Barnard, Gilbert & McGregor, 2007. Asking Questions in Biology. Pearson.
Dytham, 2003. Choosing and Using Statistics. Blackwell.
Holmes, Moody & Dine, 2006. Research Methods for the Biosciences. Oxford.
Jones, Reed & Weyers, 2003. Practical Skills in Biology. Prentice Hall.
Knisely, 2002. A Student Handbook for Writing in Biology. Sinauer.
Luck, 1999. Your Student Research Project. Gower.
Ruxton & Colegrave, 2006. Experimental Design for the Life Sciences. Oxford

Students themselves, under the guidance of academic tutor, will identify additional (principally) primary literature.

Summative

1. Project Plan (70%) - 2000 words to introduce and scientifically justify the chosen research project and to include detailed methodology, design and appropriate planning. [2, 3]

2. Case Study group presentation and peer assessment exercise (30%) - to explain and justify a scientific research grant proposal derived from their project plans (1, 3 & 4)

General Field assessment criteria apply; in addition specific criteria are highlighted in module handbook.

Formative
Statistical exercises and peer-assessed activities together with more generic formative guidance given on all aspects of the assessments, via discussions in the small-group activities and in the whole-class plenaries.

This module has been designed to provide and/or develop your current skill set in relation to your further professional development and employment.

It will help the development of key (transferable) skills and your awareness and application of these skills to your professional development including techniques linked to opportunity awareness, opportunity research, decision making and action planning. In addition it will enhance your specific scientific research skills and provide the basis for further development of your research practitioner skills.

To help fully explore your development in a professional scientific capacity a number of themes are investigated and discussed; scientific questioning, hypothesis framing, experimental design, project planning and ethics, techniques for information gathering, evaluation and use, the development of numerical data handling and analysis including selection of appropriate statistical treatments, scientific writing and the presentation of data in varied and appropriate formats.

In addition a number of sessions will be specifically devoted to direct preparation for the level 3 independent Research Project, including topic choice, discussion of design with tutor, health & safety considerations and requisitioning of materials. By the end of the module you will have selected, planned and organised an experimental programme of work that will normally form the basis of your Level 3 undergraduate project. Your project will be compatible with your academic and career aspirations and will be developed under the guidance of an assigned academic tutor, substantially within this module.

The module will be delivered by a combination of plenary and workshop sessions (24 hrs), directed independent problem-solving/tasks, to include distributed learning material (54 hrs), computerised self-study tutorials (30 hrs) and individual tutorials with project tutor (2hrs minimum). The workshops and directed problem-solving will cover the majority of the material including generic project issues, specific project information will occur within the individual tutorials. The remaining Independent Study time (40 hrs) will be used to prepare the assignments

Computers with WWW access.
VHS video cassette viewing facilities;
Networked PC workstation with access to Blackboard;
Up-to-date and relevant career and employer literature
Access to 'Statistics for the Terrified' computer aided tutorials