s) in order to field questions about specific questions on the subject matter of the course. |
| Personalized attention |
| Description |
| Personalized attention by the tutor(s) in order to field questions about specific questions on the subject matter of the course. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||
| Assignments |
|
Written assignments will consist in exercises related to the subject matter of each of the lectures. The work is individual and will be connected to a research project of the student's choice. (In lieu of a debate, additional written assignments may be assigned by the tutor.) Any plagiarism by the student that is detected will be penalized. | 55 | |||||||
| Debates |
|
There may be debates in class on ethical questions, for example, in which a group of students will adopt a point of view, and another group another point of view. A student may be the speaking person for the group; however, all of the students will be required to participate. | 5 | |||||||
| Presentations / oral communications |
|
Each student will be asked to prepare one or more individual oral presentations on a research project of his/her choice. The assignment will specify the constraints of the presentation. Any criterial provided in the lectures are expected to be implemented in the presentation. Other students and tutor(s) will provide feedback. feedback. | 20 | |||||||
| Multiple-choice objective tests |
|
Multiple-choice tests ('quiz') will be given in class, typically about the lecture contents. | 20 | |||||||
| Others | (No others) |
| Other comments and second exam session | |||
|
Second call will consist in a written or oral exam of the lecture subject matter. |
|||
| Sources of information |
| Basic |
Michael Alley, The Craft of Scientific Writing, 3rd edition, Springer, 1996
Michael Alley,, Craft of Scientific Presentations, , Springer, 2002
Francis L. Macrina, Scientific Integrity: Text and Cases in Responsible Conduct of Research, 3rd edition, ASM Press, 2005
W. Strunk Jr. and E.B. White, The Elements of Style., 4th Edition, Longman (Boston), 1999. |
||||||||
| Complementary |
Alon U, How to give a good talk, , Molecular Cell, 36, pp. 165-7 (2009).
Alon U , How To Choose a Good Scientific Problem”, , Molecular Cell , 35, MOLCEL 3237 (2009)
Hengl, T. and Gould, M., Rules of thumb for writing research articles, , 2002
R. K. Van Wagenen., Writing a Thesis. Substance and Style., , Prentice Hall (Englewood Cliffs), 1991.
Woodford F.P., Sounder Thinking Through Clearer Writing, , Science 156 (3776): 743-745 (1967). |
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| 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.