Students are required to study a topic relevant to animal science and behaviour Topics suggested by students themselves are encouraged. Suitable topics for individual students will be identified and developed during the Level 6 module Biological Statistics and Project Planning.

Students are expected to produce a plan for an ethically sound and risk assessed project for approval before data collection begins. Project proposals will be checked and discussed at the ethics committee meetings for the SSC Animal Zone before being signed for approval by the project supervisor and Animal Centre Manager.

It is expected that students will enact the project plan developed in the Biological Statistics and Project Planning module. This will be done under the guidance of same academic tutor who contributed to their project plan. Students will execute their previously designed programme of investigative practical work, analyse the data obtained and write a clear, concise and informative research paper presenting their findings in a professional style in the context of other published studies.

Contact time will typically comprise weekly 30-minute tutorials with project supervisors throughout the duration of the module. It is anticipated that supervisors will vary the frequency and duration of meetings dependent on their perceptions of the needs of the student.

Barnard, C.J. (2011). Asking Questions in Biology: a guide to hypothesis testing, experimental design and presentation in practical work and research projects. 4th Ed. Benjamin Cummings. E-book.
Knisely, K. (2009). A Student Handbook for Writing in Biology. 3rd Ed. Sinauer Associates.
Ruxton, G.D. and Colegrave, N. (2010). Experimental Design for the Life Sciences. 3rd Ed. Oxford University Press, Oxford.

Networked PC's
College and University Library.
Animal Centre, farm, appropriately equipped laboratory or field site.

To have studied BIOL60640 Biological Statistics and Project Planning

1. Gather, synthesise, summarise and critically evaluate information and evidence including current biological research and then use that information to support and develop arguments. (Analysis, Knowledge and Understanding, Learning).
2. Safely and ethically execute appropriate practical techniques to conduct an extended, independent biological investigation. (Application, Enquiry, Reflection).
3. Explain the scientific principles underlying the methods and techniques used and evaluate their limitations and alternatives including consideration of relevant safety and ethical issues. (Application, Knowledge and Understanding, Learning).
4. Apply appropriate statistical techniques to test biological hypotheses and demonstrate an awareness of their assumptions and the limitations of the test used. (Application, Enquiry, Learning, Problem Solving).
5. Communicate in the format and style appropriate to a professional biological scientist. (Communication).

Students will be required to complete 2 pieces of summative assessment.

1. A research paper in the format of those published in a scientific journal (5000 words max, weighting 70%) to assess Learning Outcomes 1, 4, and 5

2. A structured viva voce examination (approx 20 minutes, weighting 30%)
to assess learning outcomes 2, 3 and 5.

The viva is the final assessment.

Additional Assessment Details
The research paper will present the project methodology, data and outcomes in a professional style allowing for their integration within the context of other published studies.

The structured viva voce examination will focus on the student’s rationale for the particular practical approaches that they adopted, any particular practical difficulties encountered and how they circumvented them.

Formative Assessment:
1. Individual tutorials with project supervisors will focus on students' development as professional biologists and their progress with their investigative work. Such discussion will provide continuous feedback to students and help prepare them for the viva voce examination.

2. Students are encouraged to submit a draft of sections of their dissertation to their individual tutors for formative feedback prior to the summative submission of the whole dissertation.