Biology and Geology

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Sílvia Cristina dos Reis Ferreira Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 3,20 Helena Deus   3,20

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

- Understands science concepts in the field of Biology and Geology.
- Recognize and use scientific terminology in the field of Biology and Geology.
- Mobilize scientific knowledge according to the grade level of their future pupils.
- Search for information using diverse sources.
- Collect and analyse empirical data.
- Conduct experimental investigations.
- Mobilize scientific knowledge in socio-scientific discussions and decision making.
- Recognize the complexity and uncertainty of scientific knowledge.
- Develops questioning skills and critical thinking.

Syllabus

1. The cell
- Cellular evolution: prokaryotic and eukaryotic cells
- Biological molecules
- Organization of eukaryotic cells: structure-function interaction
- Cell’s metabolism: obtaining and storing energy (cellular respiration, fermentation, and photosynthesis); circulation of information
- Levels of biological organisation: from the cell to the organism
- Bioethics and cell manipulation
2. Earth Dynamics
- Plate tectonics and Earth’s structure
- Geological processes: from internal to external geodynamics
- Diversity of minerals and rocks; the rock cycle
- Geological resources: geological heritage and sustainability

Demonstration of the syllabus coherence with the UC intended learning outcomes

In this subject, it is intended that students deepen their knowledge of biology and geology concepts and simultaneously develop skills of questioning, research, selection, and analysis of information, using diverse sources and resources. These skills are essential for scientific updating throughout their professional future and for the development of interest and curiosity about science. Content management is done taking into account the discussion of socio-scientific issues and controversies often associated with biology and geology themes. Emphasis is also given to the development of science processes skills, namely those associated with conducting experimental investigations.

Teaching methodologies

A student-centred teaching-learning methodology is used, foreseeing the following learning situations: reading and understanding of different texts and documents; guided discussions about chosen topics; participation in debates and online forums; preparation of lab reports (discussion and communication of results); conducting experimental, research and/or investigation activities; conducting field work.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Teaching methodologies are centred in students’ activities, considering their future role as teachers. Emphasis is
placed on multiple practical activities, including simple experiments, investigations, field trips, discussions, and
debates. Science is presented as an active process of research and construction of scientific knowledge and not as a finished body of knowledge. The teaching methodologies pretend to stimulate critical thinking, research skills using scientific information and credible sources of science communication, focusing on the training of future professionals, not only in terms of their initial teaching training, but also in terms of their continuous updating and will to learn.

Assessment methodologies and evidences

The evaluation elements will focus on the work sessions and the processes and the products of the following activities:
- individual written test (40%);
- individual practical test (25%)
- small group lab reports on some practical activities (25%);
- participation (10%)

Attendance system

For continuous assessment, students must attend 70% of practical classes.

Bibliography

Azevedo, C., & Sunkel, C. (2012). Biologia celular e molecular. LIDEL.
Bryson, B. (2013). Breve história de quase tudo. Bertrand Editora.
Costa, J. B. (1998). Estudo e classificação das rochas por exame macroscópico. Fundação Calouste Gulbenkian.
Galopim de Carvalho, A. (2011). Dicionário de Geologia. Âncora Editora.
Galopim de Carvalho, A. (2021). As pedras na ciência e na cultura. Âncora Editora.
Grotzinger, J., & Jordan, T. (2020). Understanding Earth. Macmillan Learning.
Reece, J., Urry, L., Cain, M. Wassermen, S., & Minorsky, P. (2021). Campbell Biology. Benjamin Cunmings.
Rosa, H. (Coord.) (2004). Bioética para as Ciências Naturais. Fundação Luso-Americana para o Desenvolvimento.
Silva, J., & Silva J. (2011). Os elementos químicos e a vida. Instituto Superior Técnico.
Páginas online:
GeoPortal – Energia e Geologia. https://geoportal.lneg.pt/
USGS: Science for a changing world. http://www.usgs.gov