|
Type A
|
Code |
Competences Specific | | | A3 |
A1.3 Planning and executing R+D+I projects related to the field of nanoscience, materials and chemical technologies, drawing conclusions and preparing reports. |
| | A6 |
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 | | | B9 |
B1.1. Communicating and discussing proposals and conclusions in specialized and non-specialized multilingual forums in a clear and unambiguous manner. |
| | B15 |
B4.1. Continuously learning. |
| | B16 |
B4.2 Learning autonomously and by using initiative. |
| | B19 |
B5.3. Applying critical, logical and creative thought in a research and innovative context. |
|
Type C
|
Code |
Competences Nuclear | | | C1 |
Have an intermediate mastery of a foreign language, preferably English |
| | C3 |
Be able to manage information and knowledge |
| | C6 |
Be able to define and develop their academic and professional project |
|
Type A
|
Code |
Learning outcomes |
| | A3 |
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.
| | | A6 |
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 |
| | B9 |
B1.1 Can intervene effectively and transmit relevant information.
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 Prepare and deliver structured presentations, complying with the requirements.
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 Use language that is appropriate to the situation.
B1.1 Are aware of the strategies that can be used in oral presentations (audiovisual support, eye contact, voice, gesture, timing, etc.).
| | | B15 |
B4.1 Autonomously adopt the appropriate learning strategies in every situation.
B4.1 Set their own learning objectives.
| | | B16 |
B4.2 Ask the appropriate questions for solving doubts or open questions, and search for information with criteria.
B4.2 Select a procedure from among the possibilities suggested by the lecturer.
| | | B19 |
B5.3 Follow a logical method for identifying the causes of a problem.
|
|
Type C
|
Code |
Learning outcomes |
| | C1 |
Express opinions on abstract or cultural topics in a limited fashion.
Explain and justify briefly their opinions and projects.
Understand instructions about classes or tasks assigned by the teaching staff.
Understand routine information and articles.
Understand the general meaning of texts that have non-routine information in a familiar subject area.
| | | C3 |
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.
| | | C6 |
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.
|
| Topic |
Sub-topic |
This course aims to improve key skills needed for the successful development of research projects. We introduce and apply concepts and tools for defining research project objectives, planning a research or thesis
project, and communicating the work orally and in writing. |
Students' participation in class is mandatory. Grading is based on homework and on an oral presentation towards the end of the course. The homework consists of exercises that develop different stages of a students' own research project, chosen at the start of the course. The final homework is the presentation of a formal report about the project. |
| 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. Different kinds of research. Defining scientific objectives. |
| 2 Project planning and execution |
Considerations when planning your project. Resources, objectives, tasks, Gantt charts. Discussion: Students will explain their research projects; roadblocks (perceived or real) at this stage. |
| 3 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, patents): tools and considerations. Organizing and digesting information. |
| 4 Evaluating research and technical literature |
Introduction to scientometrics and science of science. Impact metrics. |
| 5 Scientific integrity |
Responsible conduct of research. Mentoring. Collaborative research and authorship. Ownership of data and intellectual property. |
| 6 Presentations primer |
You can and will do it! Fear of public. Most important first steps in preparing an oral presentation. Slides as a support, not an end. Wise use of slides. Tips borne in experience. Handling questions. |
| 7 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. |
| 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 / expositions |
|
1 |
5 |
6 |
| Personal tuition |
|
2 |
2 |
4 |
| |
| Objective multiple-choice 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 offering of her/his point 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 / expositions |
Each student will prepare an individual oral presentation on a research project of his/her choice. This will be the homework associated to the ORAL PRESENTATIONS lecture session. The presentation will be expected to cover: Topic, Problem statement, motivation, and proposed, methodology, results and conclusions. Other students and tutor(s) will provide feedback. |
| Personal tuition |
Personalized attention by the tutor(s) in order to field questions about specific questions on the subject matter of the course. |
|
Description |
|
Personalized attention by the tutor(s) in order to field questions about specific questions on the subject matter of the course. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Assignments |
|
Written assignments other than the students' Oral Presentation 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 provided by the tutor.) |
65 |
| 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. |
5 |
| Presentations / expositions |
|
Each student will prepare an individual oral presentation on a research project of his/her choice. This will be the homework associated to the ORAL PRESENTATIONS lecture session. The presentation will be expected to cover: Topic, Problem statement, motivation, and proposed, methodology, results and conclusions. Other students and tutor(s) will provide feedback. |
20 |
| Objective multiple-choice tests |
|
Multiple-choice ('quiz') tests will be provided in class. |
10 |
| Others |
|
(No others) |
|
| |
|
Other comments and second exam session |
|
Second call will consist in a written or oral exam of the lecture subject matter. |
| Basic |
|
CONSULT MOODLE FOR LATEST RECOMMENDED READING
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, ASM Press, 3rd edition, 2005. W. Strunk Jr. and E.B. White. The Elements of Style. 4th
Edition. Longman (Boston), 1999.
|
| Complementary |
|
CONSULT MOODLE FOR LATEST RECOMMENDED READING
Alon U. “How to give
a good talk”. Molecular Cell, 36, pp. 165-7 (2009).
Alon, “How To Choose
a Good Scientific Problem”, Molecular Cell , 35, MOLCEL 3237
(2009), doi:10.1016/j.molcel.2009.09.013
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). |
(*)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. |
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