ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Center Faculty of Biology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
• Introduce the students to advanced lineal and non-linear regression models in order to establish relationships between variables.
• Enable the students for analysis of data sets with many variables, and for describing the nature and dimension of the data when applicable.
• To handle statistical software for selection, fitting and validation of models appropriately.
• To provide students with the skills for a better use of the statistical language in the reporting of the results of tests and statistical modelling.
1. Limits of the linear regression
2. Generalized linear models (GLM).
3. Additive and generalized additive models.
4. Ordination methods for multivariate data.
5. The statistical language in Biology: a critical view.
Contents for other activities (practices, seminars, tutorials, etc.)
6. Practices with the statistical software R for the implementation of the methods considered in the contents of the subject..
Martínez-Abraín, A. (2007). Are there any differences? A non-sensical question in ecology. Acta Oecologica 32, pp 203-206.
Martínez Abraín, A. (2008) Statistical significance and biological relevance: A call for a more cautious interpretation of results in ecology. Acta Oecologica, 34 pp 9–11.
Martínez-Abraín, A. (2013). Why do ecologists aim to get positive results? Once again, negative results are necessary for better knowledge accumulation. Animal Biodiversity and Conservation, 36 pp 33-36.
Martínez-Abraín, A. (2022). In search of a better reporting of scientific results: A data probability language. Acta Oecologica 117, 103868.
Zuur A, Ieno, EN y Smith GM (2007) Analyzing Ecological Data. Statistics for Biology and Health. Springer.
Zuur A, Ieno, EN, Walker NJ, Savaliev AA y Smith GM (2009) Mixed effects models and extensions in Ecology with R. Statistics for Biology and Health. Springer
BASIC AND GENERAL
CB1- Demonstrate knowledge and understanding that provide a base or opportunity to be original in the development and/or application of ideas, frequently in a research setup.
CG01- Acquisition of analytical skills about the current and future situation of the terrestrial biodiversity.
CG03- Use of information sources and databases required to contribute to the analysis and generate specific information for the terrestrial biodiversity field.
TRANSVERSAL
CT1 - Capacity for analysis and synthesis.
CT5 - Commitment to the veracity of the information provided.
SPECIFIC
CE2- Skills to apply statistical methods to the global characterization of the responses of the communities to environmental factors.
CE3- Skills to design and carry out suitable samplings and experiments, and interpret the results correctly.
Lesson-explanation: learning procedure where the teacher explains the concepts and/or methods, providing basic information needed to understand a theoretical perspective or a practical method, promoting the students participation. It will be performed face-to-face in the Faculty of Science in the UDC (for the students from the UDC) and by videoconference (for the other students) simultaneously.
Practical lesson: to be given in the field, lab or computer lab, the goal is the observation in situ of aspects of the physical and biological environment, the performance of experiments or the learning and use of computer software, with the teacher support and supervision. It will be performed face-to-face in the computer lab of the Faculty of Science (UDC) for all the students.
Cooperative learning: the students work in small groups to achieve a common goal under the supervision of the teacher. This cooperative process improves the learning experience of all members of the group. The goal is a practical project that consists of the statistical analysis of a real data set related to biodiversity using statistical computer software. This learning activity is strongly based on the student’s autonomous work. The students can make queries in tutoring sessions either face-to-face or online using Teams.
Commented reading in a group of selected articles by the professor (articles in English and Spanish) and a synthesis of the main points about the good use of language in Ecological Statistics.
ASSESSMENT SISTEM (MINIMUN WEIGHT - MAXIMUM WEIGHT)
ASSESSMENT SISTEM (MINIMUN WEIGHT - MAXIMUM WEIGHT)
• Continuous assessment (30.0% of final grade): Participation in classes and / or resolution of exercises related to subject matters.
• Exam / Work (70.0% gives final grade): Students should do small jobs in each of the three differentiated thematic blocks of the program.
o Block I (Topics 1 to 3). Work consistent with solving practical cases using statistical software (weight 50%)
o Block II (Topic 4). Work consistent with the resolution of practical cases using statistical software (25% weight)
o Block III (Topic 5). Work consisting of identifying several cases of incorrect use of statistical linguistics in published scientific articles, in relation to the cases previously studied in class, and comment critically in writing (weight 25%)
Fraudulent performance of tests or assessment activities will result in the direct application of the current rules in the university.
Activity Hours Presence in the classroom
Traditional lectures 10 100% (videoconference)
Interactive lectures 10 100%
Compulsory tutorials 1 100% (videoconference)
Student personal work 54 0%
Total working hours 75
It is highly recommended the active involvement in all the activities, and the installation of the statistical software R as soon as possible (epecially in the case of Macs), to be able to solve any possible technical contingency.
Green Campus Science Faculty Program
In order to achieve a sustainable environment and comply with point 6 of the "Declaración Ambiental da Facultade de Ciencias (2020)", the practical projects and assessment activities will be sent mainly online in electronic support. If hard copies are considered, no plastics will be used, double-sided printing and recycled paper will be used, and drafts will be avoided.
Gender Perspective
According to the different regulations applicable to university teaching, the gender perspective must be incorporated in this subject (non-sexist language will be used, bibliography of authors of both sexes will be used, the intervention of male and female students in class will be encouraged...).
We will work to identify and modify sexist prejudices and attitudes and will influence the environment to modify them and promote values of respect and equality. We will work to detect situations of gender discrimination and will propose actions and measures to correct them.
Canales de comunicación directa con el alumnado
E-mail Daily, to make queries, ask for tutorial sessions and for the follow-up of the practical projects
Videoconference (Teams) On request, for individual or group tutorial sessions.
Forum (Teams) Daily, according to the student’s needs. In the web platform Teams, the learning material will be stored. Discussion forums will be created linked to the units of the subject, to make queries and solve questions.