Projects

BIOL30030 Projects 40 Full year Undergraduate Level 3 Ruth Grady Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 20.0 The final year project is an opportunity to undertake a research project in an area of interest, whilst potentially contributing to cutting-edge scientific research. There are a wide range of project types available, depending on supervisor availability and previous academic performance. The final year project is an opportunity to undertake a research project in an area of interest, whilst potentially contributing to cutting-edge scientific research. There are a wide range of project types available, depending on supervisor availability and previous academic performance:  <ul><li>Bioscience Research Skills Project Take part in a piece of original research in a specialist research laboratory. This may involve laboratory work, data-analysis, methods research or any skills useful for laboratory research. A recent project tested the effects of anti-viral drugs on reducing the symptoms of Alzheimer’s disease.  </li><li>Field Based Project Design and carry out a piece of original research in the field. A recent project took place at Dunham Massey looking at Deer behaviour.  </li><li>Bioinformatics/Biomodelling Project Carry out research using computer-based approaches. This may be achieved by running other software, or querying online data resources, or it may be done by designing and writing your own software. A recent project identified the areas of interaction between specific proteins by analysing data on protein structures, which is available in a protein database. Interaction between proteins governs the majority of biological processes.  </li><li>Bioscience Stakeholder Opinion Project Students identify stakeholders and gather their opinions on a topic relevant to the Biosciences. The topic would be similar in scope to a parliamentary ‘Green Paper’ (consultation documents to gather opinions/ feedback on policy or proposals). The upshot of a Green Paper is to produce a ’White Paper’ (an authoritative report or guide that informs readers about a complex issue and is meant to help readers understand an issue, solve a problem, or make a decision). A recent project looked at understanding opinions regarding plant-based food diets.  </li><li>Environmental Sustainability Project Students will act as consultant(s) who will advise and /or implement actions and directions a research lab (or other settings as appropriate) can take to lower the single-use plastics burden, and/or other environmental targets as recommended during the project. A recent project looked at plastic usage and alternative procurement in undergraduate teaching practical classes.  </li><li>Science Communication Projects (Separate Unit BIOL31220)  These projects involve communication of science using a particular mode (written, oral, online etc) to a specific audience/target group.  All SCPs require the creation of a resource such as a teaching activity/ online resource /creative piece, which is then evaluated for its impact on the target audience.  </li></ul>The resources are usually in one of three distinct flavours, involving the creation and evaluation of e.g. <ul><li>an online resource for educational purposes or the communication of science in more general terms. This might support the teaching (or research) activities of your supervisor in the same way that a lab project supports the research of the supervisor, but resources can also be developed for schools, the museum or general public.  Examples include virtual experiments, problem solving resources, revision aids for course units. </li><li>educational resources or activities for schools/colleges or undergraduates, events at the museum or in the wider community (general public). Examples include public engagement activities for Open Days, Museum visits, or Science Week (March); games to enhance problem-solving in a particular topic (for tutorials, medical or dental students); interactive lessons.  </li><li>a resource that may make use of creative media (eg artwork / music/ presentation posters etc) that may be targeted to a general audience, the function of which may be to entertain, inform, or inspire.   </li></ul>For the report write-up of the evaluation, students can choose to include a written article in the style of New Scientist OR for A level Review, to showcase their communication skills further.  A recent project involved creating an original artwork comic portraying the domestication of dogs.  <ul><li>Centre for History of Science Technology and Medicine Project (Separate Unit BIOL31250) Engage in independent and original research on an aspect of the development of modern science, technology and medicine and/or science communication. A recent project investigated the treatment of postnatal depression in 19th century asylums  </li><li>Enterprise Project (Separate Unit BIOL31080) Work in a team to develop a business plan for a real product or service in the area of Life Sciences. A recent project was a proposal for provision of a type of DNA microchips that allow for rapid screening of food products and preparation areas for food-borne pathogens.</li></ul> During the final year students will be allocated to one of the project types described above, and will undertake project work in a topic and manner agreed by their supervisor. The Projects aim to develop research skills, both bioscience and generic, promote independent learning, enhance the employability of students, and enrich the student experience. Outcomes for students are that they should: <ul><li>learn to work independently or as part of a group/team as required (research group, for example) to address a particular bioscience question or topic </li><li>be able to search for and critically review the literature in a particular field and relate your own research to that in the existing literature </li><li>develop critical and creative thinking skills (develop ideas, data analysis and evaluation skills, be able to form judgements) </li><li>gain experience in the scientific method and develop problem solving skills; for example, how to design experiments or develop strategies to test hypotheses and/or evaluate your output </li><li>develop communication skills write a project report (or equivalent) </li><li>develop oral presentation skills (tutorial talk and/or to supervisor) </li><li>liaise with supervisor, other staff and students, as appropriate </li><li>acquire additional project-specific skills as appropriate (such as various lab or IT skills)</li></ul> Analytical skills Analysis of lab data; analysis of evaluation data (SCP); analysis of project-related resources Group/team working This will vary depending on the type of project. You may work in a team (LSEP), be part of a lab group, work with other staff (Museum, school or elearning team), and support your colleagues Innovation/creativity In the design and evaluation of your project work Leadership You may need to work with other staff to organise and deliver your project Project management Plan your work and submissions in a timely manner Oral communication 10 minute talk on your project in the tutorial programme Problem solving Project work often produces unforeseen issues or problems; thinking about how to deal with them is part of the project experience, so rise to the challenge and make contingency plans where appropriate Research Research the literature; experimental lab-based research; research of related work (experiments, resources etc); market research (SCPs & LSEP); using research methods to design experiments and test hypotheses Written communication You will write a Lit Review and Project Report (or equivalent) Projects are worth 40 credits. Students will be allocated a supervisor in the first semester of the final year. Students are advised to contact their allocated supervisor as soon as possible; supervisors will discuss the type of project with the student and the bioscience topic on which it is based.   Semester 5: students research a bioscience topic area as directed by the supervisor to a recorded oral presentation explaining the science. The students are examined on their understanding of the bioscience based on a viva/Q&A session. There may be supporting seminars to attend in this semester for some of the project types. Semester 6: project work  Project work takes place within this semester weeks 1-9. Students should aim to finish project work by the Easter break to leave time to analyse results and write up the report.    0 Other 100% 15 % of unit mark: Understanding of bioscience research (Semester 5; recorded oral presentation followed by a short viva; Supervisor and moderator)<ul><li>Written ability to communicate science accurately/in depth  </li><li>Oral ability to communicate science accurately/in depth  </li><li>Ability to answer questions about the science  </li></ul>Final report and separate resource if appropriate (Semester 6; Supervisor and moderator)Report (short paper) consisting of e.g.75% of unit mark. Standard Report (17 pages): Abstract(0.5 page); Introduction to the bioscience ie from the semester 5 work and aims (4 pages); methods (3 pages); results (4 pages) and discussion (4 pages); Personal reflection (1 page)OR55% of unit mark Science Communication Output Report Type A (17 pages): Abstract (0.5 page); Introduction to the bioscience which could be taken from the semester 1 work, and include an introduction to science communication and aims (4 pages) ; methods (3 pages); results (4 pages) and discussion (4 pages); personal reflection (1 page) PLUS 20% of unit mark for the creative resource outputOR55% of unit mark Science Communication Output Report Type B  (17 pages): Abstract (0.5 page); Introduction to the bioscience which could be taken from the semester 1 work, and include an introduction to science communication and aims (4 pages); A Level Review article OR NS piece (3 pages); methods (2 pages); results (3 pages) and discussion (3 pages); personal reflection (1 page) PLUS 20% of unit mark for the creative resource output 10% of unit mark: Project performance (Semester 6; Supervisor only)<ul><li>Use of initiative  </li><li>Student input to planning & design of the project</li><li>Mastery of skills (if appropriate)</li><li>Organisation of work  </li><li>Communication with supervisor, team, other staff etc </li><li>Reliability, effort & persistence</li><li>Completion of Ethics Survey</li><li>Reflection (in report) </li></ul> Students will receive feedback on the Semester 5 work - Understanding the Bioscience.  Students can expect to receive formative feedback on the introduction, 1 page of methods and 1 page results prior to submission of the Semester 6 report. Supervisors can comment on the Introduction to Science Communication and the New Scientist or ALR piece prior to submission where offered.Feedback will only be forthcoming if dates for obtaining feedback are agreed with supervisors and are met. N Project supervision 40 0 360