BMD3008 : Applied Technologies enabling Biosciences – AI, cross-scale imaging, cytometry and ‘omics (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Dr Adam Wollman
- Co-Module Leader: Professor Andrew Filby
- Lecturer: Dr Alex Laude, Dr James Connolly, Dr Josana Rodriguez Sanchez, Dr Kesha Josts, Dr Saimir Luli
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module offers focused education and training to third-year undergraduate students interested in pursuing a career in bioscience research. The content will be delivered by leading experts in technologies and methodologies from our core facility and academic research network.
The module will enhance students’ prospects for, MRes and PhD programs, healthcare, academic or industry positions, and is particularly suited to those aiming for a career as research scientists. Additionally, the skills and knowledge gained will be transferable across a wide range of sectors, improving students' employability in the broader workforce.
The module aims are to:
Introduce students to core practical technologies and methodologies such as clinically relevant cross-scale imaging (whole-body to cell), proteomics and genomics, which underpin nearly all aspects of bioscience research.
Provide students with clear examples of the application of these technologies and methodologies to bioscience questions in human health and disease.
Provide students with the knowledge required to critique the application of research technologies and methodologies.
Develop understanding of purpose, limitations and applications of research technologies.
Equip students to formulate their own research method to answer a given research question.
Outline Of Syllabus
This module will introduce students to a number of core enabling research technologies through the application of technology to answer bioscience research questions.
Example research technologies covered
Clinically relevant diagnostic imaging technologies and methodologies
Core and advanced optical microscopy including high-plex and high-content imaging
Flow cytometry and other single cell technologies
The application of and role that artificial intelligence and machine learning is / will play in bioscience research, including alphafold and image analysis
Core omics technologies and applications
Structural and biophysical technology
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | Lectures |
| Structured Guided Learning | Academic skills activities | 5 | 1:00 | 5:00 | Various skills activities including technical exercises, associated with the group project |
| Scheduled Learning And Teaching Activities | Practical | 2 | 1:00 | 2:00 | Practical with microscope/flow cytometer. Research technologies to experience. Students will receive hands-on experience in the form of data capture and work shadowing. |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 2:00 | 2:00 | Data handling session preparation of assessment session. Students meet their groups for assessment. |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 2:00 | 2:00 | Drop-in session to offer support for the group project. |
| Guided Independent Study | Independent study | 169 | 1:00 | 169:00 | Includes: Assessment preparation and completion, Directed research and reading, skills practice, reflective learning activity and Student-led group activity |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures a formal taught session to the whole cohort which consists largely of the exposition of theory, themes, methodologies and techniques. These will form the basis of a student’s understanding of a subject.
Independent study will allow students to extend their knowledge and prepare for assessments through consolidation of module content, reading of books, journal articles and other recommended references.
Workshops will provide skills training and potentially assessment guidance. Workshops foster active learning, collaboration, and critical thinking. It bridges theory and practice by engaging students in problem-solving, discussions, and hands-on activities, enhancing understanding and retention while developing teamwork and communication skills.
Laboratory / facility -based practicals will provide hands-on experience of a range of practical techniques including safe laboratory practice. Practical classes will enable students to consolidate knowledge and develop laboratory skills including recording and analysing biological data and performing scientific calculations.
In-course assessments spread throughout the module will teach students time management and organisation and encourage independent working as well as supporting their understanding of the subject
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 60 | In-course open book. Choose a biological problem from a given set and design a research strategy using outlined technologies to solve it, reflecting on the design (max 1500 words) |
| Poster | 1 | M | 40 | Group data analysis and reporting of the results as a poster |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Design/Creative proj | 1 | M | “Tek-Tok”. Make a short TikTok that explains how the tech works (max 2 min) |
Assessment Rationale And Relationship
Essay: this will enable students to demonstrate critical thinking and reading in the subject area. Feedback on the extended essay will help improve student’s writing skills for future assessments.
Poster presentation: this assesses a students’ ability to consolidate and integrate their knowledge and understanding of the topic via a visually appealing platform as part of a group.
Video/Tek-tok: this assessment allows a student to create an output that assesses their ability to translate scientific information in a visual and engaging manner.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BMD3008's Timetable