Carry out a critical and focused survey of relevant scientific literature. Be able to articulate clearly, both written and orally, the state of knowledge in a wider field of science around the planned research, showing the relevance and timeliness of the planned research. Write coherent scientific prose in the format of a scientific paper targetted at a specific journal. Produce a concise, well-designed poster suitable for a scientific conference. Carry out independent research, with a clear focus on the research questions and using appropriate methods.

(LO1) Be able to provide a critical and focused assessment of an area of scientific literature, including keeping records of key points made in the literature.

(LO2) Be able to articulate the importance of a research question within the broader scientific context.

(LO3) Be able to write scientific prose in typical formats used in science.

(LO4) Be able to formulate testable hypotheses, and along with the methods and approach required to test them.

(LO5) Be able to produce a poster for a scientific conference, and to recognise what makes a good (and a bad) poster.

(S1) Improving own learning/performance - Record-keeping

(S2) Communication (oral, written and visual) - Presentation skills – oral

(S3) Communication (oral, written and visual) - Presentation skills - written

(S4) Communication (oral, written and visual) - Presentation skills - visual

(S5) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

(S6) Critical thinking and problem solving - Critical analysis

(S7) Critical thinking and problem solving - Synthesis

(S8) Information skills - Information accessing:[Locating relevant information] [Identifying and evaluating information sources]

(S9) Numeracy/computational skills - Problem solving

Semester 1: Week 1: Timetabled whole-group tutorial with module leader. Choosing a project. Weeks 2 - 12: Individual tutorials with project supervisors (timing arranged with supervisors). A regular opportunity to report verbally on progress, discuss key findings in the literature (novelty, relevance, subsequent influence), and develop the focus on the research problem. Later tutorials will be used to discuss feedback on initial drafts of the review, as well as help to develop the project plan and the oral presentation. Weeks 2 - 12: Independent work. The literature review requires consistent effort through the whole semester.  Week 10 (approx): Oral presentation on project plans. Ad hoc whole-group tutorials will be held where necessary in order to discuss/develop key skills.   Semester 2: Week 1: Timetabled whole-group tutorial. The publishing process in science. The dos and don'ts of scientific writing. Practical advice (back-ups, version contro l, time scales for feedback from supervisors). Week 5: Timetabled whole-group tutorial. The good, the bad, and the ugly of scientific posters. What is a poster for? Examples of good (and bad) posters. Weeks 1 - 12:  Individual tutorials with project supervisors (timing arranged with supervisors). A regular opportunity to report verbally on research progress, discuss key findings or problems encountered with other researchers. Weeks 1 - 12: Independent work. The research project requires consistent effort through the whole semester.  Week 10 (approx): Poster presentation on research results.

Teaching Method 1 - Tutorial
Description: Semester 1 Week 1 - choosing a project; Semester 2 Week 1 - the publishing process in science
Attendance Recorded: Yes
Notes: Additional ad hoc tutorials will be held depending on student requirements for information on key skills.
Unscheduled Directed Student Hours (time spent away from the timetabled sessions but directed by the teaching staff): 5

Teaching Method 2 - Supervision
Description: Meetings with the project supervisor (timing arranged with the supervisor).
Attendance Recorded: No
Notes: Tutorials will occur approximately weekly, providing an opportunity for students to report on progress and to discuss ongoing results. Any problems encountered during the project work can be raised with project supervisors at the earliest opportunity, but the tutorials provide a forum to discuss problems and challenges arising from the student's research with the supervisor and other students, and for solutio ns to be formulated. Each tutorial should end with the student having a clear idea of the next steps to take in their work, and the objectives to be reached before the next tutorial.

Teaching Method 3 - Peer Assisted Learning
Description: Oral presentation session including Q&A with peers and staff. One 3-hour session to be timetabled in semester 1 week 11.
Attendance Recorded: Yes

Teaching Method 4 - Peer Assisted Learning
Description: Poster presentation session including Q&A with peers and staff. One 3-hour session to be timetabled in semester 2 week 9.
Attendance Recorded: Yes