Entry requirements

150 credits including (1) 60 credits in biology and 30 credits in chemistry, or (2) 90 credits in biology. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

After having completed the course the student should be able to:

• account for mechanisms that control development in the life cycle of the plant
• explain how environmental factors are integrated and influence the development of plants
• discuss applications of basic plant research
• critically review and discuss publications on current plant research
• plan, carry out, evaluate and present genetic and moelcular experiments within the subject area of plant developmental biology
• identify and discuss ethical aspects related to genetic engineering
• discuss the potential and limitations of biology and its role in society.

The course includes the module Generic competences. After passing this part of the course, the student should:

• account for ethical aspects of research and development, including questions of plagiarism and equal opportunities/equal treatment.

Content

The course focuses on mechanisms on the molecular, cell and organism level that control the different phases in the development of the plant, how endogenous mechanisms intersect with external signals, and how one can study these processes. Ethics, plagiarism and equal opportunities/equal treatment.

Instruction

The teaching consists of lectures, literature and discussion seminars, as well as a minor laboratory research project. Participation in seminars and theoretical or laboratory exercises is compulsory.

Assessment

Parts of the course: Theory 8 credits; Laboratory work 6 credits; Generic competences 1 credit.

The theory part is examined by a written examination and requires active participation in seminars. The module Laboratory work requires a written report and an oral presentation. Generic competences are examined through written tests.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.