Effective Learning in the Life Sciences: How Students Can Achieve Their Full Potential -- Contents -- List of contributors -- Introduction -- 1 Creativity -- 1.1 Introduction -- 1.2 Adaptors and creators -- 1.3 Defining problems -- 1.4 Accessing your creative potential -- 1.5 Creativity techniques -- 1.6 Incubation -- 1.7 Working in groups - creative environments -- 1.8 Working in groups - facilitated creativity sessions -- 1.9 How many uses for an old CD? -- 1.10 Evaluating your ideas -- 1.11 Putting your ideas into action -- 1.12 How you can achieve your creative potential -- 1.13 References -- 1.14 Additional resources -- 2 Problem solving - developing critical, evaluative and analytical thinking skills -- 2.1 What is problem solving? -- 2.2 Problem-solving strategies -- 2.3 Critical thinking -- 2.4 Critical reading -- 2.5 Using judgement -- 2.6 Constructing an argument -- 2.7 Visualisation - making representations -- 2.8 Other strategies -- 2.9 Pulling it together -- 2.10 How you can achieve your potential as a problem solver -- 2.11 References -- 2.12 Additional resources -- 3 In the laboratory -- 3.1 Introduction -- 3.2 The Scientific Method -- 3.3 Preparing for a laboratory class -- 3.4 Laboratory notebooks -- 3.5 Laboratory equipment -- 3.6 Calculations in the laboratory -- 3.7 Working in a group -- 3.8 Working on your own -- 3.9 Writing-up experiments - the laboratory report -- 3.10 Concluding comments -- 3.11 How you can achieve your potential in the laboratory -- 3.12 Acknowledgements -- 3.13 References -- 3.14 Additional resources -- 3.15 Problems associated with Koch's postulates -- 4 Fieldwork -- 4.1 Introduction -- 4.2 Fieldwork - exciting or overwhelming? -- 4.3 Planning and time management -- 4.4 Group work and social aspects of fieldwork -- 4.5 Collecting the right data -- 4.6 Technology in the field.

4.7 Costs, sustainability and ethics -- 4.8 Safety and permissions -- 4.9 Accessibility -- 4.10 Making the most of different types of fieldwork -- 4.11 Overcoming the problems that WILL occur -- 4.12 Feedback and assessment -- 4.13 Concluding comments -- 4.14 How you can achieve your potential during fieldwork -- 4.15 References -- 4.16 Additional resources -- 4.17 Potential solutions for kick-sampling case study -- 5 In vivo work -- 5.1 Introduction -- 5.2 Animal welfare legislation -- 5.3 The principles of the 3Rs -- 5.4 Alternatives to the use of animals in the development of new medicines -- 5.5 Animal models of disease -- 5.6 Experimental design -- 5.7 Recognition of pain, suffering or ill health in animals used for research -- 5.8 Ethical review of in vivo studies -- 5.9 Harm/benefit analysis -- 5.10 The arguments for and against animal experimentation -- 5.11 How you can achieve your potential in in vivo work -- 5.12 References -- 5.13 Additional resources -- 6 Research projects -- 6.1 Introduction -- 6.2 Research project - role and purpose -- 6.3 Applying the Scientific Method -- 6.4 Types of project and ideas for research -- 6.5 Characteristics of good research projects -- 6.6 Working in groups -- 6.7 Writing up -- 6.8 The possibility of publication -- 6.9 How you can achieve your potential during final-year project studies -- 6.10 Tutor notes -- 6.11 Acknowledgements -- 6.12 References -- 6.13 Additional resources -- 7 Maths and stats for biologists -- 7.1 Introduction -- 7.2 Motivation - this chapter is important! -- 7.3 Confidence - you can do it! -- 7.4 Skills - do it! -- 7.5 How you can achieve your potential in biomaths -- 7.6 Acknowledgements -- 7.7 References -- 7.8 Additional resources -- 8 E-learning for biologists -- 8.1 Introduction -- 8.2 Online working environment -- 8.3 Resources -- 8.4 Legal considerations.

8.5 Protecting your work -- 8.6 Organisation -- 8.7 Developing as a professional -- 8.8 Information online -- 8.9 Working effectively -- 8.10 How you can achieve your potential using computers and online resources -- 8.11 References -- 8.12 Additional resources -- 9 Bioethics -- 9.1 Introduction -- 9.2 The rise of ethics in the bioscience curriculum -- 9.3 What exactly is bioethics? -- 9.4 Putting the case for ethics education -- 9.5 Developing insight into ethical issues -- 9.6 Taking it further -- 9.7 Conclusion -- 9.8 How you can achieve your potential in bioethics -- 9.9 Tutor notes -- 9.10 References -- 9.11 Additional resources -- 10 Assessment, feedback and review -- 10.1 Introduction and some definitions -- 10.2 Types of assessment -- 10.3 Marking criteria -- 10.4 Learning outcomes -- 10.5 Feedback -- 10.6 Peer support - learning from and with your classmates -- 10.7 Peer assessment -- 10.8 Self-review and assessment -- 10.9 Bringing it all together -- 10.10 How you can use assessment, feedback and review to help you achieve your potential -- 10.11 References -- 10.12 Additional resources -- 11 Communication in the biosciences -- 11.1 Introduction -- 11.2 Communication skills in the undergraduate curriculum -- 11.3 Opportunities to develop communication skills -- 11.4 Written communication -- 11.5 Visual communication -- 11.6 Oral communication -- 11.7 Public engagement -- 11.8 How you can achieve your potential as a communicator -- 11.9 References -- 11.10 Additional resources -- 12 Bioenterprise -- 12.1 Introduction -- 12.2 Phase 1 Identifying and protecting an idea -- 12.3 Phase 2 Researching the market potential for your idea -- 12.4 Phase 3 Setting out your ideas and goals - the business plan -- 12.5 Communicating your business - the 'Pitch' -- 12.6 Concluding comments.

12.7 How you can achieve your enterprising and entrepreneurial potential -- 12.8 Tutor notes -- 12.9 References -- 12.10 Additional resources -- Appendix -- Index.