This module concentrates on the relationship between biological diversity, and aspects of water chemistry and habitat structure in different coastal environments situated along an estuarine gradient. We will be using the Colne / Blackwater estuary complex as our field site. You will gain experience in the identification of a wide variety of animals and plants along the estuarine salinity and nutrient gradient, from the head of the estuary at Colchester to the open sea coast, and in associated coastal habitats including freshwater grazing marshes, salt marshes and borrow dykes. You will also receive training and practice in standard laboratory techniques, for example, measuring chlorophyll a and phosphate concentrations, and measurement of sediment properties.
This module builds on 2nd year theory modules in Marine Biodiversity, Microbial Diversity & Biotechnology, and Ecological Monitoring & Assessment, and links to 2nd year practicals on Estuarine Benthic Communities and Diversity in Amphipods. It will also provide a background for the 3rd year module on Coastal Ecology.
The five day module will be intensive, with long hours to accommodate periods of tidal emersion and immersion. All the work done on the module is assessed, with assessments having to be submitted at two stages. The marks count towards your overall third year mark.
The module is structured to assess the important environmental variables in estuarine ecology, to gain experience in different sampling protocols, and practice fieldwork skills. In interpreting the data and completing the assignments, you should draw upon your existing knowledge of estuarine and marine systems, sampling strategies, and ecological theory obtained during the second year theory modules and practicals.
Further details of this module will be given out at a short meeting early in the summer term.
YOU MUST ATTEND THIS MEETING
This module builds on 2nd year theory modules in Marine Biodiversity, Microbial Diversity & Biotechnology, and Ecological Monitoring & Assessment, and links to 2nd year practicals on Estuarine Benthic Communities and Diversity in Amphipods. It will also provide a background for the 3rd year module on Coastal Ecology.
The five day module will be intensive, with long hours to accommodate periods of tidal emersion and immersion. All the work done on the module is assessed, with assessments having to be submitted at two stages. The marks count towards your overall third year mark.
The module is structured to assess the important environmental variables in estuarine ecology, to gain experience in different sampling protocols, and practice fieldwork skills. In interpreting the data and completing the assignments, you should draw upon your existing knowledge of estuarine and marine systems, sampling strategies, and ecological theory obtained during the second year theory modules and practicals.
Further details of this module will be given out at a short meeting early in the summer term.
YOU MUST ATTEND THIS MEETING
The theme of the module is the impact of modern life sciences upon society. The module will integrate, within a wider ethical framework, information covering topics that include:
• Human organ transplantation
• Drug enhancement of cognitive performance
• Sequencing of the human genome
• Antibiotic resistance
• Animal experimentation
• Ethics of stem cell research
• Patents and the commercialization of research
• Future challenges in agriculture: food and fuel supply
In the past 20 years Biology has had a major impact upon society. For example advances in DNA technology and cloning have resulted in transgenic crops that are already a part of the human diet, and form an increasing percentage of worldwide production. The prospect of cloning animals has raised serious ethical concerns, and some argue that this may open the door to a form of human eugenics. We now possess a complete map of the human genome. Ageing research may lead to lifespans of well over a century or to an unwanted prolongation of life.
What will be the impact of this knowledge? What legislation will be necessary to control the way science could manipulate life? Who will make the decisions? Scientists or politicians? These are some of the questions addressed by this module.
The structure of this module is a departure from the traditional series of lectures to which you have been accustomed. Some sessions will depend upon your active participation and extensive background reading is required. You will survey in detail two separate topics then write an essay based on one and give an oral presentation based on the other.
Learning Outcomes:
To pass this module students will need to be able to:
1. explain the impact of modern biology on society;
2. research the legal, social and scientific background to topics of interest using a range of sources of information;
3. discuss the wider social, economic and policy implications of selected, current biological issues;
4. demonstrate skills in written and oral presentation.
• Human organ transplantation
• Drug enhancement of cognitive performance
• Sequencing of the human genome
• Antibiotic resistance
• Animal experimentation
• Ethics of stem cell research
• Patents and the commercialization of research
• Future challenges in agriculture: food and fuel supply
In the past 20 years Biology has had a major impact upon society. For example advances in DNA technology and cloning have resulted in transgenic crops that are already a part of the human diet, and form an increasing percentage of worldwide production. The prospect of cloning animals has raised serious ethical concerns, and some argue that this may open the door to a form of human eugenics. We now possess a complete map of the human genome. Ageing research may lead to lifespans of well over a century or to an unwanted prolongation of life.
What will be the impact of this knowledge? What legislation will be necessary to control the way science could manipulate life? Who will make the decisions? Scientists or politicians? These are some of the questions addressed by this module.
The structure of this module is a departure from the traditional series of lectures to which you have been accustomed. Some sessions will depend upon your active participation and extensive background reading is required. You will survey in detail two separate topics then write an essay based on one and give an oral presentation based on the other.
Learning Outcomes:
To pass this module students will need to be able to:
1. explain the impact of modern biology on society;
2. research the legal, social and scientific background to topics of interest using a range of sources of information;
3. discuss the wider social, economic and policy implications of selected, current biological issues;
4. demonstrate skills in written and oral presentation.
The theme of the module is the impact of modern biomedical and life sciences upon society. The module will integrate, within a wider ethical framework, information covering topics that include:
* human organ transplantation
* drug enhancement of cognitive performance
* sequencing of the human genome
* antibiotic resistance
* animal experimentation
* ethics of stem cell research
* ethics in healthcare
* extra-laboratory diagnostic testing
Knowledge has developed to such an extent in the 21st century that we are increasingly able to modify and manipulate life processes. Stem cell technology for example offers the possibility of combating disease and replacing defective tissues and organs. Despite the exciting prospect of curing genetic illness, serious issues relating to the ethics of our intervention must be addressed. Furthermore, limited resources need to be balanced with increasing expectations by those charged with maintaining or improving the health of an informed population. Careful consideration should therefore be given as to how best we make use of scientific advances within an ethical framework.
In modern society individuals are also expected to take more responsibility for their health and wellbeing. It is important therefore to address how NHS professionals may help in presenting information to the public that enables them to make decisions about their behaviour. One example is clearly explaining the dangers of sexually transmitted diseases.
The structure of this module is a departure from the traditional series of lectures to which you have been accustomed. Some sessions will depend upon your active participation and extensive background reading is required. You will survey in detail two separate topics then write an essay based on one and give an oral presentation based on the other.
Learning Outcomes:
To pass this module students will need to be able to:
1. explain the impact of key topics in Biomedical Sciences upon Society;
2. discuss the broader social, economic and ethical implications of selected issues in Biomedical Sciences;
3. present lucid arguments relevant to an issue in favour of and against the associated viewpoints and then adopt a considered viewpoint;
4. demonstrate skills in written and oral presentation.
* human organ transplantation
* drug enhancement of cognitive performance
* sequencing of the human genome
* antibiotic resistance
* animal experimentation
* ethics of stem cell research
* ethics in healthcare
* extra-laboratory diagnostic testing
Knowledge has developed to such an extent in the 21st century that we are increasingly able to modify and manipulate life processes. Stem cell technology for example offers the possibility of combating disease and replacing defective tissues and organs. Despite the exciting prospect of curing genetic illness, serious issues relating to the ethics of our intervention must be addressed. Furthermore, limited resources need to be balanced with increasing expectations by those charged with maintaining or improving the health of an informed population. Careful consideration should therefore be given as to how best we make use of scientific advances within an ethical framework.
In modern society individuals are also expected to take more responsibility for their health and wellbeing. It is important therefore to address how NHS professionals may help in presenting information to the public that enables them to make decisions about their behaviour. One example is clearly explaining the dangers of sexually transmitted diseases.
The structure of this module is a departure from the traditional series of lectures to which you have been accustomed. Some sessions will depend upon your active participation and extensive background reading is required. You will survey in detail two separate topics then write an essay based on one and give an oral presentation based on the other.
Learning Outcomes:
To pass this module students will need to be able to:
1. explain the impact of key topics in Biomedical Sciences upon Society;
2. discuss the broader social, economic and ethical implications of selected issues in Biomedical Sciences;
3. present lucid arguments relevant to an issue in favour of and against the associated viewpoints and then adopt a considered viewpoint;
4. demonstrate skills in written and oral presentation.
The development of modern biological sciences is tightly linked to the development of computers. As a matter of fact, the 'fathers' of computational science (Turing and von Neumann) already used the first computers to solve biological problems. Many biological questions can only be answered with the help of computers. Thus, training life scientists to use computers to analyse biological data is paramount. Bioinformatics is, in simple words, the use of computers to approach biological questions. It is a broad discipline that includes the use and development of software to analyse biological data, as well as the manipulation of vast amounts of data to extract biologically meaningful information. In recent years, bioinformatics has been crucial in the field of genomics. During the last two decades the amount of genomic sequences available, as well as functional data such as gene expression and chromatin structure, has grown to astronomical levels. Nowadays, the study of the structure, function and evolution of genomes can only be approached with appropriate computational tools.
This module aims to provide the student with a basic toolkit to approach the analysis of genome data, as well as an adequate theoretical framework. The emphasis of the module is on problem-based-learning; each topic is introduced by a lecture followed by a supervised session in the PC laboratory in which students follow detailed instructions that allow them to work through example datasets in order to understand and learn how to use and interpret commonly used methods. The sessions are supported by extensive documentation with guidance on further student-directed learning. Some familiarity with computers is desirable, but the documentation is written such that students with no computational background can follow the instructions. All software used is Open Source and students can download, install and run in their own computers. Students will then be able to enhance their skills in their own private study.
Learning outcomes:
To pass this module, students will need to be able to:
1. be competent in the use of standard command-line bioinformatics tools;
2. be able to build and search DNA databases;
3. understand the principles and practical applications of commonly-used DNA sequence analysis algorithms;
4. demonstrate the ability to process and analyse gene expression and epigenetic data;
5. demonstrate competence in the use of tools to assemble and annotate genomes;
6. demonstrate competence in functional annotation methods;
7. have a good appreciation of the statistical methodologies upon which different bioinformatics algorithms are based.
This module aims to provide the student with a basic toolkit to approach the analysis of genome data, as well as an adequate theoretical framework. The emphasis of the module is on problem-based-learning; each topic is introduced by a lecture followed by a supervised session in the PC laboratory in which students follow detailed instructions that allow them to work through example datasets in order to understand and learn how to use and interpret commonly used methods. The sessions are supported by extensive documentation with guidance on further student-directed learning. Some familiarity with computers is desirable, but the documentation is written such that students with no computational background can follow the instructions. All software used is Open Source and students can download, install and run in their own computers. Students will then be able to enhance their skills in their own private study.
Learning outcomes:
To pass this module, students will need to be able to:
1. be competent in the use of standard command-line bioinformatics tools;
2. be able to build and search DNA databases;
3. understand the principles and practical applications of commonly-used DNA sequence analysis algorithms;
4. demonstrate the ability to process and analyse gene expression and epigenetic data;
5. demonstrate competence in the use of tools to assemble and annotate genomes;
6. demonstrate competence in functional annotation methods;
7. have a good appreciation of the statistical methodologies upon which different bioinformatics algorithms are based.
You will already have studied simple single site enzymes and have analysed their steady state kinetic behaviour in terms of a model in which an enzyme/substrate complex forms and the substrate is transformed in the active site to yield the product. This model gives directly Michaelis Menten kinetics. This module will begin by considering the steady state kinetic mechanisms of some two-substrate enzymes. We will take a close look at the mechanism of the large class of enzymes termed dehydrogenases and how kinetic measurements and structural investigations enable plausible mechanisms to be deduced.
We also wish to examine more complex systems that comprise many sites which interact through linked protein conformational changes; Allosteric systems. Such systems lead to cooperativity in which initial binding of substrate leads to enhanced (or diminished) binding of further substrate. In this module we will examine such systems and enquire how these effects are produced and what are the biochemical and physiological benefits to the organism of both positive and negative cooperativity. The mechanisms through which allosteric effectors modulate the behaviour of allosteric proteins will be examined and their role in controlling protein action studied. Now that high-resolution structures are available we are able to understand how some of these systems function at the molecular level and a number of examples will be chosen to illustrate the molecular basis of allostery.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss models (mathematical and structural) of enzyme activity, the mechanisms of allostery and the experimental basis on which the various models of allostery may be distinguished;
2. discuss the mechanism of action of the dehydrogenases and the steady state mechanisms of multi-site enzymes;
3. use key skills, particularly those related to mathematical modelling in the analysis of experimental data.
We also wish to examine more complex systems that comprise many sites which interact through linked protein conformational changes; Allosteric systems. Such systems lead to cooperativity in which initial binding of substrate leads to enhanced (or diminished) binding of further substrate. In this module we will examine such systems and enquire how these effects are produced and what are the biochemical and physiological benefits to the organism of both positive and negative cooperativity. The mechanisms through which allosteric effectors modulate the behaviour of allosteric proteins will be examined and their role in controlling protein action studied. Now that high-resolution structures are available we are able to understand how some of these systems function at the molecular level and a number of examples will be chosen to illustrate the molecular basis of allostery.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss models (mathematical and structural) of enzyme activity, the mechanisms of allostery and the experimental basis on which the various models of allostery may be distinguished;
2. discuss the mechanism of action of the dehydrogenases and the steady state mechanisms of multi-site enzymes;
3. use key skills, particularly those related to mathematical modelling in the analysis of experimental data.
Drug design is an important aspect of biomedical science that aims to develop new and improved therapeutic agents. Rational drug design identifies receptors for which drug molecules may be designed and developed to bind with high affinity and high specificity. Consideration of structure for both the drugs and the protein targets plays an important role in rational drug design. Computer-based methods have a vital role in the molecular design of new drugs. This course covers all these issues and provides practical experience in computer-aided drug design.
A wide range of drugs in clinical use has been designed to agonise or antagonise particular biological molecules involved in cell signalling, biosynthesis and metabolism. In the second part of this course, we discuss drug mechanisms of action, classifying the drugs by the biological molecules or biosynthetic and metabolic pathways that are affected. Drugs affecting nucleic acid synthesis and catabolism, DNA synthesis, protein synthesis, bacterial cell wall biosynthesis, steroid biosynthesis and action, prostaglandin and leukotriene synthesis and action, nitric oxide metabolism, enzymatic activity of proteases, and neurotransmitter action and metabolism are described. The molecular characteristics of the drug receptors, and the pharmacological effect, therapeutic application and toxicity of the drugs are discussed.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss hydrophobic effects in drug design;
2. evaluate the role of molecular modelling in drug design;
3. discuss practical aspects of computer-aided drug design, including sequence retrieval, structure building, molecular graphics, docking, assessment of docked structures and quantitative structure activity relationships;
4. discuss the role of bioinformatics in drug design;
5. discuss drugs that inhibit the biosynthesis of nucleic acids, proteins and bacterial cells walls and their uses as anti-tumour, anti-viral and anti-microbial agents;
6. discuss drugs that affect sterol and steroid hormone synthesis, and prostaglandin and leukotriene synthesis, their targets and their therapeutic applications;
7. consider drugs affecting nitric oxide metabolism, and to discuss their applications in the therapy of hypertension and impotence;
8. consider drugs that target G-protein coupled receptor (GPCR) systems and their use in therapy disease including hypertension, depression, anxiety and pain relief.
A wide range of drugs in clinical use has been designed to agonise or antagonise particular biological molecules involved in cell signalling, biosynthesis and metabolism. In the second part of this course, we discuss drug mechanisms of action, classifying the drugs by the biological molecules or biosynthetic and metabolic pathways that are affected. Drugs affecting nucleic acid synthesis and catabolism, DNA synthesis, protein synthesis, bacterial cell wall biosynthesis, steroid biosynthesis and action, prostaglandin and leukotriene synthesis and action, nitric oxide metabolism, enzymatic activity of proteases, and neurotransmitter action and metabolism are described. The molecular characteristics of the drug receptors, and the pharmacological effect, therapeutic application and toxicity of the drugs are discussed.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss hydrophobic effects in drug design;
2. evaluate the role of molecular modelling in drug design;
3. discuss practical aspects of computer-aided drug design, including sequence retrieval, structure building, molecular graphics, docking, assessment of docked structures and quantitative structure activity relationships;
4. discuss the role of bioinformatics in drug design;
5. discuss drugs that inhibit the biosynthesis of nucleic acids, proteins and bacterial cells walls and their uses as anti-tumour, anti-viral and anti-microbial agents;
6. discuss drugs that affect sterol and steroid hormone synthesis, and prostaglandin and leukotriene synthesis, their targets and their therapeutic applications;
7. consider drugs affecting nitric oxide metabolism, and to discuss their applications in the therapy of hypertension and impotence;
8. consider drugs that target G-protein coupled receptor (GPCR) systems and their use in therapy disease including hypertension, depression, anxiety and pain relief.
The complex three-dimensional structure and the function of a protein are intimately linked. However, as a consequence of folding inefficiency, environmental stress, genetic mutation, and/or infection, the folded structure of a protein can become altered causing loss of the normal protein function, toxic gain of function, or dominant negative effects. In this module the molecular and biochemical basis of protein folding and misfolding, loss of protein function and the connection of these events to disorders such as the prion diseases, Alzheimer's disease, Parkinson's disease and Retinitis Pigmentosa, will be explored. The proteins involved in all of these disorders, the structural changes taking place, as well as the quality control systems used to cope with protein misfolding, will be covered. Finally, the module will investigate new therapies that are under development to treat protein misfolding and related diseases.
Learning Outcomes
To pass this module students will need to be able to:
1. Understand and explain the key processes involved in protein folding and misfolding, and explain how they are linked to disease, including via the formation of amyloid.
2. Discuss, explain and compare different neurological diseases and the key factors involved in each of their pathologies. Understand and explain the socioeconomic impacts of neurodegenerative diseases in the context of an ageing population.
3. Critically evaluate the therapeutic strategies being developed to address protein misfolding based diseases including future horizons.
Learning Outcomes
To pass this module students will need to be able to:
1. Understand and explain the key processes involved in protein folding and misfolding, and explain how they are linked to disease, including via the formation of amyloid.
2. Discuss, explain and compare different neurological diseases and the key factors involved in each of their pathologies. Understand and explain the socioeconomic impacts of neurodegenerative diseases in the context of an ageing population.
3. Critically evaluate the therapeutic strategies being developed to address protein misfolding based diseases including future horizons.
Freshwater systems constitute only a small proportion of the Earth's aquatic environments yet they play an essential role in the ecology of many species. Freshwater resources are increasingly threatened by water extraction, pollution and climate change. This module describes the major groups of freshwater habitats (streams, rivers, ponds, lakes) and outlines key principles of hydrology and limnology, including chemistry and physical properties, production and cycling of organic matter, the functioning of different trophic groups, eutrophication, and places this in context of the challenges in managing freshwater resources for biodiversity, ecosystem services, and human populations.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss how principles of hydrology and limnology underpin the structure and function of communities in freshwater systems;
2. describe the roles of the major groups of organisms in freshwater systems in the functioning of habitats, the flow of materials (nutrients, energy) through these communities;
3. demonstrate an ability to analyse data and interpret findings in the context of limnology;
4. discuss topical issues in freshwater management demonstrating the importance of ongoing scientific understanding in these debates.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss how principles of hydrology and limnology underpin the structure and function of communities in freshwater systems;
2. describe the roles of the major groups of organisms in freshwater systems in the functioning of habitats, the flow of materials (nutrients, energy) through these communities;
3. demonstrate an ability to analyse data and interpret findings in the context of limnology;
4. discuss topical issues in freshwater management demonstrating the importance of ongoing scientific understanding in these debates.
Fisheries play a key role in providing food, income and employment in many parts of the world and effective fisheries management requires clear objectives and a decision making process supported by the best scientific advice. This course will give a broad understanding of biological, economic, and social aspects of fisheries science and the interplay between them. Specifically, from fisheries ecology, production processes, life histories and distributions to population structures. We will also examine fishing gears and techniques, socioeconomics and stock assessments as well as freshwater fisheries and conservation management.
Learning Outcomes
On completion of this module, students will be able to:
1. Discuss how physical and biological processes drive the production of fished species and why the abundance of these species changes in space and time.
2. Describe the scale, social and economic significance of global fisheries , the species that are caught and the gears that are used to catch them
3. Discuss the factors that motivate and limit human fishing activities and why fishers behave as they do
4. Outline the economic, social and biological reasons why fished species tend to be overexploited
5. Explain how to make basic quantitative assessments of single and multi species fisheries and estimate the parameters needed for these assessments
6. Discuss the key strengths and failings of different fisheries assessment methods
7. Discuss the impacts of fishing on marine ecosystems, birds, mammals, non-target species and habitats
8. Demonstrate the ability to critically evaluate and interpret data sets and other sources of information.
Learning Outcomes
On completion of this module, students will be able to:
1. Discuss how physical and biological processes drive the production of fished species and why the abundance of these species changes in space and time.
2. Describe the scale, social and economic significance of global fisheries , the species that are caught and the gears that are used to catch them
3. Discuss the factors that motivate and limit human fishing activities and why fishers behave as they do
4. Outline the economic, social and biological reasons why fished species tend to be overexploited
5. Explain how to make basic quantitative assessments of single and multi species fisheries and estimate the parameters needed for these assessments
6. Discuss the key strengths and failings of different fisheries assessment methods
7. Discuss the impacts of fishing on marine ecosystems, birds, mammals, non-target species and habitats
8. Demonstrate the ability to critically evaluate and interpret data sets and other sources of information.
Most exercise physiology studies have concentrated on elite or college athletes, but there is a growing realisation that responses to exercise depend upon the age (both chronological and developmental) especially in children. We will explore how normal homeostasis and responses to exercise are influenced by disease and how clinical exercise testing is used to evaluate the health status of patients and to inform treatment. We will also focus on how sport science and evidence-based research have been, and can be, used to create an evidence-base to better understand how to rehabilitate dis-abled persons. How fatigue can be reduced during a performance will be discussed by exploring the theoretical background to pacing and how this can apply to special populations. Finally, when training for sport becomes too much and overtraining is the result will be examined.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss the influence of age, disease, gender and stage of physical development on the capacity for and response to exercise;
2. discuss the application of exercise physiology in athletes, children, disability and clinical populations;
3. discuss how sport science and evidence-based research have been, and can be, used to create an evidence-base to better understand how to rehabilitate disabled persons;
4. discuss the clinical application of the principles of exercise physiology;
5. demonstrate competence in retrieval, analysis and interpretation of published information.
Learning Outcomes:
To pass this module students will need to be able to:
1. discuss the influence of age, disease, gender and stage of physical development on the capacity for and response to exercise;
2. discuss the application of exercise physiology in athletes, children, disability and clinical populations;
3. discuss how sport science and evidence-based research have been, and can be, used to create an evidence-base to better understand how to rehabilitate disabled persons;
4. discuss the clinical application of the principles of exercise physiology;
5. demonstrate competence in retrieval, analysis and interpretation of published information.
The final year research project is an opportunity for you to carry out an individual scientific investigation on a topic relating to your degree specialisation. You will use the skills developed in the module to identify, with your supervisor, a suitable question and then design an experimental approach to obtain data addressing this question. Your analysis and presentation of these data in a suitable scientific paper format report forms the main assessed component of this module. The second major component involves researching, understanding and writing critically about the scientific literature relating to your project work.
You will also be assessed on the skills that you develop in carrying out your project. You will be assessed on your oral project presentation skills and response to questions. The planning and management of your project work, a reflection on your progress, and your employability skills (based on an updated CV and action plan) will also be assessed.
Learning Outcomes:
To pass this module students will need to be able to:
1. develop a project plan, including the experimental, analytical and statistical methods to be used;
2. demonstrate an understanding of the health and safety and ethical issues related to scientific research and undertake appropriate risk and ethics assessments;
3. maintain an accurate and up to date record of all project work and data collection;
4. demonstrate responsibility for personal time management and progress and for any necessary amendments to the project plan;
5. reflect on the conduct and outcome of the project;
6. research the scientific literature relating to their Research Project area and present this information as an extended introduction to their project report;
7. carry out a research project and obtain sufficient data of good quality using appropriate experimental, analytical and statistical methods;
8. analyse and interpret scientific data;
9. communicate the outcomes of research effectively in a written report in scientific paper format;
10. describe and critically evaluate data from research articles;
11. refer appropriately to published work and be competent in the use of bibliographic software (EndNote);
12. communicate effectively by an oral presentation of project work;
13. address scientific questions on the background, methods, data and future direction from expert assessors;
14. update CV, write a job application cover letter, plan and perform in a mock interview scenario.
You will also be assessed on the skills that you develop in carrying out your project. You will be assessed on your oral project presentation skills and response to questions. The planning and management of your project work, a reflection on your progress, and your employability skills (based on an updated CV and action plan) will also be assessed.
Learning Outcomes:
To pass this module students will need to be able to:
1. develop a project plan, including the experimental, analytical and statistical methods to be used;
2. demonstrate an understanding of the health and safety and ethical issues related to scientific research and undertake appropriate risk and ethics assessments;
3. maintain an accurate and up to date record of all project work and data collection;
4. demonstrate responsibility for personal time management and progress and for any necessary amendments to the project plan;
5. reflect on the conduct and outcome of the project;
6. research the scientific literature relating to their Research Project area and present this information as an extended introduction to their project report;
7. carry out a research project and obtain sufficient data of good quality using appropriate experimental, analytical and statistical methods;
8. analyse and interpret scientific data;
9. communicate the outcomes of research effectively in a written report in scientific paper format;
10. describe and critically evaluate data from research articles;
11. refer appropriately to published work and be competent in the use of bibliographic software (EndNote);
12. communicate effectively by an oral presentation of project work;
13. address scientific questions on the background, methods, data and future direction from expert assessors;
14. update CV, write a job application cover letter, plan and perform in a mock interview scenario.
The final year research project is an opportunity for you to carry out an individual scientific investigation on a topic relating to your degree specialisation. You will use the skills developed in the course to identify, with your supervisor, a suitable question and then design an experimental approach to obtain data addressing this question. Your analysis and presentation of these data in a suitable scientific paper format report forms the main assessed component of this module. The second major component involves researching, understanding and writing critically about the scientific literature relating to your project work.
This site provides information specifically for 3rd year undergraduates who are interested in a career in teaching and carrying out the school based research project.