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FACULTY OF LIFE SCIENCES

SECOND LEVEL HANDBOOK 2011-2012

IMPORTANT DATES IN 2011-2012

First Semester:
Monday 19th September 2011 - Friday 27th January 2012
Degree Programme Registration: Tuesday 20th September 2011
Lectures begin: Monday 26th September 2011

Christmas Break:
Saturday 17 December 2011 - Sunday 15th January 2012
th

Second Semester:
Monday 30th January 2012 - Friday 8th June 2012
Easter Break:
Saturday 24th March 2012 - Sunday 15th April 2012

Examination Periods:
16th - 27th January 2012
16th May - 6th June 2012

Resit examination period:

20th - 31st August 2012

Report Submission Dates:

EDM Phase I online assessment - Thursday 10th November 2011 via Blackboard
no later than 16.00
EDM Phase II online assessment - Thursday 8th December 2011via Blackboard
no later than 16.00
EDM full write-up (online submission) -Thursday 15th December 2011via Blackboard
no later than 16.00
Dissertation -Thursday 22nd March 2012 - online submission via Blackboard no later than 16.00

Talk:
“What to expect from the Final Year” (Senior Advisor)
Friday 23rd March 2012, 12.00, University Place Theatre B

Careers Workshop:
“Career Options and Work Experience”
Thursday 22nd September 2011, 9.00-13.00pm, Stopford Theatre 1

The information provided herein is of great importance to you, so please do READ IT.

This handbook also provides you with a record of the overall structure and content of your
degree programme and should therefore be kept for future information.

Please note that there is a live version of this handbook on the Faculty Intranet which you
should check regularly for updates (highlighted in green) e.g. changes to second semester
units (https://www.intranet.ls.manchester.ac.uk/education/handbooks/undergraduate.aspx).

THE INTRANET VERSION OF THE HANDBOOK IS THE DEFINITIVE SOURCE FOR

INFORMATION AS THE PRINTED HANDBOOK IS ONLY CORRECT AT THE TIME OF
GOING TO PRESS. UPDATES ARE MADE ONLINE.
August 2011
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CONTENTS
Where to find People and Places
A. MANAGEMENT OF THE FACULTY ........................................................................ 1
1. Administration of the Faculty ..................................................................................... 1
2. Your official contacts in the Faculty........................................................................... 1
3. Personal Advisors ..................................................................................................... 1
4. Academic Advisors ................................................................................................... 2
5. Programme Directors and where to find them .......................................................... 2
6. Your Independent Study and Personal Development Portfolio (PDP) ...................... 2
7. Safeguarding your work ............................................................................................ 3
8. Communication - email/noticeboards/mail ................................................................ 3
9. Guidelines on feedback to students .......................................................................... 5
10. Student feedback ...................................................................................................... 5
10.1 Representation on committees ................................................................................. 5
10.2 Unit evaluation .......................................................................................................... 6
10.3 Programme evaluation .............................................................................................. 6
10.4 Day-to-day problem solving and other ways of making your views known ............... 6
10.5 Complaints procedure ............................................................................................... 7
B. REGULATIONS OF THE FACULTY AND THE UNIVERSITY ................................. 8
11. Work and attendance regulations ............................................................................. 8
11.1 Permitted absences .................................................................................................. 8
11.2 Religious observance................................................................................................ 9
12. Guidelines on ill health .............................................................................................. 9
12.1 Absence due to illness affecting attendance at compulsory classes/tutorials ........... 9
12.2 Absence affecting submission of assessed work ...................................................... 10
12.3 Absence affecting eLearning assessments............................................................... 10
12.4 Absence due to illness affecting examinations ......................................................... 10
12.5 Illness not resulting in absence from examinations ................................................... 11
12.6 Mitigating Circumstances Committee........................................................................ 11
13. Assessments and examinations................................................................................ 12
13.1 Second year examinations ........................................................................................ 12
13.2 Tutorial assessments ................................................................................................ 13
13.3 eLearning (Blackboard)............................................................................................. 13
13.4 Deadlines and document limits ................................................................................. 13
13.5 Extensions for coursework ........................................................................................ 14
13.6 Criteria & marking for answers on theory examination papers .................................. 14
13.7 Mid-semester one examination ................................................................................. 14
13.8 Multiple choice examinations .................................................................................... 15
13.9 Pass marks and compensation rules ........................................................................ 15
13.10 Progression to final year .......................................................................................... 18
13.11 Progression to final year (MNeuroscience students only) ........................................ 18
13.12 Practical assessments ............................................................................................. 18
13.13 Lecture unit examinations ........................................................................................ 19
13.14 August / September resits ........................................................................................ 19
13.15 Disclosure of marks and record of academic performance ...................................... 19
13.16 Examination feedback.............................................................................................. 19
13.17 Examination timetables ............................................................................................ 20
14. Plagiarism, collusion and other forms of academic malpractice ................................ 20
15. Conduct and discipline of students ........................................................................... 23
16. Health and safety ...................................................................................................... 24
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C. SERVICES ................................................................................................................26
17. Computing facilities in the Stopford building ............................................................. 26
18. Intranet...................................................................................................................... 26
19. The John Rylands University Library ........................................................................ 26
20. The Manchester Museum ......................................................................................... 27
21. Student societies....................................................................................................... 28
22. Student support within the Faculty/University ........................................................... 28
23. The Student Services Centre .................................................................................... 29
24. Academic advice and information ............................................................................. 29
25. Counselling ............................................................................................................... 29
26. Accommodation ........................................................................................................ 30
27. Students with additional support needs .................................................................... 30
28. Financial help ............................................................................................................ 31
29. Discrimination and harassment ................................................................................. 31
30. Health ....................................................................................................................... 31
31. International students................................................................................................ 31
32. Night-time telephone advice/listening service ........................................................... 32
33. Security on campus .................................................................................................. 32
34. Students’ Union Advice Centre ................................................................................. 32
35. The Careers Service ................................................................................................. 32
35.1 Information and help available .................................................................................. 33
35.2 Advice and job hunting help ...................................................................................... 35
35.3 Jobs and careers fairs............................................................................................... 35
35.4 Obtaining a reference for employment or post-graduate research ............................ 36
D. DEGREE PROGRAMME REQUIREMENTS ............................................................ 37
36. Field courses ............................................................................................................ 38
37. LEAP - Language Enhancement Access Programme .............................................. 39
38. Human subjects and animal tissues.......................................................................... 39
39. How to choose your second year units ..................................................................... 40
40. Changing units .......................................................................................................... 41
41. Academic calendar ................................................................................................... 41
41.1 Reading week ........................................................................................................... 42
41.2 Time management .................................................................................................... 42
E. THE UNITS ............................................................................................................... 43
42. Second level clash groups ........................................................................................ 43
43. Second level units with prerequisite units ................................................................. 44
44. Second level units that are prerequisites for Final Level units .................................. 45
45. Second level unit descriptions .................................................................................. 46
46. Compulsory and optional units .................................................................................. 47
47. Withdrawal of units.................................................................................................... 51
48. Transfer between programmes ................................................................................. 51
49. Course units .............................................................................................................. 51

Information contained in the back of this book:

GLOSSARY OF TERMS USED BY THE STUDENT RECORD SYSTEM

(CAMPUS SOLUTIONS)

LIST OF UNITS - BY UNIT NUMBER / BY UNIT NAME

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Where to find people and places

There are maps showing room numbers posted in various corridors around the buildings
you are likely to use.

In the Stopford Building

• The first number or letter (G., 1., 2., 3.) indicates the floor. G = ground level.
• The second shows how far back in the Stopford building you need to go
• The final two figures indicate approximately the position across the Stopford
building, where 1 is for left and 9 is for right.
• Lecture theatres are listed as T or LT, followed by a number e.g., LT1 stands for
Lecture Theatre 1
• Practical labs in Stopford are “multi user labs” – MUL 1 is on the first floor, MUL 2 is
on the second.
• There are 4 computer clusters for student use on the ground floor: Stopford PC
Clusters 1-3 and the Student Project Room (formerly known as ‘Microlabs 1-4’).

Maps of the Stopford building can be obtained from the PASS helpdesk in Stopford
reception during Welcome Week or from the Student Support Office.

Staff may have offices in the Michael Smith Building, the Core Technology Facility, the
Manchester Interdisciplinary Biocentre, the Stopford Building or AV Hill Building.

• To gain access to these buildings, you must first report to the Reception desk in that
building.

Sometimes you will find the room you want inside another one. You will discover which
ones by experience! During the free time in Welcome Week it would be wise to visit all of
the locations for lectures, tutorials and practicals you are expecting to attend for the rest of
the semester so that you feel confident about locating them in the short time between
timetabled periods (sometimes less than 10 minutes!).
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A. MANAGEMENT OF THE FACULTY

1. Administration of the Faculty

The Faculty of Life Sciences is constituted as a single University school (“department”).

Although your main contacts in the Faculty will be your Personal Advisor and Programme
Director (see Sections 3 and 5), some aspects of your course will be dealt with by the Student
Support Office or the Education Boards within the Faculty.

2. Your official contacts in the Faculty

Student Support Office Room & Building Phone

Opening hours: 09.00 - 16.00 Monday to Friday (0161 27-)

General Enquiries G.683 Stopford Building 51487

Email: [email protected]
Fax no. (0161 27 -) 51488

Mr Stuart Renshaw - Office Manager as above 51486

Senior Advisor Room & Building Phone

(0161 27-)
Dr Liz Sheffield G.554 Stopford Building 53905
Email: [email protected]

There are two Education Boards, which deal with academic matters concerned with students in
the degree programmes listed*:

Biosciences: Biochemistry, Biological & Computing Science, Biology, Biology

Board Chair: with Science and Society, Biotechnology (Enterprise), Cell Biology,
Professor Jeremy Developmental Biology, Genetics, Life Sciences, Medical
Derrick Biochemistry, Microbiology, Molecular Biology, Plant Sciences,
Zoology.
Also includes related joint degrees with industrial/professional
experience and/or a language.
Medical Anatomical Sciences, Biomedical Sciences, Cognitive
Biosciences: Neuroscience and Psychology, Neuroscience including MNeuro,
Board Chair: Optometry including MOptom, Pharmacology, Pharmacology and
Dr Caroline Bowsher Physiology, Physiology
Also includes related joint degrees with industrial/professional
experience and/or a language.
*please note that the structure of the Education Boards is under review for the 2011/12 academic year
and is therefore subject to change.

3. Personal Advisors

Your Personal Advisor (normally the same person throughout your course) offers you advice on
academic matters, personal problems (if needed), and is your main link to the Faculty and the
University. You must meet your Personal Advisor at regular intervals (at least once per semester)
during your programme and should prepare for each meeting by starting to fill in the appropriate
meeting form on your intranet. When you are making applications for summer work, placements,
jobs, or further degrees, your Personal Advisor should know you well enough to write an informed
reference. It will help if you give your Personal Advisor a CV, which you update each year,
especially towards the end of your degree programme. This normally forms part of the “My
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Independent Study”/Personal Development Programme (PDP), which it is in your best interests to
keep up-to-date (see Section 6).

You should speak to your Personal Advisor about any problems that you are having that are
affecting your work (see also Section 11 on Work and Attendance Regulations and Section 12
Guidelines on Ill Health).

There is also a Senior Advisor for the Faculty who is available (via the Student Support Office)
to discuss any particularly serious problems, or anything you would rather not discuss with your
Personal Advisor (including the situation where you may feel it necessary to request a change
in Personal Advisor).

4. Academic Advisors

You will have regular small-group tuition in groups of about eight students with an Academic
Advisor. You will see several Academic Advisors with different areas of expertise during your
undergraduate career. Attendance at ALL of the academic tutorials and the production of
satisfactory work are requirements of all Degree Programmes (see Section D).

5. Programme Directors and where to find them

The Programme Director oversees the content of your degree programme, agrees your choice
of course units during Welcome Week and assists your Personal Advisor in giving you advice
on academic matters.
Email:
Degree Programme Programme Director Room @manchester.ac.uk
Anatomical Sciences Dr Niggy Gouldsborough S.3.333 niggy.gouldsborough@
Biochemistry Dr Clair Baldock B.3019 Clair.baldock@
Biology Dr Holly Shiels CTF 2.18C Holly.shiels@
Biology with Science & Society Dr Vladimir Jankovic Simon 2.22 Vladimir.jankovic@
Biomedical Sciences Dr Tracey Speake S.1.104 Tracey.speake@
Dr Donald Ward A.1025 Donald.t.ward@
Biotechnology (Enterprise) Professor Dean Jackson D.3317 Dean.jackson@
Cell Biology Professor Phil Woodman B.4012 Philip.woodman@
Cognitive Neuroscience & Psychology Dr Ingo Schiessl S.3.806 i.schiessl@
Developmental Biology Dr Keith Brennan A.3035 Keith.brennan@
Genetics Dr Ray O’Keefe A.2035 rokeefe@
Life Sciences Dr Sam Griffiths-Jones B.1085 Sam.griffiths-Jones@
Medical Biochemistry Dr Andrew Gilmore A.3034 Andrew.gilmore@
Microbiology Dr Nicola High C.1249B Nicky.high@
Molecular Biology Dr David Boam S.2.535 David.boam@
Neuroscience (BSc) Dr Ingo Schiessl S.3.806 i.schiessl@
Neuroscience (MNeuroSci) Dr Ken Grieve S.3.801 Ken.grieve@
Pharmacology Dr Richard Prince S.1.100 Richard.prince@
Pharmacology & Physiology Dr Richard Prince S.1.100 Richard.prince@
Physiology Dr Peter Brown A.1019 Peter.d.brown@
Plant Science Dr Jon Pittman D.4515 Jon.pittman@
Zoology Dr Bill Sellers D.1239 William.sellers@

Rooms starting 'A', 'B', 'C', ‘D’ - Smith Building

Rooms starting 'S' - Stopford Building
Rooms starting ‘MIB’ - Manchester Interdisciplinary Biocentre
Rooms starting ‘CTF’ - Core Technology Facility
Rooms starting ‘AV’ - AV Hill Building

6. Your Independent Study and Personal Development Portfolio (PDP)

You are strongly encouraged to take part in the Faculty’s online Independent study Programme
which is available via Blackboard. The aims of the programme are to help you to become a
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more effective student, assist you in creating a personal record of your activities and
achievements, and enhance your employability.

You will have many opportunities to practice key skills, especially in academic tutorials and in
practical classes, and the Independent Study Programme is linked closely with these learning
activities. Through the use of advice, support and self-evaluation, you will be guided to reflect
on your personal methods of learning, increasing your awareness of the skills you are
developing, helping to plan your future direction and recording achievement for future use in
CVs and by academic referees.

The Independent Study Programme is also integrated closely with your personal tutorial
programme. You will have opportunities to discuss your skills development with your Personal
Advisor, who will help you to plan how you can improve skills that need more practice. You may
also opt to share certain parts of your Independent Study with your Personal Advisor
electronically, helping inform your interaction with your Advisor.

You should already have activated your “My Independent Study Area” at the start of your first
year, however, since then it has been upgraded into Blackboard 9 (and is accessible via this
system). Your first task once you access the new “My Independent Study Area” will be to
transfer any records from the old Blackboard Vista “My independent Study Area”, which will be
switched off during the Christmas Vacation.

At the start of every new year at the University, you will be asked to update your “year of study”
information when you enter the course. This will be the first thing that you will be asked to do
when you enter the course and this will enable you to see information that is relevant to you.

Once you get started using Blackboard, you will find a link to your “My Independent Study” area
in the “Learning Resources” menu item, located in all of your Blackboard courses, enabling you
to reflect upon your learning from any and every course.

7. Safeguarding your work

You should ensure that you back up your work on a regular basis to safeguard against loss,
machine failure or theft. In addition to saving your work to your ‘my documents / P: drive’ (for
further information on P: drives please see www.itservices.manchester.ac.uk/pdrives/), you
should back up your work on an external hard drive, USB memory stick, disk, etc. (which you
are advised to keep secure and separate from your computer). Do not save your work on the
hard disc of Stopford PC cluster or other networked computers. Loss of data (i.e. your
work) will not be accepted as a valid reason for extension requests or for late submission of
work as this is deemed to be a preventable occurrence.

8. Communication - email/noticeboards/mail

The Student Support Office is open 09.00 -16.00 Monday to Friday and should be your first stop
for queries relating to teaching and general student support. Occasionally the opening times
may vary, but we will inform you of this via the email announcement service (see below).

Effective communication between you, the staff of the Faculty and the central administration of
the University is vital. There will be many important official notices (including those on
timetables, examinations and course assessment marks) for you to read and act upon during
the year. There are three important channels of communication: electronic (email,
announcements, the intranet and Blackboard); paper (e.g. notices on boards, letters in
mailboxes in Stopford or to your postal address); verbal (e.g. announcements in lectures and
practicals).

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Electronic communication: as part of registration you will be provided with a University email
address and will be given a username and password. You must not pass on your username or
password to anyone else and must not divulge email addresses of fellow students or staff to
anyone else without their permission.

Verbal communication: staff may occasionally make verbal announcements in lectures and
practicals that do not appear in any other fashion, so if you are late, or unable to attend
something, be sure to check with a fellow student or the staff member concerned that you did
not miss an important announcement. This is especially important for practical work, so please
be on time!

Email and the Faculty Intranet Announcement Service are the standard methods used to
communicate with students so you must ensure that you check your University email messages
and the "Announcements" on a regular and frequent basis. If you do not regularly check your
email, your inbox may become full and important messages will not then get through to you.

Failure to respond to notices and mail means that you may miss lectures, tutorials or meetings,
or it may even cost you money!

Email will be the main medium for communication with academic staff, including your Advisor.
You will find their addresses, and those of your fellow students, in the email address books on
the University network and on the Faculty of Life Sciences Intranet.

PLEASE NOTE: email communication will only occur via your University email address and
staff will not use or respond to any other email address except in very exceptional
circumstances. Furthermore, you should not autoforward University email to a personal email
address. Once personal email folders are full, new messages are deleted.

Paper communication: you MUST also check the notice boards (especially those specific for
your Degree Programme, the First Year notice board and the timetable and examination
boards) and the mailboxes located in the corridor leading to the Student Support Office on a
regular basis - at least once a week.

Notice boards: including those specific to each Degree Programme and one for each year of
the course, are to be found along the ground floor corridors that lead to the Student Support
Office and PC Clusters in the Stopford Building. Find out where they are in Welcome Week!

If your personal details change (term-time or home postal addresses, phone numbers,
etc.) you must update your student record promptly or notify the Student Support Office
if you are unable to make the changes on the Student Record System. It is also your
responsibility to ensure that your programme and unit information are correct and to
notify the Student Support Office if changes are required. Any difficulties obtaining
emails should be reported to the Faculty’s computer helpdesk - telephone: 0161 275 1688
or go online at https://www.intranet.ls.manchester.ac.uk/facilities/is/default.aspx.

As a rule, it is advisable to have mail sent to your local accommodation rather than to the
Faculty. However, if you need to quote a University address for mail, the correct form is:
Undergraduate Mail Box
Faculty of Life Sciences
G.683 Stopford Building
The University of Manchester
Oxford Road
Manchester
M13 9PT

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All mail will be delivered to the mailboxes on the corridor leading to the Student Support Office
(G.683) in the Stopford Building.

9. Guidelines on feedback to students

Feedback is a broad term, which can be interpreted in different ways. The purpose of this
section is to define the activities associated with feedback mechanisms, as they relate to
lecture-based BIOL or HSTM units so that you are aware of the feedback available for any unit
which you decide to take.

MANDATORY
On request, lecturers are expected to provide general guidance to students on appropriate
reading material and other learning resources for the unit. This can be through personal contact
(e.g. in person or by email), or via the Bulletin Board/Blackboard.

We encourage you to ask questions both during lectures or later during the year when, for
example, you are revising for exams. However, if the lecture course has finished, then we ask
that you seek confirmation of the answer to your own question. What do we mean by this?
Lecturers are busy throughout the year and do not always have time to answer questions
phrased along the lines of ‘Can you tell me the answer to this? Thus, if you want to ask a
question, particularly by email, please make sure you include your own interpretation of the
answer, including the literature sources that you used, and ask only for confirmation that you
are correct. For example:

Wrong format: Can you tell me the primary role of voltage-gated sodium channels?
Correct format: It is my understanding that voltage-gated sodium channels are primarily
responsible for the depolarising phase of the action potential. I used Kandel’s Principles of
Neuroscience to obtain this information. Is this correct?

NB: The Faculty does not publish marking schemes or answers to examination questions
- you are expected to deduce these yourself using text books, peers, and PASS sessions.

DISCRETIONARY
In addition to providing the mandatory level of feedback, unit co-ordinators may provide more
detailed, feedback on your work. Students should consult the feedback entry within the unit
description in this handbook for further details on the additional feedback provided.

10. Student feedback

10.1 Representation on committees

The structure of the Faculty of Life Sciences is intended to give you opportunities to express
your views and to influence Faculty and University policy. Specific problems should be dealt
with by the unit coordinator or your Personal Advisor, but from time to time matters of a general
nature may arise which need to be discussed in a wider, more formal setting. In addition, the
Faculty values your views on academic and organisational matters and welcomes the
contributions you can make to the work of its committees. You also have established rights to
participate in the work of certain Faculty and University committees. So if you feel you could
serve as a student representative for your degree programme please discuss this important and
rewarding role with your Programme Director as early as possible. Training is provided by the
Students’ Union for Student Representatives.

The Student/Staff Liaison Committee (SSLC) is the main student-focused forum for
discussion of matters related to teaching. The committee consists of the Programme Director
and one student representative from each year of every Degree Programme. This committee
usually meets three times during each academic year and considers questions and concerns of

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a general nature (rather than those specific to a particular Degree Programme). The name of
the SSLC representative for your programme can be found through Blackboard. You can
access the list of representatives, dates of meetings and minutes of previous meetings in your
programme space within Blackboard: Blackboard > (Your programme space e.g. Biology).

The Education Boards in the Faculty meet about five times a year and are open to all
members of the academic staff in the Faculty (about 250 people). The Education Boards are the
highest authority on teaching and related matters within the Faculty and report directly to the
Education Management Team, chaired by the Associate Dean for Teaching and Learning, who
reports to the Dean of the Faculty. There is an Education Board for each group of Degree
Programmes (see Section 2), consisting of academic teaching staff and a final year student
representative from each Degree Programme.

In the University more widely, your representation is co-ordinated by the Students’ Union. This
is run by students who are elected annually, and guided by policy that is passed at referendums
twice a year. The structure of the Students’ Union provides a number of different forums, groups
and assemblies for students to raise any type of issue, whether specific or general. These can
then be acted upon by an elected officer, taken to a referendum or you could be supported in
taking an issue forward yourself, for instance with the backing of an action group on a specific
issue.

The Executive runs the Union on a day-to-day basis. Executive members sit on various
committees within the University, from University wide committees such as Senate (the highest
academic body in the University), through to committees specific to Life Sciences.

If you wish to be a representative in the union at any level (i.e. Volunteer or paid) you can stand
in the elections which usually take place in the second semester. Please visit
www.umsu.manchester.ac.uk for more information in these areas.

There is provision, therefore, for you to be represented from your specific degree programme all
the way through to the university wide level. Students are elected to the Faculty committees at
the beginning of each academic year (September) and your Programme Director should provide
full details of the procedures for this.

10.2 Unit evaluation

Students on each unit run by the Faculty will be asked to complete an online questionnaire
about the content and delivery of the unit. These questionnaires are analysed and a brief report
prepared for consideration by the Education Boards and for display on the intranet and in the
file in the Student Support Office. Action taken as a result of the issues raised in the
questionnaires will be reported back to the students via the responses given by staff in the
aforementioned file, and via any other appropriate route (e.g. Student/Staff Liaison Committee).

10.3 Programme evaluation

During the year your Programme Director will seek your views on the year as a whole. You will
have the opportunity to comment on all aspects of your year of study.

10.4 Day-to-day problem solving and other ways of making your views known

You are welcome to make comments about any aspect of your degree programme at any time.
If you have difficulties or suggestions please be aware that they should be raised promptly, and
that the resolution of problems is likely to be most effective via face-to-face interaction. You
should feel free to comment on unit content, delivery or assessment direct to the lecturer or
practical coordinator in the first instance. If you feel this is not appropriate, you are encouraged to
discuss matters with the unit-coordinator. If you are still not satisfied, you should seek advice from
your Personal Advisor or contact the Senior Advisor.
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10.5 Complaints procedure

If you have a complaint against the Faculty or any of its staff which you do not want to air
via any of the above mechanisms, or if you have brought up an issue but are not satisfied
with the outcome, the University has a procedure which can be viewed at
www.studentnet.manchester.ac.uk/crucial-guide/academic-life/formal-procedures/complaints/.
Copies of this procedure and the Complaints Form are available from the Student Support
Office.

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B. REGULATIONS OF THE FACULTY AND THE UNIVERSITY

Important information including University Regulations, Appeals and Complaints Procedures,

Finance, Health and Welfare, and learning resources can be found via the Crucial Guide Live at
www.studentnet.manchester.ac.uk/crucial-guide/. Other information specific to the Faculty of
Life Sciences can be found at www.ls.manchester.ac.uk.

11. Work and attendance regulations

Your Personal Advisor, on behalf of the appropriate Education Board, monitors your work and
attendance throughout the course. This monitoring is for your own benefit (to make sure that
you are coping with your programme and keeping up with any continuous assessment
elements) as well as to confirm that you are actually attending the University. In practice, only a
small number of students contravene these regulations and are called to account for their
actions.

You are expected to attend all the lectures for the units for which you are registered, and to be
familiar with their content. Attendance at all practical classes and tutorials is compulsory and is
always monitored.

You must submit all associated work (e.g. essays, practical reports) by the dates stipulated. You
will also be required to fulfil any special requirements set by your Education Board, e.g.
attendance at Field Courses and submission of appropriate reports. Attendance at all
appropriate examinations is compulsory.

If your work or attendance gives cause for concern you will, in the first instance, be asked to
explain your position to your Personal Advisor. If you continue failing to meet the work and
attendance requirements, you will be issued with a written warning from the Education Board
informing you that should your work and attendance not come up to the required standard, you
will not be allowed to sit University examinations.

On receipt of a warning letter you will be given the opportunity of meeting with the Senior
Advisor or appearing before the Education Board to explain your position. Additionally, the
receipt of this warning letter may impact on your ability to undertake a final year laboratory-
based project. The issuance of an Education Board warning letter may exclude you from taking
such a project, whilst the issuance of two such letters during your University undergraduate
career will automatically preclude you from a project of this type. You will, instead, be required
to undertake a non-laboratory-based project.

If you are refused permission to sit an examination or undertake a final year laboratory-based
project, you have the right to appeal. Information on Academic Appeals can be found in the
Crucial Guide Live at www.studentnet.manchester.ac.uk/crucial-guide/academic-life/formal-
procedures/academic-appeals/.

11.1 Permitted Absences

If you need to be absent from a practical class or tutorial, for reasons other than ill health you
must supply documentary evidence to your unit co-ordinator strongly supporting your reasons
for absence. If you are granted leave of absence your attendance will be recorded as a
permitted absence. For practicals, the unit co-ordinator MAY be able to make arrangements for
you to attend a replacement session. DO NOT JUST TURN UP AT A SESSION FOR WHICH
YOU ARE NOT TIMETABLED.

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11.2 Religious Observance

If religious observance affects your attendance at normal teaching and learning activities in
ways that will cause problems, you should discuss the issue with the Senior Advisor. The
Faculty will give sympathetic consideration to your problems and will try to make reasonable
adjustments. However, adjustments can only be made provided they maintain the standard of
your degree (e.g. you will not simply be excused from parts of the programme affected by your
religious observance or from satisfying overall attendance requirements). If religious
observance means that you miss a lecture or other class, supporting material may be provided
via Blackboard. However, if you want further notes from the lecture you must make your own
arrangements to copy them from another student. Similar principles apply if religious
observance affects your attendance at assessments (e.g. presentations or practical tests). You
should discuss the issue with the Unit Co-ordinator well before the assessment date, and the
Faculty will use its best efforts to reschedule the assessment to accommodate your needs (e.g.
by changing your scheduled slot in a programme of assessed presentations). Because
lectures, practicals and assessments for the semester are scheduled in advance, you
must notify the Senior Advisor of your requests for allowances for religious observance
by the Thursday before the start of teaching each semester.

Deadlines for handing in assessed work will not normally be extended to allow for religious
observance, and you must therefore schedule your work accordingly.

For guidance on the University’s examinations and religious observance policy please see
www.studentnet.manchester.ac.uk/crucial-guide/academic-life/exams/timetable/religious-
observance where you can also download an Examinations & Religious Observance form.

12. Guidelines on ill health

It is a requirement of your registration with the University of Manchester that you register
with a local General Practitioner who is willing to provide evidence in the form of letters,
or comments and a signature on a self-certification document. A list of GP practices can
be obtained from the Student Health Centre, any University Hall of Residence and some
pharmacies. According to guidance issued by the General Medical Council it would not be
regarded as good practice for a family member to be the registered GP or to offer treatment,
except in the case of an emergency.

You should always consult your GP (or for emergencies the Accident and Emergency
Department of a hospital) if your illness is severe, if it persists, or if you have any concerns
about your health.

12.1 Absence due to illness affecting attendance at compulsory classes/tutorials

If you are unwell and feel unable to attend the University to take a compulsory class
or attend a tutorial then you must inform the Student Support Office immediately and they
will complete a Notification of Absence form for you. You can inform the office in person,
through a friend or family member*, by telephone (0161 275 1487) or by email
([email protected]). If you send an email you must ensure that
you keep a copy of both the email itself and the confirmation of reading the email, as there
may be serious implications of being absent and consequences for your academic progress.
You must do this as soon as possible, so that all options can be considered, and certainly
no later than the day and start time of your compulsory class.

If you do not do this then you will normally be considered to have been absent from the
class without good reason in which case you will be recorded as having an unauthorised
absence. Until your return to University you must also inform us of any further missed
compulsory classes.

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On your return you must report to the Student Support Office to complete a Self Certification
Form. This needs to be completed within 7 days of your initial absence.

If illness keeps you away from the University for more than 7 days including weekends, you
must consult your GP. If you do consult a GP and he/she considers that you are not fit for
attendance at the University, then you should obtain a note from the doctor to that effect or ask
him/her to complete Part III of the University form ‘Certification of Student Ill health’ copies of
which are available at local GP surgeries. You should hand this certificate to the Student
Support Office as soon as you return to University and no later than 7 days after your
return. The use of the “Certification of Student Ill Health” form by GPs, as described above, has
been agreed by the Manchester Local Medical Committee. A GP may make a charge for
completing the form.

* If you are so unwell that a friend or family member has to contact the Student Support Office
on your behalf it will only normally be possible for them to provide information for you – they will
not be able to learn of the implications of your absence on your academic progress, which you
must discover for yourself on your return to health. The Faculty staff will not engage in any
dialogue with third parties regarding your studies without your explicit, written consent.

12.2 Absence affecting submission of assessed work

If, as a consequence of illness or other mitigating factor, you wish to seek an extension to a
deadline for submitting assessed coursework or a tutorial assignment, you must submit an
Extension request form with appropriate supporting evidence to the relevant member of staff.
The application for extension must be made BEFORE the deadline and not retrospectively.
See Section 13.5 Extensions for Coursework for further information.

12.3 Absence affecting eLearning assessments

Note that eLearning assessments are open for at least one week and close at 4.00pm on the
published end date. Students should anticipate a possible period of illness during this time and
complete the assessments as soon as they open. Students failing to submit by the deadline will
receive a mark of zero for that assignment. Only in exceptional circumstances, such as
prolonged illness, will a request for an extension to the deadline be considered. Students must
inform the Student Support Office of their illness as per the instructions in paragraph 12.1. They
should then contact the eLearning team via the ‘eLearning Enquiries’ form in Blackboard to
request an extension to the submission date.

The eLearning team will check with the Student Support Office that the correct reporting
procedures have been followed before granting an extension. The decision of the Senior
Advisor will be final.

12.4 Absence from examinations due to illness

You should make every effort to attend all examinations; it is often surprising how well
candidates who are ill can perform in written examinations, and a mark of just 40% will avoid the
automatic resit in September. If necessary (e.g. contagious diseases), special arrangements
can be made to take the exam in isolation from other candidates; if you cannot write (e.g. due to
a broken arm), it may be possible for someone to write for you. If you feel you might experience
any examination difficulties, you must inform the staff in the Student Support Office at the
earliest opportunity.

If you are so ill you are unable to take an exam you must contact the Student Support Office as
soon as possible, and certainly no later than the day and start time of your examination.
You should complete a Mitigating Circumstances Form which must be accompanied by
appropriate independent third-party supporting or collaborative documentation such as a

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Doctor’s note or letter signed by your GP or a letter from your health care professional. If the
information is of a highly confidential nature, you may submit your evidence in a sealed
envelope, marked for the attention of the Senior Advisor. Students who attend a hospital
Accident and Emergency (A&E) Department must obtain written confirmation of attendance
either from the hospital or subsequently from their GP confirming their attendance and stating
the nature of the emergency. A hospital attendance card alone will not be accepted as
appropriate evidence of illness. Submission must be made to the Student Support Office
before the end of the relevant examination period. Requests for mitigation submitted after
the published date for the end of an examination period cannot be considered without a credible
and compelling explanation as to why the circumstances were not known or could not have
been shown beforehand.

If you miss a unit examination through illness, you will be required to take the examination again
in the resit examination period. Provided that you have followed the procedures described
above, this re-examination will normally be counted as your first attempt and the resit fee will be
waived.

Mitigating Circumstances Forms are available to download from the Faculty intranet at
www.intranet.ls.manchester.ac.uk/education/studentsupport/downloads.aspx.

12.5 Illness not resulting in absence from examinations

You may be unwell but able to proceed with an examination, but feel that your performance will
have been impaired. If you wish this to be taken into account you must follow procedures
outlined in paragraph 12.4 above.

You may be receiving occasional medical attention that affects your studies. If so, you should
obtain a letter from your doctor that should be given to the Student Support Office marked
“Potential Mitigating Circumstances”. You should then complete a copy of the Mitigating
Circumstances form before the end of the relevant examination period, as appropriate, if you
wish your condition to be taken into account as an extenuating circumstance. Note that long-
term chronic conditions or suffering from stress, anxiety or feelings of panic would not normally
be considered a mitigating circumstance. If you anticipate or experience any of the latter
problems you are strongly encouraged to contact the counselling service (see Section 25 and
www.studentnet.manchester.ac.uk/counselling/).

12.6 Mitigating Circumstances Committee

In reaching their decision on academic results, Examination Boards may take account of certain
circumstances brought to their attention. For the University’s Mitigating Circumstances Policy
please see the Faculty intranet:
www.intranet.ls.manchester.ac.uk/education/studentsupport/downloads.aspx.

There is a small Faculty Mitigating Circumstances Committee chaired by the Senior Advisor
which considers all such mitigating circumstances. The Committee meets before the Board of
Examiners and will make recommendations on appropriate compensation.

All cases are presented anonymously by the Senior Advisor for consideration by the committee.
It is in your best interests to make the Mitigating Circumstances Committee aware of any
circumstances beyond your control that have interfered with your ability to perform at your usual
level. The Mitigating Circumstances Committee members endeavour to ensure that no student
should be disadvantaged by circumstances that prevent them from fulfilling their potential.
Please read carefully the rules and guidelines for submission of mitigating circumstances cases
which are available on the examination noticeboard outside the Student Support Office and on
the Student Support pages of the Faculty intranet. Three key points to bear in mind are:

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• Submission of mitigating circumstances must be made before the end of the relevant
examination period (January, June and resit examination periods).

• the mitigating circumstances committee will not consider anything which is already
being dealt with by the disability support office

• submission of a mitigating circumstances claim in respect of one or more units will

normally result in the resitting of those units regardless of the mark obtained in
January/May-June. Only if the claim is accepted by the Mitigating Circumstances
Committee will the resit be counted as a first attempt, otherwise it will constitute a second
attempt, for which a resit fee will be payable, so it is very much in your best interests to
read the guidance on what constitutes mitigating circumstances carefully!

Your Personal Advisor will give you guidance on the effect of any absence from your studies
and your options if you consider your illness has affected your studies. If you have repeated
episodes of ill health that are affecting your attendance and/or studies, the Faculty may refer
you to the Student Health Centre.

If you are found to have been deceitful or dishonest in completing the Faculty Self-Certification
form or the Mitigating Circumstances form you could be liable to disciplinary action under the
University’s General Regulation XVII: Conduct and Discipline of Students - see
www.studentnet.manchester.ac.uk/crucial-guide/academic-life/formal-procedures/conduct-and-
discipline/.

13. Assessments & examinations

13.1 Second year examinations

Second-year examinations are important because the marks obtained contribute 25% towards
your final degree mark. Allocation to certain projects in the final year and eligibility for post-
graduate study in the Faculty may also be based on second year performance. At the end of
both Semester 1 and Semester 2 of the second year (January and May/June) you will take
examinations for the Faculty of Life Sciences second level units completed in that semester.
Units taken outside the Faculty may be examined at a different time. Generally there will be a
1½ hour theory examination for each lecture unit, although there are exceptions.

The aggregate mark you obtain in these unit examinations together with the practical unit/s and
dissertation will contribute 25% towards your Final Examinations marks.

Please take note of the following important points:

• Degrees “with industrial/professional experience” and “with Language”. You are

expected to obtain at least a pass mark (40%) in each of your units in both the January,
and May/June examination periods. If you do not, it will not normally be possible for you
to continue on the “with industrial/professional experience” or “with Language”
programme and you will be transferred to the equivalent three year degree programme.

• You will be required to resit, in August/September any units you fail (after operation of
compensation rules - see Section 13.9). However, the board reserves the right to exclude
you from further study in the Faculty for a number of reasons. These may include
absence from all exams in a given examination period; poor work and attendance (see
Section 11) and generally poor academic performance over the year resulting in failure of
more than 60 credits worth of assessments.

• Students on “with industrial/professional experience” or “with Language” degrees who

are required to resit exams in August will be required to defer the start of their placement

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or make arrangements to return to Manchester to sit them even if their placement has
already started.

The resit examination is only provided to allow you to gain sufficient credits. The aggregate
mark carried forward to the Finals Examination is derived only from the marks you gain
at the first attempt of the examination. Note that it will be the mark that you obtain in the resit
examination that will determine whether you obtain a pass in a unit (we do NOT take the better
of marks obtained on the first or any subsequent attempt).

13.2 Tutorial assessments

There are two components contributing to the assessment of the second year tutorial unit:

(i) Assignments set by your Advisor during the year. You must obtain a mean mark no
less than 40% on these assignments over the year and attend ALL tutorials to pass
the tutorial unit.

(ii) Obtaining a pass mark in the Data Handling and Critical Writing Skills units
(BIOL20701 and BIOL21701).

Failure of any of the tutorial unit components listed above will result in you resitting in August all
units where the mark is <40% (i.e. loss of compensation – See Section 13.9) in January and
May/June and being required to complete appropriate tutorial resit work during the summer
vacation.

13.3 eLearning (Blackboard)

As a student at the University of Manchester, you will find that many of your units contain
sections of work that you have to complete online (known as electronic (e)Learning). The
University uses a website-like environment for this called Blackboard.

Online eLearning support for your course means that it is easy to fit your learning into your
everyday life, as you can complete the work from almost any computer in the world with an
internet connection.

Your eLearning work will often have strict deadlines and marks will be awarded for successful
completion of assessments. Every Blackboard course is different, so read the rules regarding
the course before you start, to ensure that you don’t miss any work.

Technical support from the eLearning team is available between 9am and 5pm on all working
days. This is accessible by selecting ‘eLearning Support’ and then ‘eLearning enquiries’ from the
menu bar on the left of your online courses; the eLearning team will reply to your University email
address.

More information on eLearning in the Faculty of Life Sciences will be available in Welcome
Week and on the Blackboard area of individual courses.

13.4 Deadlines and document limits

Items of coursework, such as essays and write-ups, will normally have strict deadlines. It is
YOUR responsibility to ensure that you know both when the deadline for each submission is,
and how the work has to be submitted (e.g. on paper to a particular office; electronically to a
particular person or site). As your programme is preparing you for the world of graduate
employment, where deadlines are often very strict indeed, you should treat Faculty deadlines
like train departure times (just a few seconds after the time has passed, it is very likely you will
have missed the train!). Unless specifically exempted or mitigated, late submission of any piece

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of assessed coursework, including Dissertations and the EDM final write-ups, will result in a
deduction of 10 marks per day or part thereof beyond the deadline. Exceeding the specified
page limit will result in a deduction of 20 marks per page or part thereof.

Coursework will normally have a specified content limit. This will normally be a number of
pages, but in some cases may be a number of words - it is YOUR responsibility to ensure that
you understand exactly what the limits are and how they are to be achieved. Again, in post-
graduate work you will usually find that documents, such as applications for grants, reports etc,
have stringent word or page limit requirements - with line spacing, font, margins etc. specified.
The standard Faculty of Life Sciences instructions for coursework including essays, reports and
write-ups follow, but it is YOUR responsibility to ensure that you are aware of any alternative
requirements for a particular piece of work:

The [submission] must not exceed [x] pages of text excluding the list of references.
Text must be in Arial, 10 point, one and a half line spacing, with margins of at least 2.5
cm all around the text. ALL supporting material, such as figures, tables, text boxes etc.
must be included in the page limit, and you are advised to ensure that any such items
are sufficiently large enough to be read and understood with ease.

If you prefer to prepare your work in a different font, font size or format you are advised to check
frequently that the material will convert to the above for submission, as penalties will normally
be imposed for exceeding the limits (e.g. a percentage of marks lost for each page over the limit
or part thereof).

13.5 Extensions for coursework

If you will be unable to complete a piece of coursework by the stipulated deadline due to
mitigating circumstances (see Section 12.6) you must seek an extension ON OR BEFORE THE
DAY of the deadline by filling in an extension request form and sending it to the Unit
Coordinator (or your Academic Advisor in the case of tutorial work). Forms are available from
the Student Support Office or can be downloaded from the intranet at
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/exams/guidelines.aspx. The
academic staff member concerned may require supporting information (e.g. medical certificate)
and you should not assume that an extension has been approved until you receive written (e.g.
email) confirmation from the member of staff.

13.6 Criteria and marking for answers on theory examination papers

Criteria for marking theory papers will be published on the intranet examinations page
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/exams/guidelines.aspx.

13.7 Mid semester one examination

You are required to take a computer-based mid-semester one examination during November.
The examination will consist of questions for EACH of the BIOL lecture units you have attended
during the semester. It has been set so that both you and we can assess your progress. It is
important, therefore, that you prepare yourself as for any other examination.

You will not be monitored (invigilated) when you complete the questions. Nevertheless, it is
important that you take this examination seriously, as it will give important indications of your
progress and will be valuable practice for ‘the real thing’. These examinations are formative -
they provide feedback on your work and are designed to inform you of your progress.

You will receive further details of this examination approximately two weeks before you are due
to take it.

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13.8 Multiple choice examinations

A few units in the second-year examination may be examined wholly or partly by Multiple
Choice Questions (MCQs). Two things to remember are:

(a) If your answer to a question is illegible you will be given a score of zero for that question.
Answers must be marked on the answer sheet provided and if you decide to change your
answer you must erase the original answer completely and write your new answer in its
place. A pencil must be used (make sure you have an eraser and a pencil sharpener!).
You must also mark your University ID number (on your student card) as directed and write
your name on the answer sheet. Full instructions on using these answer sheets are
distributed with relevant examination papers.

(b) All MCQs in the Faculty are marked by a technique that includes a negative correction for
wrong answers. The correction that is subtracted for each wrong answer is 1/(n-1), where
n is the number of options. This correction is intended to ensure that if you guess at
random you will get a score of zero.

(c) Examples of the computer-readable MCQ answer sheet and full instructions on how to
use them are available at
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/exams/guidelines.aspx

NB. Short note and essay-type examinations are NOT negatively marked. You will not
lose any marks for incorrect answers.
To prepare for examinations, you are encouraged to use any quizzes and practice exercises
posted on Blackboard and to look at copies of past examination papers. These can be obtained
from the Crucial Guide Live website at http://documents.manchester.ac.uk/pastpapers.aspx,
where you can search for papers by Faculty, School, exam name or code, year or semester.

Occasionally the format of examination papers will not be the same in the current year as in
previous years. Students will be informed of any format changes by the unit co-ordinator and
documents outlining the format of all examination papers will be published on the intranet
(www.intranet.ls.manchester.ac.uk/education/ugteaching/exams/guidelines.aspx) in advance of
the examination periods.

Additionally there are many other important documents related to examinations and
preparation for examinations to read on the Faculty intranet and It is in your interest to
make yourself familiar with those which are relevant to you (see
www.intranet.ls.manchester.ac.uk/education/ugteaching/exams/default.aspx). You must also
read those indicated to you by staff via email and/or intranet announcements. Failure to do this
when given adequate notice may result in considerable inconvenience to you.

13.9 Pass marks and compensation rules

The Pass mark for each unit examination is 40%, and ideally you should pass all the units for
which you are registered. However, the Examiners realise that not all students will achieve this
ideal, and some students may pass most of their units, getting good marks in some, but just
failing others. The following compensation rules have therefore been devised, whereby good
marks can compensate for some fail marks.

To obtain a compensated pass in the Second Year Examination as a whole you must:
• pass all elements of the tutorial assessment (see section 13.2) and have satisfactory
attendance at tutorials and practical classes (see section 13.12)
• gain a mark of at least 40% in all designated non-compensatable units for your degree
programme (see b below)

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• achieve an overall mean mark of at least 40% and marks of at least 40% in 2/3 of total
credits and at least 30% in the remaining 1/3 of credits. For a single subject programme
this means you will have to achieve a mark of 40% or greater in units worth 70 credits
(plus the tutorial) and a mark of at least 30% in all of the remaining 40 credits worth of
units.

N.B. There are six important provisos to these compensation rules.

(a) There is no partial compensation. As soon as any mark falls outside the compensation
rules, you fail overall and are required to take the August/September resit examination in
ALL those units where the mark is <40%. For example, even if your overall mean mark is
40% or greater, if any unit mark is <30% or you fail more than 1/3 of credits (up to 4
units) to less than 30% you will be required to resit ALL units with marks <40%. Similarly,
if your mean mark is <40%, you will have to resit ALL units with marks <40%.

(b) For most degree programmes, at least one core non-compensatable unit has been
designated in which you must attain a mark of at least 40%. If a mark of less than 40% is
obtained, the unit examination must be resat even if it would otherwise be compensated.
However failure of these units may not necessarily result in overall loss of compensation.
Please also note that resits of these units cannot be avoided by changing to a
programme where they are not compensatable, unless the change is authorised before
the release of exam results. A list of these units follows:

Level 2 Non-compensatable units

BSc Anatomical Sciences

Level 2: BIOL20912 Human Anatomy RSM
Level 2: BIOL21402 Anatomy of the Special Sense Organs
BSc Biochemistry
Level 2: BIOL21111 Proteins
BSc Biology
Level 2: BIOL21202 Plants for the Future
Level 2: BIOL21101 Genome Maintenance & Regulation*
Level 2: BIOL21121 The Dynamic Cell*
Level 2: BIOL21152 ‘Omic Technologies & Resources*
Level 2: BIOL21172 Principles of Developmental Biology*
Level 2: BIOL21181 Prokaryotic Microbiology*
Level 2: BIOL21212 Ecology & Ecosystems*
Level 2: BIOL21221 Animal Diversity*
Level 2: BIOL21232 Fundamentals of Evolutionary Biology*
Level 2: BIOL21281 Animal Physiology*
Level 2: BIOL21371 Organismal Genetics*
Level 2: BIOL21381 Introduction to Virology*
* Students must take at least 4 units from the above selection, of which 2 will be non-
compensatable, in addition to BIOL21202
BSc Cell Biology
Level 2: BIOL21121 The Dynamic Cell
BSc Cognitive Neuroscience and Psychology
Level 2: BIOL20922 Neuroscience RSM
BSc Developmental Biology
Level 2: BIOL21172 Principles of Developmental Biology
BSc Genetics
Level 2: BIOL21371 Organismal Genetics
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BSc Medical Biochemistry
Level 2: BIOL21132 Cell Metabolism & Metabolic Control
BSc Microbiology
Level 2: BIOL21181 Prokaryotic Microbiology
Level 2: BIOL21192 Principles of Infectious Diseases
MNeuroscience
Level 2: BIOL20922 Neuroscience RSM
BSc Molecular Biology
Level 2: BIOL21101 Genome Maintenance & Regulation
Level 2: BIOL21152 ‘Omic Technologies & Resources
BSc Neuroscience
Level 2: BIOL20922 Neuroscience RSM
BSc Pharmacology
Level 2: BIOL21410 Drugs: Models & Mechanisms
BSc Pharmacology / Physiology
Students must pass both units at Level 2
Level 2: BIOL21261 Endocrinology
Level 2: BIOL21302 Clinical Drug Development
BSc Physiology
Level 2: BIOL20942 Physiology RSM
Level 2: BIOL21071 Physiology & Biomedical Sciences EDM
BSc Plant Sciences
Level 2: BIOL21202 Plants for the Future
BSc Zoology
Level 2: BIOL20662 Behaviour, Ecology and Evolution (RSM Field Course)*
Level 2: BIOL20672 Terrestrial and Marine Biodiversity (RSM Field course) *
Level 2: BIOL20682 Tropical Biology (RSM Field Course)*
* Students will take only one of these units

(c) Tutorial assignments and attendance are not considered in the compensation
arrangements. Failure, either due to poor attendance or unsatisfactory work, will
automatically require you to resit ALL other failed units in August/September. Failure or
lack of submission of a dissertation will require you to re-submit a dissertation over the
summer vacation to obtain the relevant credits. Note: a re-submitted dissertation must
achieve a mark of 40% or greater but the mark from the original submission will be used
in calculating the marks carried forward to the final year.

(d) Some second-year field courses do not take place until after the date that we are
required to hold the Second Year Examiners’ meeting. Therefore, ALL second-year field
course units will be excluded in the calculation of the mean second year mark reported to
the Examiners’ meeting, and the compensation rules will be applied only to the units that
have been taken. However, you should note that:

(i) If you obtain a fail mark in a field course and no compensation is available after
applying the compensation rules across ALL your units, you will be required to
complete a substantial assignment in lieu of resitting the field course.
(ii) the field course marks WILL be included in the calculation of your mean second-
year mark that will contribute 25% towards the Finals Examination.

(e) For those students registered for degrees with a language or the joint Honours degree in
Cognitive Neuroscience and Psychology, there is no compensation between the life
sciences and non-life sciences components, both must be passed independently.
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(f) The University gives the Examiners the right to refuse a resit to a student whose Work
and Attendance has been unsatisfactory and who has received an official warning letter.

13.10 Progression to the final year

If, after resitting, you have failed to gain an overall or compensated pass, you will only be
allowed to proceed to the third year of your programme studying for an Ordinary degree instead
of a degree with Honours.

However, even to progress to the next year for the ordinary degree of Bachelor, you will still
have to:

• Attain a mean mark of 40% or greater in units totalling at least 100 credits;
• reach the pass mark (40% or greater) in individual units totalling at least 70 credits;
• reach the compensatable fail mark (at least 30%) in all remaining units.

Failure to meet these criteria after resit will usually result in you being excluded from further
study in the Faculty of Life Sciences. The progression pathway is also shown as a flow diagram:

1st sitting of exams

Pass or
compensated
pass? No

Yes

Proceed to next year on

Proceed to Ordinary degree
Hons degree

Yes

Pass or
compensated Fail or absent from all
pass in ≥100 No Yes exams in a semester
Exclude
credits? or poor attendance
and/or performance

No
No
Yes Pass or
compensated Resit
pass?

13.11 Progression to final year of Master of Neuroscience

The Master of Neuroscience programme is a four year degree course. In order to progress from
year two to year three, students must gain an overall average of no less than 50%.

13.12 Practical assessments

If your practical work is usually assessed by marking several pieces of work that have to be
handed in and you miss part of this assessment through illness, the Examiners may base your
overall mark for the unit on the marks for the remaining pieces of work that you did complete, or
you may be asked to submit an alternative assessment (consult your practical handbooks for
further information).

It is imperative, therefore, that the procedures described under 'Guidelines on Ill Health' (Section
12) are followed, so that compensation can be made at the appropriate time.

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13.13 Lecture unit examinations

Absence from any of your Second Year Examinations, for whatever reason, will score 0% for
that examination, and you will automatically be required to resit that examination in
August/September (see front page for provisional dates). If the absence is due to documented
illness, however, your resit in August/September may be counted as your first attempt at the
examination (and the fee may be waived), rather than your second.

Again, it is essential that the procedures described under 'Guidelines of ill health' (Section 12
are followed).

13.14 August/September resits

If you do not achieve the minimum standards indicated in Section 13.10, you must pay a resit
fee and resit (in August/September) each individual unit examination that was not passed.
Please note that it will be the mark that you obtain in the resit examination that will determine
whether you obtain a pass in a unit (we do NOT take the better of marks obtained on the first or
second attempt). The mark will be derived solely from the resit examination and will not include
any coursework/eLearning component carried over from the first sitting, unless mitigation was
granted for the assessment. Should you still not pass the Second Year Examination on this resit
(when the compensation rules will again be applied) you may be excluded from your Degree
Programme. Any exams missed or failed to a level which is not compensatable due to mitigating
circumstances will automatically entail resitting of all other examinations with marks less than
40%.

Dates for the resit examination period are printed at the front of this handbook. Please bear
this in mind when making plans for the summer. Should you be ill and be unable to take an
examination in January or May/June you will need to be in Manchester for the resit opportunity.
It is NOT possible to take resit examinations at another location or to reschedule them.

13.15 Disclosure of marks and record of academic performance

Marks for practical assessments and unit examinations will be made available to you via the
Faculty intranet. Examination results will be published near the end of February (for semester 1
examinations) and beginning of July (for semester 2 examinations). Practical assessment marks
may be published on an ongoing basis. At the end of the academic year, examination marks
and decisions on progression to the next year will be communicated to you via the intranet
and/or in writing at your home address during the summer vacation. It is entirely your
responsibility to ensure that you learn the contents of these important letters in a timely manner,
so you should make appropriate arrangements if you are not going to be at your home address
over the summer vacation.

Any queries about your marks should be made to the Unit Coordinator or your Personal
Advisor, NOT the Student Support Office.

13.16 Examination feedback

Students have a right to receive feedback on their examination performance from Unit
Coordinators. This may be done in a number of ways. A Unit Coordinator may publish a general
feedback document outlining how questions were answered, addressing general strengths and
weaknesses of students and giving a general indication of how well the questions were
answered. A Unit Coordinator may hold a feedback session, to which students are invited.
Additionally, a student may seek individual feedback, in which the Unit Coordinator will obtain
their exam scripts and report feedback on their answers including, where appropriate, any

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written comments recorded on the manuscript. A student does not, however, have the right to
personally review their manuscript or challenge any academic judgements on the quality of the
answer. This means there is NO opportunity for papers to be re-marked.

13.17 Examination timetables

It is essential that you inform the Student Support Office of any changes in optional units (see
Section 40) by completing a Course Unit Change form, so that your registration for University
examinations is kept up-to-date. If you do not do this there is a serious risk that you will have a
clash of examinations and therefore score zero on one.

A personalised copy of your examination timetable will be provided shortly before the relevant
examination period and you will receive a communication from the University in December and
April informing you of how to obtain your personalised exam timetable. It is your responsibility
to:
• check that there are no timetable clashes between any of your examinations (there
should not be any if you have kept your registration up-to-date).
• ensure that you know when and where a particular examination will take place.

Misreading of the timetable or failure to locate an examination room is not a valid excuse for
absence from an examination. As examinations may be held in a huge variety of locations,
some of which are off campus, you are urged to check very carefully before the day in question
that you know exactly where and when each exam will be. Campus maps and advice about
locations can be sought from the Student Support Office.

Closely spaced examinations (e.g. 2 per day on consecutive days) may occur for many students
and are not a mitigating circumstance.

If you have any queries regarding your timetable, please seek advice from either the Student
Support Office, or the Student Services Centre.

If you are required to take August/September examinations, a personalised copy of your

examination timetable will be provided shortly before the examination period (see provisional
dates at front of handbook). It will not be possible to find out the exact date of the exam before
this and the Faculty does not control the scheduling of examinations.

14. Plagiarism, collusion and other forms of academic malpractice

These topics form an important part of the first stage of the Critical Writing Skills module
(BIOL21701) but general guidelines and advice are given hereunder.

Plagiarism is a serious offence - it is treated as seriously as cheating in exams.

a) As a student, you are expected to cooperate in the learning process throughout your
programme of study by completing assignments of various kinds that are the product of
your own study or research. Coursework, dissertations and essays submitted for
assessment must be your own work, unless in the case of group projects a joint effort is
expected and this has been indicated by the unit coordinator. For most students this
does not present a problem, but occasionally, whether unwittingly or otherwise, a student
may commit what is known as plagiarism, or some other form of academic malpractice,
when carrying out an assignment. This may come about because students have been
used to different conventions in their prior educational experience or through general
ignorance of what is expected of them or of what constitutes plagiarism.

b) This guidance is designed to help you understand what we regard as academic

malpractice and hence to help you to avoid committing it. You should read it carefully,
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because academic malpractice is regarded as a serious offence and students found to
have committed it will be penalized. At the very least a mark of only 30% would be
awarded for the piece of work in question, but it could be worse; you could be awarded
zero (with or without loss of credits), fail the whole unit, be demoted to a lower class of
degree, or be excluded from the programme, depending on the severity of the case.

Academic malpractice includes plagiarism, collusion, fabrication or falsification of

results and anything else intended by those committing it to achieve credit that they
do not properly deserve. You will be given exercises and guidance on
plagiarism/academic malpractice in tutorials and if you are unsure about any aspect of
this you should ask your Personal Advisor for advice. In addition, further guidance is
available on the intranet (see ‘Plagiarism - Resources for avoiding Plagiarism’ at
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/exams/plagiarism.aspx)
which includes helpful exercises and explanations relating to plagiarism and referencing
on the web. It is well worth visiting these sites in your spare time to ensure that you fully
understand.

All students are required to confirm that they have read and agree to the University’s
declaration on Academic Malpractice as part of the online registration process. In
addition, all second and final year students are required to sign a written declaration that
they have read, understood and agree to abide by the University's statement on
plagiarism.

You should be aware that an electronic detection system is likely to be used to screen
any work you submit. This system checks students’ work for proper citation or possible
plagiarism by comparing it against web content, subscription-based publications, and
student papers previously submitted to the system.

You will be given an opportunity within the tutorials to submit material through this
system, and it is very much in your best interests to do this so that you understand how
it works.

Different types of academic malpractice are explained over the next few pages.

Plagiarism

c) Plagiarism is presenting the ideas, work or words of other people without proper, clear
and unambiguous acknowledgement. The most obvious examples of plagiarism would
be to copy another student’s work, or to copy text from a book or website without proper
acknowledgement of the source, i.e. making it seem as though you wrote that text
yourself. It also includes ‘self-plagiarism’ (which occurs where, for example, you submit
work that you have presented for assessment on a previous occasion), and the
submission of material from ‘essay banks’ (even if the authors of such material appear to
be giving you permission to use it in this way). It is as serious to use material from the
internet or from a computer based encyclopaedia or literature archive as it is to use
material from a printed source, if it is not properly acknowledged.

Paraphrasing, when the original statement is still identifiable and has no

acknowledgement, is plagiarism. Taking a piece of text, from whatever source, and
substituting words or phrases with other words or phrases is plagiarism. It is not
acceptable to put together unacknowledged passages from the same or from different
sources linking these together with a few words or sentences of your own and changing
a few words from the original text; this is regarded as over-dependence on other sources,
which is a form of plagiarism.

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It is essential to make clear in your assignments the distinction between the ideas and
work of other people that you may have quite legitimately used and developed, and the
ideas or material that you have personally contributed.

d) To assist you, here are a few important do’s and don’ts:

Do get lots of background information on subjects you are writing about to help you form
your own view of the subject. The information could be from electronic journals, technical
reports, unpublished dissertations, etc. Make a note of the source of every piece of
information at the time you record it, even if it is just one sentence.

Don’t construct a piece of work by cutting and pasting or copying material written by
other people, or by you for any other purpose, into something you are submitting as your
own work. Sometimes you may need to quote someone else’s exact form of words in
order to analyse or criticize them, in which case the quotation must be enclosed in
quotation marks to show that it is a direct quote, and it must have the source properly
acknowledged at that point. Any omissions from a quotation must be indicated by an
ellipsis (…) and any additions for clarity must be enclosed in square brackets, e.g.
“[These] results suggest… that the hypothesis is correct.” It may also be appropriate to
reproduce a diagram from someone else’s work, but again the source must be explicitly
and fully acknowledged there. However, constructing large chunks of documents from a
string of quotes, even if they are acknowledged, is another form of plagiarism.

Do attribute all ideas to their original authors. Written ‘ideas’ are the product that authors
produce. You would not appreciate it if other people passed off your ideas as their own,
and that is what plagiarism rules are intended to prevent. A good rule of thumb is that
each idea or statement that you write should be attributed to a source unless it is your
personal idea or it is common knowledge. (If you are unsure if something is common
knowledge, ask other students: if they don’t know what you are talking about, then it is
not common knowledge!)

e) As you can see, it is most important that you understand what is expected of you when
you prepare and produce assignments and that you always observe proper academic
conventions for referencing and acknowledgement, whether working by yourself or as
part of a team. In practice, there are a number of acceptable styles of referencing
depending, for example, on the particular discipline you are studying, so if you are not
certain what is appropriate, ask your Advisor or the course unit coordinator for advice.
This should ensure that you do not lay yourself open to a charge of plagiarism
inadvertently, or through ignorance of what is expected. It is also important to remember
that you do not absolve yourself from a charge of plagiarism simply by including a
reference to a source in a bibliography that you have included with your assignment; you
should always be scrupulous about indicating precisely where and to what extent you
have made use of such a source.

f) So far, plagiarism has been described as using the words or work of someone else
(without proper attribution). However, it could also include a close paraphrase of their
words, or a minimally adapted version of a computer program, a diagram, a graph, an
illustration, etc., taken from a variety of sources without proper acknowledgement. These
could be lectures, printed material, the Internet or other electronic/AV sources.

g) Remember: no matter what pressure you may be under to complete an assignment, you
should never succumb to the temptation to take a ‘short cut’ and use someone else’s
material inappropriately. No amount of mitigating circumstances will get you off the hook,
and if you persuade other students to let you copy their work, they will be disciplined as
well.

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Collusion

h) Collusion is any agreement to hide someone else’s individual input to collaborative work
with the intention of securing a mark higher than either you or another student might
deserve. Where proved, it will be subject to penalties similar to those for plagiarism.
Similarly, it is also collusion to allow someone to copy your work when you know that
they intend to submit it as though it were their own and that will lay both you and the
other student open to a charge of academic malpractice.

i) On the other hand, collaboration is a perfectly legitimate academic activity in which

students are required to work in groups as part of their programme of research or in the
preparation of projects and similar assignments. If you are asked to carry out such group
work and to collaborate in specified activities, it will always be made clear how your
individual input to the joint work is to be assessed and graded. Sometimes, for example,
all members of a team may receive the same mark for a joint piece of work, whereas on
other occasions team members will receive individual marks that reflect their individual
input. If it is not clear on what basis your work is to be assessed, to avoid any risk of
unwitting collusion you should always ask for clarification before submitting any
assignment.

Fabrication or falsification of results

j) For many students, a major part of their studies involves laboratory or other forms of
practical work, and they often find themselves undertaking such activity without close
academic supervision. If you are in this situation, you are expected to behave in a
responsible manner, as in other aspects of your academic life, and to show proper
integrity in the reporting of results or other data. Hence you should ensure that you
always document clearly and fully any research programme or survey that you
undertake, whether working by yourself or as part of a group. Results or data that you or
your group submit must be capable of verification, so that those assessing the work can
follow the processes by which you obtained them. Under no circumstances should you
seek to present results or data that were not properly obtained and documented as part
of your practical learning experience. Otherwise, you lay yourself open to the charge of
fabrication or falsification of results.

Finally

k) If you commit any form of academic malpractice, teaching staff will not be able to assess
your individual abilities objectively or accurately. Any short-term gain you might have
hoped to achieve will be cancelled out by the loss of proper feedback you might have
received, and in the long run such behaviour is likely to damage your overall intellectual
development, to say nothing of your self-esteem. You are the one who loses.

For further guidance, please see the document Guidance to students on plagiarism and other
forms of academic malpractice which can be found on the intranet in your ‘My Independent
Study’ area. It can also be downloaded from the intranet at the following address
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/exams/plagiarism.aspx.

15. Conduct & discipline of students

Regulations concerning Conduct and Discipline, including rights of appeal, are set out in
University Regulation XVII, which can be found in the Crucial Guide Live at
www.studentnet.manchester.ac.uk/crucial-guide/academic-life/formal-procedures/conduct-and-
discipline/.

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16. Health & safety

The work that you do this year will require knowledge of and conformity with health and safety
rules. It is consequently important for you to gain a wide understanding of the legal and practical
requirements for working safely.

The University of Manchester is subject to British and European Community law on health and
safety. The University has therefore, a duty to formulate health and safety policies and to
promote these. From time to time the University issues its updated “Health and Safety Policy
Statement”, as well as Codes of Practice and Guidance Notes. Following the requirements
stipulated in the latter, the Faculty of Life Sciences is required to devise regulations that are
suited to its work. These regulations apply to staff, students and visitors to the Faculty. Similar
obligations and procedures apply to all employers in the UK, so that preparation and familiarity
gained now could stand you in good stead for future employment. Please see the Health and
Safety pages on the Faculty intranet at www.intranet.ls.manchester.ac.uk/hs/default.aspx.

An important set of regulations that require close attention are those that relate to the Control of
Substances Hazardous to Health; the COSHH Regulations. Everyone is required by these
regulations to make an assessment of the risks that might arise during the storage or use of the
substances that they use in their work. You must ensure that no one will be adversely affected
as a consequence of the decisions that you make. During your first year practicals you will find
that this will usually have been done for you by the practical coordinators (bear in mind that the
term substance covers a wide range in relation to risk - biological as well as chemical). See
www.intranet.ls.manchester.ac.uk/hs/coshh/default.aspx.

It should be understood that these rules are not designed to prevent potentially hazardous work
from taking place, but that they are designed to make sure that the work is done safely.
This means that substances that might be hazardous to health can continue to be used when
due precautions are taken by those engaged in the work. You are thus obliged to take these
things into account, yourself. You are entitled to expect that due care has been taken by those
responsible for supervising your work, but it is important to remember that your willing co-
operation for the implementation of safety measures is required. It is thus reasonable to expect
that, so far as is reasonably practicable, you prepare in advance for the work that you will
undertake.

The first stage in the COSHH process is called risk assessment. You are required to refer to
published information and, where appropriate, to ask for advice when carrying out this
assessment. Manufacturers and suppliers are legally obliged to provide written information
about the storage and use of substances. The range of examples to be considered is large, so
that each individual substance must be considered, both alone and in conjunction with other
substances to be found adjacently e.g. the same cupboard or in a mixture. The fact that a
substance is within a container may not provide sufficient protection in all the circumstances
that might arise, i.e. you are required to anticipate what could happen in the event of an
accident. Flammability is one example of the information to be provided but you would also
need to know if a substance became hazardous or more hazardous upon heating (physically
and/or chemically): i.e. would it become explosive; how it might react in combination with other
things? Then, what safety precautions and remedies must be provided?

The next stage is to decide how and in what circumstances a substance might be used safely,
even if there is a risk. If there is a risk or the consequences of an accident could be serious, it
would be necessary to consider the use of a satisfactory substitute. Someone in authority
must decide this.

The principles of Risk Assessment cover all forms of activity in the place of work, and every
activity should be assessed before you start work. A person in authority will normally have
carried out this assessment on your behalf, and it is important to adhere to the protocol you
have been given. You must be familiar with the contents of the relevant Risk Assessment
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before you start any form of work, and you must not make any changes to work
procedures without the permission of your supervisor. Risk Assessments for most
common procedures can be found at www.intranet.ls.manchester.ac.uk/hs/riskdocuments.aspx.

Finally, a decision has to be made by a person in authority, e.g. your supervisor, about who
should do the work and in what circumstances should the work be done. You can expect to be
informed about any particular hazards and methods that apply in a laboratory.

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C. SERVICES
17. Computing facilities in the Stopford building

Computing facilities are available to students within the Faculty of Life Sciences in four
computer clusters situated on the ground floor: Stopford PC Clusters 1-3 and the Student
Project Room (formerly known as Microlabs 1-4). Although these clusters are used for
scheduled classes, the Faculty tries to ensure significant free time on these computers for
student use (email, word processing etc). Standard word processing, spreadsheet and
database software is pre-installed (Microsoft Office Suite), as well as any software related to
your studies. Printing facilities are available in each cluster and technical help can be obtained
via the IT Service Desk (see www.intranet.ls.manchester.ac.uk/facilities/is/default.aspx for
contact and further information).

Guidance notes for students wishing to access their University email accounts outside the
University can be found at www.itservices.manchester.ac.uk/studentemail.

18. Intranet

The intranet (www.intranet.ls.manchester.ac.uk/public/Login.aspx) is a service provided for staff

and students in the Faculty. Like any other electronic medium there may be occasional outages
caused by power surges beyond the control of the Faculty and/or malfunctions, so its operation
cannot be guaranteed. Any material on the intranet, as well as that on any other platform,
should be accessed well in advance of any deadlines. Non-availability of the service for 48
hours or less would not be considered a circumstance to mitigate against non-completion of an
assignment.

19. The John Rylands University Library

The Main Library, which is located at the end of Burlington Street, has multiple copies of
most of the books recommended for the units listed in this Handbook. Most will be on the
main shelves in the Blue 2 area, but some copies are held in the High Demand Collection
for either 3 hour, 1 night or 2 night loan. Extra copies of some books will be found in the
Stopford Library. The Library website, www.library.manchester.ac.uk, provides a wealth of
information about the Library and includes a Life Sciences subject page,
www.library.manchester.ac.uk/academicsupport/subjects/lifesciences, which lists all the
resources relevant to the Faculty of Life Sciences. In addition to the book stock, the Library
subscribes to a wide range of electronic and printed life science and medical journals. The
Library provides a reading list service called Link2Lists, which links either to the catalogue
entry for items on your course reading lists or, where possible, to electronic full text versions
of the list items - whether it is books, digitised readings, journal articles or web sites -
www.library.manchester.ac.uk/searchresources/link2lists. The Library has long opening hours,
with 24 hour opening during the exam periods. There are information desks where you can ask
for help, self-service facilities for issuing and return books as well as photocopying, printing and
scanning. There is also a Document Supply Unit through which material not held in stock can be
obtained from other libraries.

The online Library catalogue, listing the printed and electronic resources of the Library, can be
accessed using dedicated terminals in the Library and remotely through the Library website. It
can also be used to renew and reserve items. There are about 250 computers in the Library in
clusters in the Blue Area which can be used to access Library resources, word processing and
other software, e-mail and the Internet.

The Library provides access to an extensive range of electronic resources including databases,
journals, books and reference works. All the main life science databases are available including
Biosis Previews, the Cambridge Scientific Abstracts Biological Sciences Collection, Medline,
Embase, Scopus, Web of Knowledge and Zoological Record. These can be used to discover
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what has been published on a particular subject. The electronic resources can be accessed
both on-campus and remotely.

If you have any queries about the Library or require any assistance in the selection or use of
appropriate electronic resources please do not hesitate to contact:

Sarah Rayner - Faculty Team Librarian for the Faculty of Life Sciences
Tel: 0161 275 3722 (internal x 53722)
[email protected]

20. The Manchester Museum

The Manchester Museum is part of The University of Manchester. It has a distinctive role in
engaging the public with the work of the university. The museum has enormous collections
(around 4.25 million objects!) and it is the third largest natural sciences museum in the UK
with three million specimens, from birds and plants collected by Charles Darwin to
specimens of new species collected and classified by present curators. Many of the
collections can be searched from the museum’s website (www.museum.manchester.ac.uk).
There are also numerous additional resources, such as library materials and associated
archives. The museum is a major tourist attraction with around 350,000 visitors per year and
over 40,000 visits by schoolchildren.
• Museum staff work to facilitate the use of the collection for teaching, research and public
engagement and are always keen to explore new opportunities to engage students with
the collection. Many museum staff teach on lecture courses and participate in student
field courses, practicals and research skills modules. They also offer a number of
studying opportunities, including final year projects, industrial placements, use of the
museum resources in PhD and Post-Doctoral work and co-supervision of PhDs. These
may involve the collections or the specialist interests of staff. Students are encouraged to
contact museum staff to self-arrange projects.
• The museum is heavily involved in local biodiversity and sustainability work and helps to
deliver the Biodiversity Action Plan for Manchester.
• The museum can help students develop their transferable skills through its many
volunteering opportunities, particularly useful to those who wish to enter careers in public
communication, education and, of course, museums.
• Anyone- staff or student- can visit collections that are not on display. This is done by
arranging a visit with the appropriate curator (details below) or by arranging to visit the
Resource Centre. The collections are a wonderful source of inspiration and information
for research on scientific subjects and the history of science.
• Entry to the museum is free. The museum has a busy programme of semi-permanent
galleries and temporary exhibitions, accompanied by public events that often feature the
work of Faculty members. The museum café is a popular meeting place for both students
and staff.

Zoology: internationally important collections of many groups of animals, particularly birds,

mammals, molluscs and many other invertebrates, around 250,000 specimens. Contact Henry
McGhie, Head of Collections and Curator of Zoology, who has a particular interest in bird
biology and ecology, email: [email protected].

Botany: an internationally important collection of over one million specimens of worldwide

plants, mostly herbarium sheets. Contact Lindsey Loughtman (email:
[email protected]), Curatorial Assistant of Botany.

Entomology: internationally important collections of over one million insects from most
taxonomic groups. Contact Dr. Dmitri Logunov, Curator of Arthropods, who has a particular
interest in spiders, email: [email protected].

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Earth Sciences: one of the five regional Earth Science Collection centres in the UK; one of the
largest mineral collections with over 30,000 specimens and important collections of fossil plants
and animals, with over 100,000 specimens. Contact Dr. David Gelsthorpe, Curator of
Palaeontology, email: [email protected].

Vivarium: a unique collection of live animals with over 270 specimens of 40 species. Contact
Andrew Gray, Curator of Herpetology, who has a particular interest in tropical frogs, email:
[email protected].

Also humanities collections, notably an important Egyptology collection and Archaeology

collection.

To book a visit to the museum Resource Centre, telephone 275 2643 or email
[email protected].

21. Student societies

A number of societies run by students and covering a range of interests are affiliated with the
Students’ Union and several of these concern the life sciences. These societies are open to
students and staff of the University. They usually provide a series of lectures, social or sporting
events. You are likely to be canvassed for a subscription, and invited to participate in sporting
activities, during Welcome Week.

22. Student support within the Faculty/University

Second Year Discussion Groups

The faculty has two student-led support schemes:

In Peer Assisted Study Sessions (PASS) volunteers from second and final year help first year
students with their transition into higher education.

In discussion groups second year students help each other to process, digest and expand on
challenging lecture and further reading material.

The aims are to:

• enable a clear view of course expectations
• promote a non-threatening environment
• provide an effective method to:
- assist learning
- develop interpersonal/transferable skills (communication, team working, problem solving)
- develop self confidence
- increase responsibility and motivation
- increase peer interaction
- obtain inside knowledge
- allow students to give real-time feedback
- generate real-time feedback for the teaching staff

Groups of final year students will form if and when volunteers come forward to act as a student
coordinator of a final year discussion group for a particular unit. If you would like to volunteer
for this important and rewarding role, which will be supported by documentation and training
from the Sabbatical Student Intern responsible for the scheme please email
[email protected].

Additional information on the PASS scheme can be found in the Crucial Guide Live at
www.studentnet.manchester.ac.uk/crucial-guide/academic-life/support/pass/.

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SUPPORT AND WELL-BEING

Although you have personal and academic advisors and access to all members of
academic staff in the Faculty, there may be occasions when you need or would like to
talk to someone else about issues that may be worrying you. The services listed below
are able to offer you confidential help and advice on a number of matters. The Crucial
Guide Live also provides additional information on support and services available
www.studentnet.manchester.ac.uk/crucial-guide/personal-life/.

23. The Student Services Centre

The majority of the University's administrative services for students (except Accommodation
Services) are available from our centralised Student Services Centre, off Burlington Street.
Student Services Centre
Burlington Street
The University of Manchester
Oxford Road
Manchester
M13 9PL
Telephone enquiries: 0161 275 5000
Email: [email protected]
Website: www.studentnet.manchester.ac.uk/crucial-guide

24. Academic advice and information

The Student Guidance Service is open to undergraduates and postgraduates from all Schools
across the whole University. They offer confidential advice on any matter relating to your studies
or any issue affecting you and your academic progress, for example: course changes;
interruptions; anxiety about academic ability or exams; guidance on academic appeals. The
Service is run by a small team of part-time advisors, some of whom are members of academic
staff. The Service is independent from Faculties and Schools and is completely confidential.

You can find the Student Guidance Service near to the Accommodation Office on the First Floor
of University Place. Reception is the desk at the far end of the atrium.

For general enquiries and to make an appointment to see an advisor you can either telephone
0161 275 3033 or call into reception (see above).

For general enquiries (not to make appointments) you can also email the Student Guidance
Service at [email protected].

Reception is open:
Monday - Thursday: 10:00am - 4:00pm
Friday: 10:00am - 1:30pm.

For further information see www.manchester.ac.uk/sgs.

25. Counselling

The University Counselling Service offers you help in understanding, dealing with, or
overcoming the many sorts of difficulties that may prevent you getting the most out of your life
and studies at university. These may include problems at home, pressures from personal
relationships, and difficulties in coping with stressful events, now or in the past, such as
examinations, separation, bereavement or forms of abuse. There are also some group
sessions/workshops on specific issues, e.g. confidence and self-esteem, managing low mood,

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managing exam stress, coping better with academic pressure etc. Please see the counselling
service website at www.studentnet.manchester.ac.uk/counselling for more details and up-to-date
information.

The Counselling Service is open from 9am to 4pm, Monday to Friday, except on public holidays
and during the University's Christmas closure period. During term time the Service stays open
until 7pm on Tuesdays.

For any enquiries or to make an appointment to see a counsellor, you can phone or call in to the
Counselling Service between 9am and 4pm, Monday to Friday. Appointments are usually
available within a few days of enquiry, but at busy times there may be a longer wait. You can call
Service reception desk on 0161 275 2864 for available appointment times.

26. Accommodation

If you live in University Accommodation, wardens, tutors and/or advisors are available to discuss
any difficulties, whether related to the accommodation or not. Each residence advertises details
of its own advisory/tutorial system. For problems concerning other accommodation (e.g. contracts
with landlords, safety of premises) you can talk to staff in the Accommodation Office.

The Office is open 9.00am - 5.00pm Monday to Friday, apart from Thursdays when it is closed
between 3.00pm and 4.00pm.

The Accommodation Office is located on the first floor of University Place on Oxford Road.
Telephone: 0161 275 2888 or visit their website at www.accommodation.manchester.ac.uk.

For private sector accommodation see the Manchester Student Homes website at
www.manchesterstudenthomes.com. Manchester Student Homes (MSH) is owned, managed
and funded by the University of Manchester and Manchester Metropolitan University and their
respective Students' Unions.

The Students’ Union Advice Centre (see Section 34) is also an excellent source of help and
advice on problems with private accommodation.

27. Students with additional support needs

The University of Manchester welcomes students with additional support needs arising from a
specific learning difficulty, such as dyslexia, an unseen medical condition, or a disability or
impairment. The University has a central Disability Support Office (DSO). In order to access
the full support that the University can offer, you should contact the DSO to discuss your
support requirements. They can be contacted by the following means:
Email - [email protected]
Telephone - 0161 275 7512 / 0161 275 8518
Text - 07899 663 512
Minicom - 0161 275 2794
Or you can just drop in to the DSO on the second floor of University Place, Block 2, where you
can speak in confidence to a Disability Adviser about your needs. The Disability Support Office
is open:

Monday to Thursday 9.30am to 4.00 pm

Friday 9.30am to 12.30pm
Further information on disability support can be found in the Crucial Guide Live at
www.studentnet.manchester.ac.uk/crucial-guide/academic-life/support/disabled-students.

If you are a student who has, or suspects they have, support needs and have not yet informed
the DSO, then please contact them in the first instance. In addition to this, the Faculty of Life
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Sciences has a Disability Coordinator, Miss Joanne Jolley, who liaises with the DSO to organise
your support in the Faculty. She can be contacted by email or telephone: (0161 275 1525/
[email protected]). The Stopford Building has wheelchair access and an
adapted lift at the car park end of the building. There are also car parking spaces reserved for
blue badge holders adjacent to this entrance.

28. Financial help

If you are a UK student for fees purposes, you can apply to Student Finance for a Student Loan
for Maintenance and a Loan for Fees (see the Student Finance website
www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/StudentFinance/in
dex.htm for further details). Payments for the Maintenance Loan are made directly into your
bank account. If you choose to take one, the Loan for Fees is paid directly to the University.
Some students may also be eligible for a non-repayable grant and your Student Finance will
assess you for this. If you get into difficulties while you are a student, the Student Services
Centre on Burlington Street can help with money advice and budgeting. Further information is
available in the Crucial Guide Live at www.studentnet.manchester.ac.uk/crucial-guide/financial-
life/.

In addition, each year the Higher Education Funding Council for England (HEFCE) allocates
the University of Manchester a sum of money to be used for the Access to Learning Fund
(ALF). ALF is designed to enable the University to help students who need extra financial
support because they have higher than expected costs (such as single parents) or they
encounter an unexpected financial emergency (for example a burglary). The Fund can be
used for course-related costs such as childcare, exceptionally high books/equipment costs,
travel or for general living costs such as rent. For further information refer to
www.studentnet.manchester.ac.uk/crucial-guide/financial-life/funding/financial-support-
funds/access-to-learning-fund.

29. Discrimination and Harassment

Information and University policies on discrimination and harassment can be found in the
Crucial Guide Live at www.studentnet.manchester.ac.uk/crucial-guide/personal-life/emotional-
problems/discrimination-and-harassment. For further information about the University’s Policy
on Harassment, or if you have been a victim of some form of harassment, contact the Equality
and Diversity Office on 0161 306 5857 or the Students’ Union Advice Centre on 0161 275 2946.

30. Health

The Student Health Service, located at Waterloo Place, 182-184 Oxford Road can provide you
with confidential care, support and advice on health issues. It is not an alternative to a General
Practitioner (you must register with a doctor in Manchester; see Section 12), but it aims to
complement existing health services by dealing with issues which may be of particular concern
to you as a student, including stress, vaccinations and advice for overseas travel, contraceptive
service, health advice and medicals. An emergency care service is available if you are taken ill
on campus. You MUST consult the service if you are ill during an examination.

The service is open Monday to Friday, 9.00 am to 4.00 pm. Telephone: 0161 275 2858.
See the Occupational Health Services website for further details
www.campus.manchester.ac.uk/healthandsafety/studentOH.htm. Additional information on
health issues can be found in the Crucial Guide Live at
www.studentnet.manchester.ac.uk/crucial-guide/personal-life/health/.

31. International students

The International Society, William Kay House, 327 Oxford Road (opposite the Students’ Union),
offers advice, information and a social base for students. Telephone: 0161 275 4959, email:
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[email protected]. Further information can be found on the International Society
website at www.internationalsociety.org.uk.

The International Team forms part of the Student Services Centre. The advisors see
students on an individual basis to discuss any problems (e.g. visas, finance) you may
have. Telephone: 0161 275 5000 to make an appointment or see
www.manchester.ac.uk/international/supportservices/advice.

32. Night-time telephone advice/listening service

The Students’ Union runs Nightline, a telephone advice and listening service operated by
students that offers a point of contact throughout the night. You can contact Nightline by
telephone on 0161 275 2983/0161 275 2984 from 8.00pm to 8.00am. If you'd feel more
comfortable emailing Nightline rather than phoning them, you can send an email to
[email protected]. Further information is available at
www.umsu.manchester.ac.uk/nightline.

33. Security on campus

The University Security Service should be contacted if you have concerns about personal
security or theft (0161 275 2728) or wish to speak to a member of the security staff. You can
also contact the Police Liaison Officers on 0161 275 7042 or [email protected].
Information on safety can also be found in the Crucial Guide Live at
www.studentnet.manchester.ac.uk/crucial-guide/personal-life/safety/.

34. Students’ Union advice centre

This Centre offers a very wide range of services including up-to-date advice on matters from
finance to housing from full-time permanent members of staff (telephone 0161 275 2947).
Several of the sabbatical officers of the Union are based there. The centre can also provide you
with free legal advice through an appointments system with a part-time legal adviser. Please
refer to www.umsu.manchester.ac.uk/advice for further information.

35. The Careers Service

The Manchester Leadership Programme (MLP), Careers & Employability Division is committed
to improving your employability as a future graduate of The University of Manchester. We work
closely with graduate recruiters across the globe to develop and manage a variety of projects,
courses and events, all dedicated to equipping our students with key career management skills
and the knowledge vital for future success. We are proud to have been voted the best in the UK
by graduate employers for more than 7 consecutive years.

We advertise thousands of vacancies each year, for everything from graduate jobs and
industrial placements, through to summer vacation work and part-time jobs. If you are thinking
of further study, want to do some voluntary work or even take your career overseas, we can
help you - just ask!

Whatever your year of study, the Careers Service has something to offer. It is never too early to
come and see us.

How to find us
The Careers Resource Centre is on the ground floor of Crawford House on Booth Street East,
opposite the entrance to the Aquatics Centre. It is around the corner from the Precinct Centre
on Oxford Road. The office is open Monday-Friday 9.00-5.00pm, including vacation time. Tel:
0161 275 2829.

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We have a comprehensive website containing information, advice and interactive services -
www.careers.manchester.ac.uk/students. We also have an online system called
“CareersLink” (www.careers.manchester.ac.uk/students/careerslink), where you manage your
careers services: log in to view vacancies and events, and to sign up for email alerts. It is
also used to support our careers guidance service.

Many students use us from their first year onwards to ensure access to our wide range of
vacation work, internships, skills workshops and career support.

35.1. Information & help available

Find out about careers, jobs and employers

For up-to-date information about different jobs, careers, employers and courses, both academic
and vocational, our Careers Resource Centre (CRC) in Crawford House is the place to go. All
information is free to view and our professional information team are ready to help you.

You can find out about companies recruiting life science graduates, see options you could
choose for further study and discover the broad range of career choices open to you. Find out
about how to access opportunities in scientific research, health professions, the pharmaceutical
industry and the public sector. However, studying a life science degree does not necessarily
mean you’ll have to work as a scientist. Our recent graduates have also gone on to work in
management, IT, finance, communications, education and more.

Our website includes information on a range of career sectors, including science. These pages
aim to introduce you to a number of different sectors that you may be considering working
within. This information often has a regional component for those looking for experience in the
North West (www.careers.manchester.ac.uk/sectors). For lists of links for each sector use our
Delicious bookmarking account (http://delicious.com/manchestercareers), which enables you to
save all your bookmarks in one place online, meaning you can access them from any computer,
and you can even share your bookmarks with other people.

Interactive services
Career KickStart is an interactive tool designed to get you thinking about your career. In
three minutes it will produce a tailored report with suggestions for your next steps. We have
dedicated careers blogs for undergraduates, graduates and international students. The
online discussion forums allow you to chat to other students and graduates about the
different issues that affect your career planning. We also use Twitter to re-tweet
opportunities that we come across online, which have not come through our vacancies
system, but which we feel look relevant and interesting for students and graduates. All these
services are accessible from our front page and at www.careers.manchester.ac.uk/interactive.

Information for international students

From information about work permits, to news about the latest events for international
students, we have a section of our website dedicated to international student matters,
including a popular Blog - see www.careers.manchester.ac.uk/international.

Working in the Northwest

Our regional job-hunting section includes specific information for the North West, including
a list of Biotechnology and Life Science employers. There is also information on other
sectors, including healthcare and environmental technology - see
www.careers.manchester.ac.uk/northwest.

Special information and events for Life Science students

In Welcome Week each year, the Careers Service organises a half-day “Career Options and
Work Experience” session for all second year students (see front page of this handbook for
details). This is a great opportunity to start exploring your options and to help you put together
applications for industrial/professional placements and work experience.
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There are also specific sessions for students applying for industrial/professional placements,
including interactive interview skill workshops. Look out for the Graduate Careers “Question
Time”, when we invite a panel of life science graduates working in a range of job areas, from
R&D and clinical science, through to patents and med sales – this session is open to all
students.

Find the latest jobs and opportunities

Using “CareersLink” you can access job adverts for everything from part-time work and voluntary
opportunities through to summer internships and graduate jobs. Browse vacancies online and
sign up to receive automatic email alerts for new job vacancies and careers events -
www.careers.manchester.ac.uk/vacancies.

Find work experience and voluntary opportunities

Work experience is one of the best things you can do whilst at University. It is a great way to
experience a career area first-hand and all employers like to see work experience on a CV. The
Careers Service advertises placements and summer vacation jobs (sometimes called
internships) but can also offer practical advice if you want to do something a little different or in
a niche area.

For more ideas on how to get work experience and part-time jobs, from how to find an
internship through to employment rights and the minimum wage, see our website at
www.careers.manchester.ac.uk/workexperience. You can also download our publication
‘Getting Work Experience in Life Sciences’, which includes information on summer research
studentships (see ‘Sector & Occupation Guides’ section ‘Work experience in Life Sciences’
www.careers.manchester.ac.uk/students/publications/startingpointseriesofhandouts).

‘International Talent’ is a recent initiative for students, graduates and postgraduates at The
University of Manchester who have language skills or knowledge of non-UK cultures. Students
can gain work experience whilst helping an organisation do business with the rest of the world.

Volunteering is an excellent way for you to meet diverse people and contribute to projects
outside of the University. As well as enhancing your social awareness and confidence, it
develops the practical skills that employers seek on a graduate CV. You can browse a list of
voluntary opportunities on the website (www.manchester.ac.uk/volunteers) and choose to
attend special information sessions on campus.

Find out about the Manchester Leadership Programme

The Manchester Leadership Programme offers a unique combination of academic study and
volunteering. MLP students learn the importance of leadership that promotes social,
economic and environmental sustainability. You will explore current leadership issues with
experts from a wide variety of fields, and work with students from all faculties across the
University. It offers you the chance to make a real difference to the community by completing
accredited volunteering, all the while developing the skills employers really want. See
www.mlp.manchester.ac.uk.

Find out about careers events

Throughout the year, we run a variety of careers events, including skills workshops, work-
related case studies and information sessions. The aim is to provide you with the information
you need to clarify your ideas about what to do in the future. Also on offer is a growing range of
‘Insight’ courses. These give you a chance to work with other students and employers in
simulations of real jobs. These include the 'Make it in the Media’ course during the Easter
vacation which allows you to work alongside TV, radio and newspaper professionals. See
www.careers.manchester.ac.uk/students/events.

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Find a Mentor
Our mentoring programme ‘Manchester Gold’ is an excellent way of getting the inside track on
your chosen career area. The programme involves about 15 hours commitment over an
academic year and can link you to a wide range of employers in scientific and non-scientific
roles across the voluntary, private and public sectors. Manchester Gold is open to all students
at the University and also offers optional specialist strands for black and ethnic minority,
disabled, female and LGBT students. To find out more see our website at
www.careers.manchester.ac.uk/students. Applications for the scheme are accepted early in the
autumn semester.

Make graduate job applications

The Careers Service can guide you through the recruitment process, from putting together a
winning CV or application form, to shining at interview. Our ‘Essentials’ series handouts cover a
range of topics and can either be downloaded from our website or you can call in and collect a
paper copy. We also have extensive information to help you tackle the psychometric tests some
employers use, including the opportunity to sit an actual practice test and receive feedback (for
which a small fee is payable).

Access our other resources

We have a large stock of reference books and DVDs that cover a diverse range of subjects,
including postgraduate study and work in the UK and abroad. There is also a cluster of 8 PCs
for student careers use, with free access for Manchester University students and graduates.

35.2. Advice & job hunting help

Careers appointments
You are most welcome to make an appointment to see one of our careers consultants, including
some that specialise in working with life scientists. They can advise you on the range of
occupations and employers that exist and the skills they require. You can talk to a consultant
about what you want to do and the best way to achieve it. Many students have little idea about
what they want to do and one of the purposes of the careers interview is to provide you with an
opportunity to explore your options, and to form clearer ideas about a way forward.

As a student, you can opt for a 30 minute interview booked in advance or take advantage of the
Quick Query drop-in service for a 15 minute consultation. This service is helpful if you have a
specific question about your CV or an application. Please note: it is not intended as a general
checking service for grammar and spelling. We also offer a telephone guidance service for
students unable to visit us in person e.g. if you are away on placement or at home during
vacation time.

If you have an interview coming up, why not book a practice or “mock” interview? The session
lasts 30 minutes and the consultant will ask you a selection of interview questions and give you
feedback on your responses. It is one of the best ways to ensure that you are well prepared.

35.3. Careers fairs and employer presentations

Many employers target Manchester University students for recruitment. Some host presentations
or skill workshops, others attend one of our careers fairs. These provide an excellent way for you
to explore career opportunities and to talk to prospective employers first-hand.

Careers Fairs
The Careers Service organises an annual programme of careers fairs, attended by recruiters
offering placements and work experience, not just graduate jobs:
- Ethnic Diversity Fair – Weds 5 October 2011
- Engineering, Science & Technology Fair - 19 October 2011
- Finance, Business & Management Fair - 20 October 2011

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- Law Fair – Tues 22 November 2011 (open to non-law students too)
- Postgraduate Study Fair – Weds 23 November 2011
See www.careers.manchester.ac.uk/events for more details.

Presentations
Many large recruiters visit Manchester in the autumn semester and will host presentations, often
in the early evening. Some take place on campus and some in hotels and other venues in the city
centre. A list of presentations is available from the start of Semester 1 on CareersLink. In most
cases you must sign up to reserve a place. See www.careers.manchester.ac.uk/events.

Get your job search started sooner rather than later to have the widest choice of possibilities,
and ensure you don’t miss any opportunities or deadlines. You can visit the Careers Service in
vacation time as it is open all year round. Take advantage of the help that is available to you
and make the best start to your future career. We look forward to meeting you!

35.4. Obtaining a reference for employment or post-graduate research

Most applications require you to cite one or more referees, and you should normally seek
permission from your personal advisor to cite him/her as your main/first referee. If you need
another referee, this should be a staff member familiar with your relevant work. If this is your
research, this should be a supervisor of your practical work, placement, summer or final year
research project. Additional referees could include your final year or second year academic
advisor, or dissertation supervisor. It is essential to approach the members of staff concerned
before citing them, to ensure that they are willing and able to provide a supportive reference.

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D. DEGREE PROGRAMME REQUIREMENTS

The programmes are built on a unit (modular) structure. Most students will take:

• 8 Lecture-based units over the year

• An Experimental Design Module (EDM, practical unit) in the first semester
• A Research Skills Module (RSM) in the second semester
• A dissertation
• A tutorial unit over the year

You must ensure that the total credits you take over the year is 120 - this is most important and
your responsibility.

You may choose your lecture-only units from those provided by the Faculty of Life Sciences
(coded BIOL and HSTM) and some units from outside the Faculty. No more than 20 credits of
your lecture-based units should be taken from units without a BIOL code (this will differ for
programmes such as Cognitive Neuroscience & Psychology - in all cases please refer to
Sections 39 and 46 for specific degree programme guidance). Guidance on your choice of units
should be sought from your Personal Advisor or Programme Director. Note that units taken from
outside the Faculty may have coursework components that are unlike those offered by units
from within the Faculty.

For each Degree Programme there are compulsory units that define your chosen programme
plus a range of optional units. You should carefully read the section on optional units, taking into
account potential timetable clashes between your chosen options (see Section 42). It is
recommended that you do no more than 5 lecture-based units in a semester. Any more than
this would significantly increase your workload in one semester relative to the other. Most
Faculty lecture-only units consist of 22 lectures (or equivalent of other forms of
teaching/learning) at the rate of 2 per week. Most lecture-only units from the Faculty include an
assessment by written examinations at the end of each semester, i.e. January and May/June.
There are a few units offered outside the Faculty that are year long and are examined in
May/June.

In the first semester most students will undertake an Experimental Design Module (EDM). This
module has been designed to place an emphasis on the design and interpretation of
experiments and will allow students to advance from first year practicals by making
experimental choices appropriate to the practical. All students taking an EDM unit will
complete Phase I, which consists of four 6-hour sessions, carried out on a weekly basis. In
Phase II, practical sessions have been divided into four strands (Molecular & Cell Biology,
Organismal Biology, Human Sciences, and Physiology & Biomedical Sciences). Your degree
programme will dictate which strand of practicals you attend. In the second semester you will
do a Research Skills Module (RSM), the nature of which will depend on your degree
programme. For most degree programmes there is a specific RSM. If you are a Biology,
Biomedical Sciences, Pharmacology/Physiology student you may choose a RSM of one of the
specialised degrees according to your interest. Note that some RSMs may have EDM or
lecture unit prerequisites and may be limited in the number of students that can be
accommodated. Entry for RSMs for which numbers are restricted may require submission of
an assignment or may be based on marks obtained in earlier units. RSMs will consist of a
block of practicals over 4 weeks at the rate of three sessions per week and will usually occur
in weeks 1-4 or 5-8. Where appropriate, field courses constitute the RSM and will occur in the
Easter or Summer vacation.

The University has a system of credit rating of all course units. It is intended to give you an
indication of the proportion of your time that all the work of a unit is expected to occupy and is
based on a full year’s work being 120 credits. This figure assumes 30 weeks’ work at 40 hours
per week. Therefore, you can expect to spend ~100 hours on a typical 10-credit unit. This time
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includes, for example, reading, eLearning materials, writing and revision, as well as direct
contact hours.

Students doing degrees with a Language - if you entered your degree programme with an A
level in your chosen language at grade B or above, you will take 100 credits in life sciences and
20 credits in your chosen language, excluding cultural units (route a); if not, you will take 80
credits in life sciences and 40 credits in your chosen language, including cultural units (route b).
This means that for route a, in Life Sciences students will take 6 lecture-based units, the EDM
and an RSM unit plus the tutorial and dissertation units. For route b, students will take 4
lecture-based units, the EDM and an RSM unit plus the tutorial and dissertation units. Details of
the language units can be found on the School of Languages, Linguistics and Cultures website
www.llc.manchester.ac.uk and you should discuss your choice of units with the relevant
Language School. Timetabling may be challenging so you must check carefully that all
compulsory units do not clash (tell the staff in the Student Support Office immediately if they
do). You may only choose optional units that do not clash with other units.

Students doing a joint honours degree with a School outside the Faculty of Life Sciences (e.g.
Cognitive Neuroscience & Psychology) will take ~50% of their teaching from each of the Faculty
and the other School.

The requirements for each Degree Programme are laid out in tabular form in Section 46 with
additional information for some Programmes on the following pages. They include details of the
compulsory units and the recommended optional units. You may be able to take other units but
you must talk to your Personal Advisor AND check that there are no timetable clashes before
opting to do so.

36. Field Courses

If you are a student in the degree programmes of Plant Science or Zoology you are required to
take one field course RSM unit in your second year. Students from other degree programmes
may be able to take a field course as an optional unit (see Section 46). Field courses are
normally 2-3 weeks long and are held in Great Britain or abroad. Which course you attend will
depend on your choice of second year units, the field course(s) already attended, and your
degree programme.

Much of the cost is borne by the University, but you will be asked to make some financial
contribution. In cases of financial hardship you should contact the Student Support Office before
registering for the field course, or as soon as possible thereafter should circumstances change.

If you are interested in taking a field course(s) then you should select this unit at September
registration. For advice and further information please contact the Field Course Director, Dr
Tristan Pocock ([email protected]), on 0161 275 5093, who will be available
when you meet with your Programme Director during Welcome Week.

In order to complete field course registration you will be required to sign a declaration form:
(i) agreeing to pay an invoice from the University contributing to the cost of your field
course,
(ii) confirming your understanding that the invoice must still be paid should you withdraw,
for whatever reason, from the field course (part or full waiver is not negotiable given
that the University often incurs irrecoverable upfront costs in excess of the student
contribution),
(iii) confirming that you will read and comply with any appropriate Risk Assessment,
(iv) agreeing to contact Student Occupational Health on 0161 275 2858 to arrange an
appointment at a time advised by the Student Support Office. This is to check your

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medical fitness to travel, to receive travel advice and to assess whether vaccinations
are necessary,
(v) confirming that that you have read and understood relevant University regulations
(e.g. conduct and behaviour).

For overseas field courses you must also provide a photocopy of your passport, which must be
valid for at least six months after the date of return from the field course - the field course
coordinator should be able to confirm the exact requirements for your course. For those
travelling in the EU, a photocopy of a valid European Health Insurance Card (EHIC) will also be
required. Non-EU students must check visa requirements for overseas courses and, if
appropriate, apply immediately to obtain a visa as they can take considerable time to process.

The above documentation must be handed in to the Student Support Office by the end of week 2,
semester 1. You will be informed in Week 4 as to whether or not you have been accepted on your
first choice course. If unsuccessful, you will have the opportunity to select an alternative field
course or may need to choose an alternative second semester unit.

For your safety and comfort you must have suitable footwear (strong walking boots and/or
Wellington boots) and suitable clothing when you attend field courses.

You should regularly check the ‘My Lecture Resources’ page of the relevant Field Course
unit on Blackboard for updates regarding arrangements including travel, forms to be
completed by certain deadlines, what you need to take with you etc.

Please note: In the event of a field course being oversubscribed, you may be required to
complete an essay or assignment and, if unsuccessful, you will be asked to select an alternative
second semester unit.

37. LEAP – Language Enhancement Access Programme

The University offers courses to students who wish to study a language as part of LEAP.
Further information is available from: www.langcent.manchester.ac.uk/undergraduate/leap. If
you are considering registering for a language module you must discuss this with your
Programme Director.

38. Human subjects and animal tissues

The life sciences are observational and experimental sciences concerned with living systems. In
some courses it is important, therefore, that you gain experience with experimentation and
handling of appropriate organisms. Several practical classes require human volunteers and the
most logical source is those students registered for the units. In the many years that these
practical classes have been held, students have found them both interesting and worthwhile.
None of the procedures which volunteers are asked to undergo is inherently dangerous. No
volunteer has ever suffered significant ill effects and there is no compulsion of any kind for
students to act as subjects. All human volunteer practicals have been approved by the
University Committee on the Ethics of Research on Humans. Such practicals have been
banded into Band 0, 1 or 2 according to an assessment of Health and Safety risk and ethical
considerations. You will be given full information and asked to complete a Consent form for
each Band 1 and 2 practical.

The practical classes in many second level units (EDMs and RSMs) use invertebrates, and
tissues or cell components from vertebrates, including humans. Please check with the relevant
coordinator if you have any concerns.

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Your active participation is expected in all practical classes and assessments and examinations
will be based on all matters taught in your unit. If you have any reservation about participating,
you must discuss it with your Personal Advisor before registration.

39. How to choose your second year units

We strongly recommend that you complete the 10-step online registration process before you
arrive in Manchester by referring to the information in the Registration Guide posted to you,
which is also available online at www.studentnet.manchester.ac.uk/crucial-guide/academic-
life/registration/.

Course Unit selection is the next stage of registration, and for more information on this process
you should refer to the Course Unit Selection Guide, which can be found at
www.intranet.ls.manchester.ac.uk/education/handbooks/undergraduate.aspx on the Faculty
intranet. Handbooks and timetables can also be found by following the above link.

To assist you in choosing your optional units, you can access the academic advisement for
each level of study for your degree programme on the Faculty intranet at
www.intranet.ls.manchester.ac.uk/education/ugteaching/academicadvisement.aspx. Academic
Advisement is the term used in Campus Solutions for the way in which degree programmes
are structured, e.g. which course units students take in each academic year, which of those
units are mandatory, and which units may be selected as options.

At the meeting with your Programme Director in Welcome Week you will receive additional
advice on your choice of optional units, and your final selection will be recorded.

If your programme includes units from outside the Faculty you must check for timetable clashes.

Contact details for other Faculties can be found either at the back of this handbook or on the
University website www.manchester.ac.uk/aboutus/structure/academic.

The course unit selection procedure should guide you through the process but please keep the
following points in mind:

i. If you are registered for a non-language degree you need to take a total of 10 units (8
Lecture units, 1 EDM and 1 RSM) (100 credits). These are in addition to the
compulsory Tutorial and Dissertation units (10 credits each). NOTE: joint honours
students may take a different combination of units - please refer to the table in Section 46
for degree-specific information.

ii. If you are registered for a degree with a language: for route a, you need to select 6 units
(60 credits), these are in addition to the compulsory Tutorial and Dissertation units and
the EDM and RSM units (total 40 credits). In addition you will take language units to the
equivalent of 20 credits; for route b, you need to select 4 units (40 credits), these are in
addition to the compulsory Tutorial and Dissertation units and the EDM and RSM units
(total 40 credits). In addition you will take language units to the equivalent of 40 credits
(see page 40 for information routes ‘a’ and ‘b’.

iii. Check that you are aware of any recommended or pre-requisite units associated with your
choice (see Section 43). Contact your Personal Advisor or the Unit Coordinator if you are
in any doubt about the suitability or content of any of your choices.

iv. Check that the units you have selected do not clash on the Faculty timetable (see Section
42) AND on the timetable for any other Faculty that manages units you intend to take.

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v. Check that the units you have chosen provide a suitable foundation for the final year units
you may wish to take (see Section 44).

If you have any difficulties, or you wish to take units that are not included in the list of
recommended options, you MUST discuss the matter with your Personal Advisor or Programme
Director.

40. Changing units

Changing optional course units. You may change any optional units (except RSMs,
including field courses, and language units that run for two semesters), at the beginning of
each semester. You MUST get the permission of your Personal Advisor before you make
any changes to the units that you attend. A ‘Course Unit Change Form’ MUST be
completed if you wish to make any changes. Forms can either be collected from the
Student Support Office or downloaded from the Faculty intranet at
https://www.intranet.ls.manchester.ac.uk/education/studentsupport/downloads.aspx. Your
Personal Advisor must confirm to you by email or signature on the form that he/she
approves the change, and you must take the completed form, together with email
verification where relevant, to the Student Support Office. Failure to do so may mean you
will not be allowed to register for the examinations in the unit to which you have changed.
You will not normally be allowed to transfer off or onto a unit after the end of the second
week of teaching in each semester.

Please note: RSM units (including Field Courses) may NOT be changed, once registered,
without the written permission of all RSM Unit Co-ordinators concerned and of the Senior
Advisor, who will only sanction this after discussion with the Senior Technician and appropriate
members of staff.

41. Academic calendar

First Semester Second Semester

Week No. begins Week No. begins
1 26.09.11 1 30.01.12
2 03.10.11 2 06.02.12
3 10.10.11 3 13.02.12
4 17.10.11 4 20.02.12
5 24.10.11 5 27.02.12
6 31.10.11† 6 05.03.12
7 07.11.11 7 12.03.12
8 14.11.11 8 19.03.12
9 21.11.11 Easter
10 28.11.11 9 16.04. 12
11 05.12.11 10 23.04. 12
12 12.12.11 11 30.04. 12
12 07.05.12*
Christmas Vacation
Revision & Examinations
Examination Period 13 14.05.12
13 16.01.12 14 21.05.12
14 23.01.12 15 28.05.12
16 04.06.12**

* Bank Holiday Monday (No teaching and/or examinations on the Monday)

** Bank Holidays (No teaching and/or examinations on the Monday or Tuesday)
†
Reading Week (see below).

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41.1 Reading Week

In week 6 of the first semester, Reading Week is where no Life Sciences lectures are
scheduled. You should plan to be in the University, as there may be practicals, seminars,
meetings and scheduled teaching in other Faculties. There should not be a tutorial (unless your
advisor agreed this at the start of the semester) as this week should give you time to read.
Some reading matter will be suggested by your lecturers and advisors, the rest should be the
material you have accumulated to date, and the reading should prepare you for the mid-
semester exams that occur in week 7 for all BIOL lecture units (see Section 13.7).

A full academic year calendar with more detailed information is available on the intranet at
https://www.intranet.ls.manchester.ac.uk/education/handbooks/undergraduate.aspx.

The tables below show you the units we expect to clash on the timetable. These lists are
provisional and there may be minor changes, however, care has been taken to try to ensure
that any student is unlikely to wish to take more than one unit within each block.

No compulsory units should clash. If it seems that they do for you (e.g. with compulsory
language units), please go to the Student Support Office as soon as possible (and well before
the day of the first clash) to resolve this.

41.2 Time Management

Some deadlines may be shortly after the delivery of the material, some quite a way off, and this
may well differ for different cohorts of students. This mixture mirrors the graduate world of work,
and the requirements of your final year programme, so you are advised to plan ahead!
Anticipate a few days of ill-health that might impact on your ability to complete assignments on
time, and start work early on items with far-off deadlines. Mastering time management is one of
the most essential goals you should set yourself. To help you, every course where there are
assessments/assignments/deadlines will have all the deadline dates available to you within the
‘Assessments’ area in the left hand menu. Any non-course specific deadlines, such as
dissertation, can be found in the Tutorials courses on Blackboard. Please note that it is possible
that some dates may be adjusted throughout the semester at the unit coordinators discretion,
therefore you should check your deadlines for each course regularly and complete work as
early as possible.

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E. THE UNITS

42. Second level clash groups

Level 2 Clash Groups

Life Science units that do not appear in the list below do not clash with any other life science
unit and can therefore be taken in conjunction with any unit offered from within the Faculty with
the advice of your Personal Advisor and/or Programme Director.

Year 2 Semester 1 clashes

Group 1
BIOL21121 The Dynamic Cell
BIOL21181 Prokaryotic Microbiology

Group 2
BIOL21221 Animal Diversity
BIOL21101 Genome Maintenance and Regulation

Group 3
BIOL21291 Human Anatomy & Histology
BIOL21371 Organismal Genetics

Group 4
BIOL21111 Proteins
BIOL21341 Sensory Systems

Year 2 Semester 2 clashes

Group 1
BIOL21202 Plants for the Future
BIOL21402 Anatomy of the Special Sense Organs

Group 2
BIOL21132 Cell Metabolism & Metabolic Control
BIOL21252 Parasitology

Group 3
BIOL21162 Chemistry of Biomolecules
BIOL21272 Human Physiology

Group 4
BIOL21192 Principles of Infectious Disease
BIOL21302 Clinical Drug Development

Group 5
BIOL21212 Ecology & Ecosystems
BIOL21312 Drugs & the Brain

Group 6
BIOL21242 Immunology
BIOL21152 ’Omic Technologies & Resources

Group 7
BIOL21172 Principles of Developmental Biology
BIOL21332 Motor Systems

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43. Second level units with pre-/co-requisite units

Listed below are all of the second level units from the Faculty of Life Sciences with pre-/co-
requisite units. If a unit has prerequisites, this means that you may need to take the prerequisite
unit(s) in order to take this unit. For example, BIOL10221 is a compulsory prerequisite for
BIOL20332, therefore, if you did not take BIOL10221 in your first year, you will not be able to
take BIOL20332 in your second year.

Bold indicates a compulsory prerequisite, italics indicate a recommended prerequisite

Pre-/co-requisite
Unit Code Title Title
Unit Code
BIOL20302 Science & Society RSM HSTM10721 Science & the Modern World
BIOL20322 Cell Biology RSM BIOL21121 The Dynamic Cell
BIOL20332 Genetics RSM BIOL10221 Molecular Genetics
BIOL10521 Genes, Evolution & Development
BIOL21172 Principles of Developmental Biology
BIOL20342 General & Medical Microbiology RSM BIOL10532 Microbes, Man & the Environment
BIOL20701 Data Handling Skills 3 BIOL10701 Data Handling Skills 1
BIOL10722 Data Handling Skills 2
BIOL20912 Human Anatomy RSM BIOL10811 Body Systems
BIOL21061 Human Sciences EDM
BIOL21291 Human Anatomy & Histology
BIOL20922 Neuroscience RSM BIOL10832 Excitable Cells
BIOL21332 Motor Systems
BIOL21341 Sensory Systems
BIOL20932 Pharmacology RSM BIOL21302 Clinical Drug Development
BIOL20942 Physiology RSM BIOL10832 Excitable Cells
BIOL21141 Cell Membrane Structure & Function
BIOL21321 Membrane Excitability: Ion Channels &
Transporters in Action
BIOL20972 Developmental Biology RSM BIOL10521 Genes, Evolution & Development
BIOL21172 Principles of Developmental Biology
BIOL21371 Organismal Genetics
BIOL21101 Genome Maintenance & Regulation BIOL10221 Molecular Genetics
BIOL21111 Proteins BIOL10212 Biochemistry
BIOL10111 Introductory Chemistry
OR CHEM10021 Chemistry for Bioscientists 1
OR CHEM10022 Chemistry for Bioscientists 2
BIOL21121 The Dynamic Cell BIOL10232 From Molecules to Cells
BIOL21132 Cell Metabolism & Metabolic Control BIOL21111 Proteins
BIOL21141 Cell Membrane Structure & Function BIOL10212 Biochemistry
BIOL10232 From Molecules to Cells
BIOL21152 ‘Omic Technologies & Resources BIOL10221 Molecular Genetics
BIOL21101 Genome Maintenance & Regulation
BIOL21172 Principles of Developmental Biology BIOL10521 Genes, Evolution & Development
BIOL21192 Principles of Infectious Disease BIOL21181 Prokaryotic Microbiology
BIOL21242 Immunology
BIOL21202 Plants for the Future BIOL10511 Biodiversity
BIOL21232 Fundamentals of Evolutionary Biology BIOL10521 Genes, Evolution & Development
BIOL21272 Human Physiology BIOL21141 Cell Membrane Structure & Function
BIOL21321 Membrane Excitability: Ion Channels &
Transporters in Action

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Pre-/co-requisite
Unit Code Title Title
Unit Code
BIOL21291 Human Anatomy & Histology BIOL10811 Body Systems
BIOL21302 Clinical Drug Development BIOL10822 Drugs: From Molecules to Man
BIOL21312 Drugs & the Brain BIOL10822 Drugs: From Molecules to Man
BIOL21302 Clinical Drug Development
BIOL21321 Membrane Excitability: Ion Channels & BIOL10832 Excitable Cells
Transporters in Action
BIOL21332 Motor Systems BIOL10832 Excitable Cells
BIOL21341 Sensory Systems
BIOL21341 Sensory Systems BIOL10832 Excitable Cells
BIOL21371 Organismal Genetics BIOL10221 Molecular Genetics
BIOL10521 Genes, Evolution & Development
BIOL21402 Anatomy of the Special Sense Organs BIOL21291 Human Anatomy & Histology
BIOL21410 Drugs: Models & Mechanisms BIOL10822 Drugs: From Molecules to Man
BIOL20932 Pharmacology RSM

44. Second level units that are prerequisites for final level units

Note: the final year curriculum for the 2012/13 academic year is under review and the following
table of prerequisite units is therefore provisional (instead of BIOL unit codes the proposed new
units are referred to by a unit number). The online version of the handbook will be updated with
the finalised list of level 3 units in due course.

Listed below are all of the final level units in the Faculty of Life Sciences which have level 2
units as prerequisites. If a unit has prerequisites, this means that you will need to take the
prerequisite unit(s) in order to take this unit. For example, BIOL21111 is a compulsory
prerequisite for BIOL3xxxx (unit 2), therefore, if you did not take BIOL21111 in your second
year, you will not be able to take BIOL3xxxx (unit 2) in your final year.

Bold indicates a compulsory prerequisite, italics indicate a recommended prerequisite

Unit Prerequisite
Title Prerequisite Unit Title
No. Unit Code
1 Post-Genome Biology BIOL21152 ‘Omic Technologies & Resources
2 Protein Assembly, Dynamics & Function BIOL21111 Proteins
3 Glycobiology BIOL21111 Proteins
BIOL21162 Chemistry of Biomolecules
4 Biochemical Basis of Disease BIOL21132 Cell Metabolism & Metabolic Control
5 Macromolecular Recognition BIOL10212 Biochemistry
BIOL21111 Proteins
CHEM10021 Chemistry for Bioscientists 1
CHEM10022 Chemistry for Bioscientists 2
6 Current Topics in Microbiology BIOL21181 Prokaryotic Microbiology
7 Bacterial Infections in Man BIOL21192 Principles of Infectious Disease
8 Advanced Immunology BIOL21242 Immunology
9 Gene Regulation and Disease BIOL21101 Genome Maintenance & Regulation
BIOL21152 ‘Omic Technologies & Resources
10 Evolution of Genes, Genomes and BIOL21232 Fundamentals of Evolutionary Biology
11 Systems
Human Genetics and Evolution BIOL21351 Cells & Tissues in Human Disease
BIOL21371 Organismal Genetics
12 Protein Sorting BIOL21141 Cell Membrane Structure & Function
13 Control of Cell Division BIOL21101 Genome Maintenance & Regulation
BIOL21121 The Dynamic Cell
14 Cell Signalling BIOL21101* Genome Maintenance & Regulation
*It is recommended that students take BIOL21121* The Dynamic Cell
one or more of the pre-requisite units BIOL21141* Cell Membrane Structure & Function
listed BIOL21261* Endocrinology
BIOL21351* Cells & Tissues in Human Disease

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Unit Prerequisite
Title Prerequisite Unit Title
No. Unit Code
15 Comparative Developmental Biology BIOL21172 Principles of Developmental Biology
17 Advances in Animal Behavioural Ecology BIOL10521 Genes, Evolution & Development
BIOL21232 Fundamentals of Evolutionary Biology
18 Conservation Biology BIOL21232 Fundamentals of Evolutionary Biology
20 Green Biotechnology BIOL21152 ‘Omic Technologies & Resources
BIOL21202 Plants for the Future
21 Biotic Interactions BIOL21202 Plants for the Future
BIOL21212 Ecology & Ecosystems
23 Living with Climate Change BIOL21212 Ecology & Ecosystems
24 Human Impacts on the Biosphere BIOL21212 Ecology & Ecosystems
26 Advanced Endocrinology BIOL21261 Endocrinology
27 Cardiovascular Systems BIOL21141 Cell Membrane Structure & Function
BIOL21272 Human Physiology
28 Advanced Ion Transport BIOL10832 Excitable Cells
BIOL21321 Membrane Excitability: Ion Channels &
Transporters in Action
29 Toxicology PENDING UNIT SPEC
30 Neuroinflamation in Health and Disease BIOL10832 Excitable Cells
BIOL21312 Drugs & the Brain
31 Ion Transport in Health and Disease BIOL10832 Excitable Cells
BIOL21312 Drugs & the Brain
BIOL3xxxx Advanced Ion Transport (Unit 28)
33 Advanced Developmental Biology BIOL21172 Principles of Developmental Biology
34 Advances in Anatomical Sciences BIOL20912 Human Anatomy RSM
BIOL21291 Human Anatomy & Histology
BIOL21402 Anatomy of the Special Sense Organs
36 Neuropharmacology of Human Health BIOL21312 Drugs & the Brain
37 Clocks, Sleep and Rhythms of Life BIOL21332 Motor Systems
BIOL21341 Sensory Systems
38 Learning, Memory and Cognition BIOL21332 Motor Systems
BIOL21341 Sensory Systems
39 Hormones and Behaviour BIOL21261 Endocrinology
40 Developmental Neurobiology BIOL21172 Principles of Developmental Biology
BIOL21312 Drugs & the Brain
BIOL21332 Motor Systems
BIOL21341 Sensory Systems
41 Molecular Biology of Cancer BIOL21141 Cell Membrane Structure & Function
42 Stem Cells TO BE DECIDED

43 Cell Adhesion BIOL21121 The Dynamic Cell

44 Parasitology BIOL21242 Immunology
BIOL21252 Parasitology
BIOL3xxxx Advanced Immunology (Unit 8)
45 Immune Response and Disease BIOL21242 Immunology
BIOL3xxxx Advanced Immunology (Unit 8)

45. Second level unit descriptions

Profiles are provided on the following pages for the majority of the units available to students in
the Faculty of Life Sciences. Profiles include Aims, Intended Learning Outcomes, lecture and/or
practical content, along with details of the assessments, recommended texts and prerequisites.

The headings give information on the unit code number (which is all that is used by the
University to identify a unit, including the information used for entry to examinations), the
semester in which it is taught and the unit co-ordinator with his/her email address. The principal
lecturers on the unit are also listed at the bottom of the profile. If you have any questions about
the content of a unit you should approach the unit co-ordinator.

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Course unit profiles can also be found on the Faculty Intranet at the following address:
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/default.aspx.

Students wishing to contact a unit coordinator directly should do so by email.

Full descriptions of language units for those students taking the four-year degrees with a
language are available on the School of Languages, Linguistics and Cultures website
www.llc.manchester.ac.uk and you should ensure your options are checked by the School.
Timetabling may be challenging so you must check carefully that all compulsory units do not
clash and may only choose optional units that do not clash with other units.

Please note, although students are allowed to take units outside the Faculty, timetable
constraints may not allow some of these units to be taken in conjunction with some compulsory
Faculty units. Please discuss this with your Programme Director.

46. Compulsory and optional units

The table on the following pages gives details of compulsory and optional course units for each
degree programme.

More detailed information on your degree programme structure for each level of study can be
found on the Faculty intranet under the heading ‘academic advisement’ -
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/academicadvisement.aspx.
Academic Advisement is the term used in Campus Solutions for the way in which degree
programmes are structured, e.g. which course units students take in each academic year,
which of those units are mandatory, and which units may be selected as options. By
following the above link you will be able to access the academic advisement documents for
your degree programme. These sheets are used at registration for your Programme Director
to agree your choice of units with you.

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This chart is intended as a guide - please refer to the academic advisement for your
programme (see sections 39 & 46) for full details

DEGREE PROGRAMMES

KEY:

Cognitive Neuroscience & Psychology

C = Compulsory; C* = choose 1
O = Optional (see academic advisement sheets

Biolgoy with Science & Society

for full details)

Pharmacology & Physiology

= Optional for joint degree with a language
(all languages)

Developmental Biology
 = Optional for joint degree with an East Asian

Medical Biochemistry
Anatomical Sciences

Biomedical Sciences
language only

Molecular Biology
 = Not taken by joint degree with a language

Mneuroscience

Pharmacology
Biotechnology
(all languages)

Neuroscience

Plant Science
Biochemistry

Microbiology
Cell Biology
 = Not taken by joint degree with an East Asian

Physiology
Genetics
language only

Zoology
Biology
W = Wildcard - any level 2 unit may be selected
COURSE UNITS 
BIOL20000 Sem 1 and 2 Tutorial C C C C C C C C C C C C C C C C C C C
BIOL20021 Tutorial (Cognitive Neuro. & Psyc. Only) C
BIOL20302 Science & Society RSM O C O
BIOL20312 Biochemistry RSM C O O O C
BIOL20322 Cell Biology RSM O O C
BIOL20332 Genetics RSM O O C
BIOL20342 General & Medical Microbiology RSM O O O C
BIOL20352 Molecular Biology RSM O O O C
BIOL20662 Field course in Behaviour, Ecology &
O O C
Evolution RSM
BIOL20672 Field course in Terrestrial & Marine
O O O C
Biodiversity RSM
BIOL20682 Field course in Tropical Biology RSM O O O C
BIOL20701 Data Handling Skills 3 C C C C C C C C C C C C C C C C C C C C
BIOL20872 Urban Biodiversity & Conservation RSM O O C O
BIOL20912 Human Anatomy RSM C O O
BIOL20922 Neuroscience RSM O O C C C
BIOL20932 Pharmacology RSM O O C O
BIOL20942 Physiology RSM O O O C
BIOL20972 Developmental Biology RSM O O C
BIOL20982 The Biology of Being Human O O O O O O
BIOL21041 Molecular and Cellular Biology EDM C C C C C
BIOL21051 Organismal Biology EDM C C C C C
BIOL21061 Human Sciences EDM C C C C C
BIOL21071 Physiology & Biomedical Sciences EDM C C C
BIOL21092 Dissertation C C C C C C C C C C C C C C C C C C C C
BIOL21101 Genome Maintenance & Regulation C O O O O C O C C C O C O O O O O
BIOL21111 Proteins C O O O O O O O C O C O O O O O
BIOL21121 The Dynamic Cell O O O O O C O C O O O C O O O O O
BIOL21132 Cell Metabolism & Metabolic Control C O O O O O O O O C C O O O O O
BIOL21141 Cell Membrane Structure & Function O C O O O O C
O O O O O O O O O O O
BIOL21152 ‘Omic Technologies & Resources O O O O C O O O C O O C O O O O O
BIOL21162 Chemistry of Biomolecules C O O O O O O O C O O O O O O
BIOL21172 Principles of Developmental Biology C O O O O O O O C O O O O O O O O C
BIOL21181 Prokaryotic Microbiology O O O O C O O O O C O O O O O O
BIOL21192 Principles of Infectious Disease O O O O O O O O O O C O O O O O O
BIOL21202 Plants for the Future O C O O C O O O O O O O O O O C O
BIOL21212 Ecology & Ecosystems O O O O O O O O O O O O C C
BIOL21221 Animal Diversity O O O O O O O O O O O O O O O C

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DEGREE PROGRAMMES

KEY:

Cognitive Neuroscience & Psychology

C = Compulsory; C* = choose 1
O = Optional (see academic advisement sheets

Biolgoy with Science & Society

for full details)

Pharmacology & Physiology

= Optional for joint degree with a language
(all languages)

Developmental Biology
 = Optional for joint degree with an East Asian

Medical Biochemistry
Anatomical Sciences

Biomedical Sciences
language only

Molecular Biology
 = Not taken by joint degree with a language

Mneuroscience

Pharmacology
Biotechnology
(all languages)

Neuroscience

Plant Science
Biochemistry

Microbiology
Cell Biology
 = Not taken by joint degree with an East Asian

Physiology
Genetics
language only

Zoology
Biology
W = Wildcard - any level 2 unit may be selected
COURSE UNITS 
BIOL21232 Fundamentals of Evolutionary Biology O O O O O O O O C O O O O O O C
BIOL21242 Immunology O O O O O O O O O O C
O O O O O O O O
BIOL21252 Parasitology O O O O O O O O O O C
O O O O O O
BIOL21261 Endocrinology O O O O O O O O O O O O O C C C O O
BIOL21272 Human Physiology C O O O O O O O O O O O O O C C O
BIOL21281 Animal Physiology O O O O O O O O O O O O O O C
BIOL21291 Human Anatomy & Histology C O O O O O O O O O O O O O O
BIOL21302 Clinical Drug Development O O O O O O O O O C C C O O O
BIOL21312 Drugs & the Brain O O O O O O O O C C C C O O O
BIOL21321 Membrane Excitability: Ion Channels &
O O O O O O C O O O C O C C C C O O
Transporters in Action
BIOL21332 Motor Systems C O O O O O C O C C O O O O O
BIOL21341 Sensory Systems O O O O O O C O C C O O O O O
BIOL21351 Cells & Tissues in Human Disease O O O O O O O O O O C O O O O C C O O
BIOL21361 Haematology O O O O O O O O O O O O O O
BIOL21371 Organismal Genetics O O O O O O C C O O O O O O
BIOL21381 Introduction to Virology O O O O O O O O O C O O O O O O
BIOL21402 Anatomy of the Special Sense Organs C
BIOL21410 Drugs: Models & Mechanisms C O
BIOL21701 Critical Writing Skills C C C C C C C C C C C C C C C C C C C C
BIOL22011 Level 2 Mini Exams C C C C C C C C C C C C C C C C C C C C
BIOL22021 What is Science For? C C C C C C C C C C C C C C C C C C C C
DRAM21111 Science, Theatre & Performance O
EART20002 Manchester Sustainable City Project O O O O O
HIST20182 European Intellectual History:
O
Rousseau to Freud
HSTM20031 From Cholera to Aids O O C O O O O O
HSTM20092 The Crisis of Nature: Issues in
O O
Environmental History
HSTM20181 Science, the Media & the Public O O C O O O O O O O
HSTM20282 The Information Age O O O O
HSTM20302 From Frankenstein to the Matrix O O O O O O O O O O O O O O
HSTM20482 History of Mathematics O O O O O O O O O O O O
MLPX20021 Leadership in Action O O O O O O O O O O O O O O
MLPX20022 Leadership in Action O O O O O O O O O O O O O
MLPX20031 Leadership in Action (online) O O O O O O O O O O O O
MLPX20032 Leadership in Action (online) O O O O O O O O O O O O
MLPX20042 Leadership in Action (online - grp work) O O
BMAN Manchester Business School W
MSEC Manchester Science Enterprise Centre units W C
PSYC - see academic advisement for details C
SOCY20022 Sociology of Nature, Environment & Risk O

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Degree Programme of Biological & Computing Science
Students take 6 compulsory BIOL units (plus Data Handling Skills, Critical Writing Skills and
What is Science For?) along with the following Computer Science units:

COMP16121 Object Oriented Programming with Java I (20 credits)

plus options to make up a total of 120 credits.

Biological & Computing Science students do not take EDM or RSM units.

Degree Programme in Biology with Science and Society

Students take 3 compulsory BIOL units (plus Data Handling Skills, Critical Writing Skills and
What is Science for?) along with the following HSTM units from the Centre for History of
Science Technology and Medicine:

HSTM20031 From Cholera to AIDS: This History of Infectious Diseases in Europe 1800-2000
HSTM20182 Science, the Media & the Public

plus options to make up a total of 120 credits.

Degree Programme in Biotechnology (Enterprise)

Students take 7 compulsory BIOL units (plus Data Handling Skills, Critical Writing Skills and
What is Science for?) along with the following units from the Manchester Science Enterprise
Centre:

MSEC30012 Advanced Technology Enterprise (UG03)

MSEC30111 Tools & Techniques for Enterprise (UG02)

plus options to make up a total of 120 credits.

Degree Programme of Life Sciences

It is expected that those students who satisfactorily complete the first year of study in this
Degree Programme will normally either (a) transfer to one of the other Degree Programmes in
the Biological Sciences or (b) remain in Life Sciences but select an appropriate combination of
units specified as compulsory by two Degree Programmes (normally 70% of the compulsory
units from each). It should be noted that it is not normally possible to transfer into the Joint
Honours Programme of Cognitive Neuroscience & Psychology.

Students who select option (b) and remain in the Degree Programme of Life Sciences after their
first year of study are given very close tutorial guidance before the end of the first year on the
selection of units for their second and third years. Students wishing to remain in this Degree
Programme should seek advice from the Life Sciences Programme Director.

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Degree Programme of Cognitive Neuroscience & Psychology

Students take 5 compulsory BIOL units (plus Tutorial, Data Handling Skills, Critical Writing Skills
and What is Science for?) along with the following 60 credits worth of units in Psychology:

PSYC20001 Statistics and Data Analysis

PSYC20202 Developmental Pschology & Perception
PSYC20351 Social Psychology & Cognition
PSYC20402 Cognitive Neuroscience
PSYC20501 Individual Differences: Personality & Intelligence
PSYC20512 Empirical Work (Semester 2)

plus 1 option to make up a total of 120 credits.

NB: The British Psychological Society (BPS) sets out accreditation requirements for degree
programmes that provide eligibility for the Graduate Basis for Registration of the Society. These
may be important if graduates wish to work as a Psychologist or practise Psychology in their
future careers. In the case of the Psychology & Neuroscience degree programme, the BPS
requirements stipulate completion of a minimum number of course units in Psychology and that
the third year project comprises a significant psychology component. Please note that there will
be a limited number of such projects available. If students do not have any intention of applying
to the BPS for registration, then these constraints do not apply.

47. Withdrawal of units

The information provided is correct at the time of publication. The Faculty reserves the right to
withdraw or alter units should there be changes in academic staff or insufficient registrations.

48. Transfer between degree programmes

Students wishing to change from one programme to another must complete a ‘degree
programme change form’, which can either be downloaded from the Faculty intranet at
https://www.intranet.ls.manchester.ac.uk/education/studentsupport/downloads.aspx or collected
from the Student Support Office. Students must obtain the approval of both the outgoing and
incoming Programme Directors. However, there are some restrictions depending upon which
units you have taken (refer to the compulsory units for any programme you may be
considering). Please note that there is a deadline of 1st September for completing
programme changes for the next academic year. It should be noted that it is not normally
possible to transfer into the Joint Honours Programme of Cognitive Neuroscience &
Psychology.

49. Course units

The following pages provide outlines of the course units on offer in the current academic year.
Further information on specific units can be found on the Faculty intranet at
https://www.intranet.ls.manchester.ac.uk/education/ugteaching/default.aspx - enter the unit
code (e.g. BIOL20000) in the ‘Search Term’ field and click ‘Find’.

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2ND YEAR TUTORIAL (SEMESTERS 1 & 2) BIOL20000

Unit Coordinator(s): Dr Liz Sheffield Semester 1 & 2
([email protected]) Credits 10
Aims
To provide all students with the skills associated with their Degree Programme subject and to
develop personal transferable skills (such as oral and written communication, personal
interaction, team work) which will prove of general use and enhance employability.

Intended Learning Outcomes

This unit provides an opportunity for students to integrate the information obtained in lecture
based units to obtain an overview of their own Degree Programme discipline. Students will
become proficient in laboratory report writing, group work and construction and presentation of
scientific principles both orally and in writing.

Content
Each unit will normally include “What is Science For” and at least 12 hours contact with the
advisor (for further details see the Second Level Tutorial Handbook). The content will vary
between Degree Programmes but may include: abstract writing; essay writing, teamwork;
problem solving, group based earning; oral presentations; reading and analysing primary
research papers; lab report writing; exam question practice; careers advice
Students must complete the Critical Writing Skills (BIOL21701) and Data Handling Skills
(BIOL20701) units (see unit profiles for further details).

Attendance
Attendance at all sessions is a compulsory element of the Work and Attendance regulations of
the School. Students who fail to attend all their tutorials, have a mean mark for their other
tutorial assignments less than 40% and/or fail to exceed 70% in the Critical Writing Skills and
Data Handling Skills units, will fail the tutorial unit. Compensation for partial failure of the
examinations is available only to students who have passed their Tutorial unit. In addition,
students who fail their Tutorial unit are required to complete a long essay during the summer
vacation.

Assessment
Work including essays, problems, learning module exercises and presentation skills will be marked
by the academic advisor. Tutorials are also considered to be preparation for the problem & essay
papers in the final year.

Feedback
Students will receive written and verbal feedback from their Academic Advisor for all work
submitted for the Tutorial Unit but are encouraged to meet with their Academic Advisor if they
wish to discuss their feedback in more detail.

Prerequisites - None.

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SCIENCE AND SOCIETY RSM BIOL20302

Unit Coordinator(s): Dr Carsten Timmermann Semester 2
([email protected]) Credits 10
Aims
The programme unit aims to:
1. Provide the opportunity for students to perform a mini-research project on issues relating
to science & society.
2. Introduce students to key sources and methods in HSTM research, including a critical
analysis of the limitations of sources and methods.
3. Show students how to write up research results in publication format.

Intended Learning Outcomes

Students will be able to:
• Understand the sources and methods used in HSTM research including the use of
printed, visual, statistical, material, oral and unpublished sources.
• Demonstrate familiarity with key methodologies for approaching HSTM source material.
• Improve academic writing skills including the writing up of research in publication format.
• Develop interpretative and analytic thinking skills.

Practical Content
The course will be comprised of two components. First, students will be required to meet three
times with a project supervisor. These sessions will involve intensive supervision on choosing,
designing, and writing an HSTM project. Students will also be required to attend weekly
lectures/seminars. These sessions will cover the following topics:

• Reading and note-taking skills

• Finding and using archives
• Using literature and film
• Using oral testimony, diaries and memoirs
• Using newspapers and popular journals
• Using journals and published texts
• Using statistics
• Researching and writing about controversial issues
• Writing strategies in Science & Society

Assessment
Topic Proposal (10%)
Primary Source Bibliography (10 %)
Critical analysis of sources - 1000 words (30%)
Project - 2000 words (50%)

Feedback - Students receive a face to face meeting with the Unit Coordinator to discuss their
work.

Prerequisites
HSTM10721 (Recommended)

Teaching Staff
Dr Ian Burney, Dr Jeff Hughes, Dr Vladimir Jankovic, , Dr David Kirby, Dr James Sumner, Dr
Carsten Timmermann, Professor Michael Worboys

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BIOCHEMISTRY RSM BIOL20312

Unit Coordinator(s): Dr Ray O'Keefe Semester 2
([email protected]) Credits 10

Aims
To introduce students to biochemical techniques through a defined research project

Intended Learning Outcomes

The students will have learned to:
• Examine the structure of an enzyme using molecular graphics
• Purify an enzyme from cell extracts by three different procedures
• Determine the protein concentration of a solution
• Determine the specific activity of an enzyme
• Analyse the purity of a protein preparation by polyacrylamide gel electrophoresis and
western blotting
• Carry out a kinetic analysis on a purified enzyme
• Use mass spectrometry analysis to identify a purified protein

Practical Content
Students will learn the following techniques:
• Molecular graphics using PC-driven software
• Use of spectrophotometers
• Protein concentration assays
• Affinity chromatography
• Gel filtration
• Enzyme assays
• Polyacrylamide gel electrophoresis
• Western blotting
• Mass spectrometry
Data will be produced during the course of the RSM that will be recorded and analysed.

Assessment
Assessment will be through a 2 hour written practical test under exam conditions (30%) and a
full experimental write-up (70%) composed of an Abstract, Introduction, Materials and Methods,
Results, Discussion and References.

Feedback
Students will receive continuous feedback on their laboratory work during the Unit by the
teaching staff. A discussion forum is also available through Blackboard to answer questions and
receive feedback from the teaching staff. Students are also encouraged to meet with the
Coordinator following completion of the Unit to discuss the assessed work.

Prerequisites
This Unit is compulsory for all Biochemistry and Medical Biochemistry students and may be
selected by other students.

Recommended Reading
All recommended reading will be made available through Blackboard and a printed manual will
be distributed to students on the first day of the Unit which contains background and full
description of the practical work.

Teaching Staff
Dr Johanna Avis, Dr Josip Lovric, Dr Ray O'Keefe, Dr Dave Thornton

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CELL BIOLOGY RSM BIOL20322

Unit Coordinator(s): Professor Viki Allan Semester 2
([email protected]) Credits 10
Aims
• To introduce students to the theory and practice of a selection of commonly-used cell
biological research techniques
• To provide training in experimental design, execution and critical interpretation of data
• To develop practical skills and team working ability
Intended Learning Outcomes
Students will develop skills in careful experimental manipulation, design, and organisation. They
will gain confidence in recording and interpreting results, and in critical evaluation. Students will
work independently and in small groups, aiding development of individual practical skills and
teamworking abilities. They will be expected to compare their results with published data and to
question conclusions or account for discrepancies. Scope for the design of novel experiments
will be provided. Students will be expected to learn detailed concepts related to central aspects
of cell biology.
Practical Content
Protein Trafficking: In this component, students will undertake a series of experiments
designed to examine several key steps in intracellular protein trafficking in eukaryotic cells.
Yeast will be used as a model system in which to follow the biogenesis of a specific protein as it
transits the secretory pathway en route to the vacuole. Experimental techniques will include
yeast cell culture, SDS-PAGE, immunodetection, digital imaging, data analysis and
quantification.
Protein localisation using green fluorescent protein chimeras: Students will be provided
with cDNA constructs encoding a variety of proteins that have been tagged with green
fluorescent protein, and will express these by transient transfection of tissue culture cells. The
aim will be to determine the localisation of the chimeric molecule with reference to antibodies to
a range of subcellular organelles and cytoskeletal structures. Students will design their own
experiment to provide further evidence of localisation, by disrupting the structure by drug
treatment. Techniques include transient transfection, and the use of antibodies in
immunofluorescence microscopy.
Tyrosine kinase signalling: Two intracellular tyrosine kinases, Src and FAK, will studied. The
aim will be to determine how FAK and Src interact to form a signalling complex. The students
will analyse part of this well-characterised signalling pathway using phospho-specific antibodies
and expression of mutated forms of each kinase. Both western blotting and
immunofluorescence will be used to follow kinase activation. They will also be given key
references to help them interpret their data.
Assessment - 100% coursework - three short written reports.
Feedback - Feedback is provided informally by staff and demonstrators throughout the
practical. Feedback for weeks 2 and 3 will be provided in a final session where student data will
be compared and discussed. Written comments will be provided on assessed work, which will
be returned to students.
Prerequisites - BIOL21121 (Compulsory)
This unit is compulsory for all Cell Biology Honours students and may be selected by Biology or
Biomedical Sciences students.
Recommended Reading
• Alberts B, Johnson A, Lewis J, Raff M, Roberts K & Walter P, Molecular Biology of the
Cell (5th edition), 2008, Garland Science
Teaching Staff - Professor Viki Allan; Dr Andrew Gilmore; Dr Martin Pool; Dr Lisa Swanton

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GENETICS RSM BIOL20332

Unit Coordinator(s): Professor Chris Thompson Semester 2
([email protected]) Credits 10
Aims
To introduce students to a selection of modern Genetics research techniques and common
model organisms. To provide training in the design of experiments, the analysis and
interpretation of data, the presentation of results and the maintenance of a professional lab
book. To help students develop relevant practical skills and provide experimental contexts that
illustrate some of the theoretical models and concepts that will be taught in BIOL21371
(Organismal Genetics) and BIOL21172 (Principles of Developmental Biology).

Intended Learning Outcomes

Students will develop skills in experimental design, time management within the laboratory,
team working, the analysis and interpretation of data, and the presentation of data. They will
also have a working knowledge of several commonly used Genetics techniques. Students will
appreciate the need for control experiments and for careful experimental manipulation in order
to obtain reliable results.

Practical Content
Module 1: Using Dictyostelium and E.coli as models to study evolutionary cost and cell
competition. Growth and development provide arenas for competition. Cells that grow have a
selective advantage with more offspring to pass on that genetic makeup (e.g. antibiotic resistant
bacterial strains). Multicellular development can also lead to competition as some cells will die
as a result of the differentiation process whilst others survive. Mutations that result in avoiding
death will have an evolutionary advantage (cheating). Such developmental advantages will be
examined in the social amoeba Dictyostelium and compared to the effects of genetic changes
on advantages gained during growth in E. coli. In both cases the evolutionary costs will be
measured. Techniques will include the culture of Dictyostelium, ß-galactosidase staining,
microbiological culture and microscopy.
Module 2: Genetic linkage and mutation detection in human disease. During this module,
students as a team will enter a ‘race’ to identify a human disease gene, based on linkage
analysis of affected families. Upon identification, the gene will then be sequenced to determine
the nature of the mutation. Techniques will include: PCR primer design and PCR reactions and
analysis by agarose gel electrophoresis; pedigree and genotype analysis; bi-directional
fluorescent DNA sequencing and DNA sequence analysis.
Module 3: Using Drosophila as a model organism to screen for patterning mutants. This
practical will introduce students to genetic screens and demonstrate how they can be used to
identify genes which influence development. In addition, the expression of several proteins in
developing imaginal discs will be determined by immunohistochemistry. The expression patterns
obtained will be compared to the different mutant phenotypes seen in the genetic screen to
determine which genes encode the different proteins. Techniques will include dissection of
Drosophila larvae, tissue fixation, immunohistochemistry and microscopy.

Assessment
The unit assessment will vary between modules but will be split (25%; 25%; 50%). In each
module assessment will consist of a combination of coursework and individual and group exams
taken during class. Current coursework consists of short answer questions and ePBL nodes,
assessment of the adequate maintenance of the laboratory notebook, and three formal
assessments (20%; 20%; 15%), including figure presentation and analysis of the results for
module 1, a problem set for module 2, and the generation of a composite figure with
accompanying legend in publication style for module 3.

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Feedback
During the practical sessions, there will be many opportunities for you to get feedback from staff
or demonstrators on your technical performance. The short answer questions or exercises in the
practical manual are there to test your understanding and you should get feedback from staff or
demonstrators on your answers. You will get feedback on your overall performance in the form
of the final mark for the unit and you will get feedback on the short reports for module 1 and 3.

Prerequisites
BIOL10221 (Compulsory); BIOL10521 (Compulsory); BIOL21172 (Recommended)
This unit is compulsory for Genetics honours students and may be selected by Biology or
Biomedical Science students.

Recommended Reading
Either Genes VIII (paperback) or Genes IX (hardcover).
• Griffiths A J F, Miller J H, Suzuki D T, Lewontin R C and Gelbart W M An Introduction to
Genetic Analysis (7th edition) 2000 Freeman
• Fixsen W D Solutions manual for An Introduction to Genetic Analysis (7th edition) 2000
W. H. Freeman
• Griffiths A J F, Gelbart W M, Miller J H and Lewontin R C Modern Genetic Analysis 1999
W. H. Freeman
• Ralph Greenspan Fly Pushing : The Theory and Practice of Drosophila Genetics 1997
Cold Spring Harbor Laboratory Press

Teaching Staff - Dr Mike Briggs; Dr Andreas Prokop; Dr Daniel Rozen; Professor Chris
Thompson

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GENERAL & MEDICAL MICROBIOLOGY RSM BIOL20342

Unit Coordinator(s): Dr Nicola High Semester 2
([email protected]) Credits 10
Aims
To introduce students to laboratory techniques in microbiology for studying bacteria and fungi.
To enable students to design experiments and include appropriate controls. To teach students
how to analyse, interpret and record data. To teach students to present data in a research
paper format.
Intended Learning Outcomes
Students will have mastered:
• Aseptic techniques, subculturing and purification of bacterial cultures
• Examination of stained bacteria in the light microscope
• How to recognise the colony morphology of bacterial strains
• Use of spectrophotometers to follow growth of cultures in liquid media
• Determination of viable counts of bacterial cultures
• Preparation of solutions and growth media and maintenance of pure cultures
• Identification of bacterial strains (medical and non-medical) using laboratory tests,
commercial biochemical test kits, and 16S rDNA sequencing
• Design of experiments, including necessary controls. These will include experiments in
bacterial genetics that illustrate the principles of antibiotic resistance transfer and
experiments on bacterial growth kinetics and physiology.
• Extraction of total RNA, reverse transcription into cDNA for semi-quantitative analysis of gene
expression (semi-quantitative PCR) in the model filamentous fungus Neurospora.
Practical Content
Week 1 Bacterial genetics:
Students will design and carry out an experiment to detect plasmid transfer and plasmid
mobilisation in Escherichia coli.
Week 2 Bacterial growth & physiology:
a) Isolation of halophilic bacteria from various sources e.g. fish skin, salami, soil
b) Students will design and carry out an experiment to find the optimum salt concentration
for growth of the halophile Vibrio natriegens.
Week 3 Bacterial isolation and identification:
a) Isolation and enumeration of potential food-poisoning microorganisms in milk.
b) Students will compare the heat resistance of the bacterial isolates from milk.
Week 4 Fungal growth & physiology:
a) Microscopic methods for examining fungi on solid and liquid media.
b) Fungi as model organisms: Students will design and conduct experiments that
highlight the importance of fungi in elucidating general problems in biology.
Assessment
1. Continuous assessment of the four classes by questionnaire (50%)
2. One full practical write-up in the style of a research paper (20%)
3. Practical test (2 hour) under exam conditions after the end of the unit (30%)
Feedback - All work will be marked, annotated and handed back to students during the exam
period.
Prerequisites
This unit is compulsory for Microbiology Honours students. It may be selected by Biology,
Biomedical Sciences and Biotechnology students and any one else who has done BIOL10532
and is doing additional microbiology units in the second year.
Teaching Staff - Dr Christian Heintzen; Dr Nicky High; Dr Dennis Linton

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MOLECULAR BIOLOGY RSM BIOL20352

Unit Coordinator(s): Dr Sue Crosthwaite Semester 2
([email protected]) Credits 10

Aims
To provide the opportunity for students to become familiar with specific molecular techniques, to
gain confidence planning experiments and working independently in the laboratory. To
encourage students to maintain a professional laboratory notebook and to give them experience
in writing up their results in publication format.

Intended Learning Outcomes

Students will develop an understanding of the basis of several commonly used molecular
biology techniques and have the confidence to use these in a practical setting to interpret the
role of "a gene of interest" in the model eukaryote Neurospora crassa. Students will appreciate
the need for good experimental design and laboratory practice.

Practical Content
The project will characterise a Neurospora gene of unknown function.
Week one: Bioinformatic search for protein sequences and functional domains similar to those
encoded by the gene of unknown function. Comparison of the overt phenotype of the wild-type
and gene deletion strains. Transformation of Neurospora with GFP-tagged gene of interest.
Week two: Check identity of strains. Test function of the gene of interest and location of the
tagged protein by exposing strains to an appropriate environment (this will depend on the
information gathered in week one).
Week three: Extract and check the integrity of RNA from control and transformed strains.
Week four: Comparison of gene expression in wild-type versus gene deletion strain by
RTPCR.

Assessment
Students are expected to maintain a lab book that is left in the lab and is available at all times to
the demonstrators. The lab book will be marked (50%) and should conform to modern
laboratory record keeping standards. In addition a publication-style report of one of the
experiments will be marked (50%).

Feedback
Feedback on the content of lab books will be given at the end of week 2. Generic feedback on
the write-up will be posted.

Prerequisites
This unit is compulsory for Molecular Biology honours students and may be selected by Biology
or Biomedical Science students. It is important that these students consult their Programme
Director or the Unit Coordinator.

Recommended Reading
• Sambrook J, Fritsch EF & Maniatis T (1989) Molecular cloning: a laboratory manual. Cold
Spring Harbor Laboratory

Teaching Staff
Dr Sue Crosthwaite, Professor Chris Grant.

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FIELD COURSE IN BEHAVIOUR & ECOLOGY (RSM) BIOL20662

Unit Coordinator(s): Dr Daniela Delneri Semester 2
([email protected]) Credits 10
Aims
To provide training in research techniques for studying evolutionary biological problems, in
particular those involving animal behaviour and ecological variables. The unit focuses on
observational methods, quantitative and qualitative data collection techniques, statistical
analysis and on experimental design.
Intended Learning Outcomes
Students will gain an understanding of how to plan experiments and collect data, of the range of
behaviours that can be observed or inferred, and of how to analyse, interpret and present
research findings.
Field Course Content
A 14 day course held in the Estéron Valley in the foothills of the French Alps, June-July 2010.
The two-week, residential format provides a unique opportunity for students to immerse
themselves in research. The course, which is very different from a traditional field course which
emphasises collection and identification of specimens, instead provides a challenging
framework during which students will begin the transition from being relatively passive
consumers of scientific information to active discoverers of new facts. By the end of the course,
students will have acquired a degree of self-sufficiency and independence in their
understanding of how to plan and carry out an experiment.
Part 1 - Biodiversity survey of the region. On the first day of the course, students in groups
collect and identify organisms and write this up in a biodiversity report. This is used to teach
students the use of taxonomic keys, to help decide on a research project, and to contribute to
the database of biodiversity in the region which we are creating.
Part 2 - In small groups, together with demonstrators, each student designs and plans their
individual project focusing on testing a hypothesis they have identified. This part includes
training in statistics, experimental design and the use of lab books for recording data. Data
collection takes place over several days.
Part 3 - Data are explored, analysed and interpreted. Initial data analyses and conclusions are
presented and discussed in small groups. Data are then written up in full scientific journal format
and presented to the rest of the students in a final mini-conference. Students also participate in
the marking of the oral presentations.

Field Course RSMs will require a financial contribution to be made early in the first
semester of your second year. In cases of financial hardship, you should contact the
Senior Advisor as soon as possible. RSM units may NOT be changed, once registered,
without the written permission of the RSM Coordinator concerned and the Faculty Senior
Advisor.
Assessment
50% final written report, 25% final oral report. 5% biodiversity report. 10% on the student’s
contribution to the field course as a whole. 5% for the lab book. 5% for the student’s conception
of their project.
Feedback - This will be provided continually in the daily tutorials and through one-to-one
discussions.
Prerequisites - None
Recommended Reading
• Ploger B, Yasukawa K (2003) Exploring animal behavior in laboratory and field. London
Academic Press
Teaching Staff - Dr Daniela Delneri

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FIELD COURSE IN TERRESTRIAL & MARINE BIOL20672

BIODIVERSITY (RSM)
Unit Coordinator(s): Dr Richard Preziosi Semester 2
([email protected]) Credits 10
Aims
To study organisms in their natural environment. Presentation of the experimental, quantitative
and analytical approaches used in answering evolutionary and ecological questions in the field.

Intended Learning Outcomes

An understanding of; identification of suitable research projects and organisms, design and
execution of field based studies, quantitative data collection, analysis and graphical
presentation of data, and the preparation of written and oral reports. Projects usually focus on
areas of biodiversity, conservation, phenotypic adaptation and physiological ecology.

Field Course Content

A three week (approx.) field course in June/July, this unit takes place in Belize. The first five
days are spent snorkelling on a coral reef where the students conduct small group projects on
biodiversity and behaviour. The remainder of the course takes place in the rainforest where
students will conduct extended individual research projects. Short meetings on logistics, safety
and techniques take place in Manchester before the field course departs. In both locations the
following general format is followed.
Part 1 - Students explore the area and identify their individual research projects. Projects may
involve any organism and be in any area of biology provided an evolutionary or ecological
question is being examined.
Part 2 - Students design and carry out their research projects.
Part 3 - Students screen and analyse their data and prepare their project report. This work is
completed using standard computer packages. All students will gain experience in using
software for data handling, preparation of figures, statistical analyses and preparation of their
report.
Part 4 - Students each give a short oral presentation of their project.
Recommended texts provided at field centre.
Note that this field course takes place at well established research stations. These field
stations are located in remote regions with limited access and communications. Health
and safety are a priority and trained first aiders will be present on the course.
Field Course RSMs will require a financial contribution to be made early in the first
semester of your second year. In cases of financial hardship, you should contact the
Senior Advisor as soon as possible. RSM units may NOT be changed, once registered,
without the written permission of the RSM Coordinator concerned and the Faculty Senior
Advisor.

Assessment
Final written (30%) and oral (20%) reports. Reef biodiversity and behavioural projects (30%).
Student's contribution to the planning, execution and discussion of all projects (10%) and the
student's contribution to the overall success of the field unit (10%). Assessments are made by
staff, advisors and, in some cases, by peer and self-assessment.

Feedback - Oral feedback is provided on an ongoing basis throughout the field course. Written
feedback is provided for the final report after the field course.

Prerequisites
None (enrolment very limited and may depend on prior experience/performance).

Teaching Staff - Dr Richard Preziosi

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TROPICAL BIOLOGY (RSM FIELD COURSE) BIOL20682

Unit Coordinator(s): Dr Richard Preziosi Semester 2
([email protected]) Credits 10
Aims
To study organisms in their natural environment Presentation of the experimental, quantitative
and analytical approaches used in answering biological questions at the organismal and
community scale in the field.

Intended Learning Outcomes

An understanding of: identification of suitable research projects and organisms, design and
execution of field based experiments, quantitative data collection, analysis and graphical
presentation of data, and the preparation of written and oral reports. Projects usually focus on
areas of conservation, biodiversity, community structure and phenotypic adaptation.

Field Course Content

A three week (approx.) field course in July/August. The first five days are spent in the cloud
forest on the pacific side of the Andes where students conduct small group projects on
biodiversity and behaviour. The remainder of the course will take place in an unexploited area of
rainforest on the Rio Payamino in Amazonian Ecuador and is hosted by the Payamino Tribe. At
Payamino students conduct extended individual field research projects. Several short meetings
on logistics, safety and techniques will take place in Manchester before the field course departs.
At both locations the following general format is followed.
Part 1 - Students explore the area and discuss their research projects. Projects may involve any
organism and be in any area of biology as long as an ecological or evolutionary question is
being examined.
Part 2 - Students design and carry out their research projects.
Part 3 - Students screen and analyse their data and prepare their project report. This work is
completed using standard computer packages. All students will gain experience in using
software for data handling, preparation of figures, statistical analyses and preparation of their
report.
Part 4 - Students each give a short oral presentation of their project. Recommended texts
provided at field centre.

Note that this field course takes place at research stations located in remote regions with
limited access and communications. Health and safety are a priority and trained first
aiders will be present on the course.
Field Course RSMs will require a financial contribution to be made early in the first
semester of your second year. In cases of financial hardship, you should contact the
Senior Advisor as soon as possible. RSM units may NOT be changed, once registered,
without the written permission of the RSM Coordinator concerned and the Faculty Senior
Advisor.

Feedback - Oral feedback is provided on an ongoing basis throughout the field course. Written
feedback is provided for the final report after the field course.

Assessment
Final written (30%) and oral (20%) individual reports. Cloud forest group projects (30%). A
portion of the assessment considers each student’s contribution to the planning, execution and
discussion of all projects (10%) and the student’s contribution to the overall success of the field
course (10%). Assessments are made by staff and, in some cases, by peer and self-
assessment.

Prerequisites - None (enrolment is limited and may depend on prior experience/performance).

Teaching Staff - Dr Richard Preziosi

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DATA HANDLING SKILLS 3 BIOL20701

Unit Coordinator(s): Dr Roland Ennos Semester 1
([email protected]) Credits 0

Aims
This is the last of three modules that aim to provide experience in scientific calculations,
experimental design, data analysis, statistical techniques and the use of scientific software. The
module forms an integral part of the tutorial unit for most degree programmes in the Faculty.
Intended Learning Outcomes
You will be able to use appropriate software: to select and apply appropriate statistical tests; to
understand the mathematics of exponential growth and decay; to extract parameter values from
experimental data; to modify and make measurements from images; and to search online
patent libraries. These skills will help you to prepare your EDM and RSM laboratory reports.
Next year they should be useful in your final-year research project or sandwich placement.
Lecture Content
• Parametric statistical tests
• Dealing with non-parametric data
• Non-parametric statistical tests
• Designing experiments and presenting results
• Growth and decay
• Transforming data
• Image analysis using ImageJ
• Manipulating images in Paint Shop Pro
• Drawing chemical structures with ISIS/Draw
• Patents and commercial exploitation

Assessment
You will undertake weekly exercises within the Blackboard virtual learning environment and
enter your answers to both practice and assessed questions on-line. Your cumulative score on
the assessed questions must exceed 70% for you to pass the tutorial unit.
Feedback
Feedback is available on your incorrect answers in the practice questions, and during weekly
clinics.
Prerequisites
• BIOL10701 (Compulsory)
• BIOL10722 (Compulsory)
Recommended Reading
• Ennos AR (2007) Statistical and Data Handling Skills in Biology (2nd Edition). Prentice
Hall
Teaching Staff
Dr Roland Ennos, Dr Martin Steward

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URBAN BIODIVERSITY & CONSERVATION RSM BIOL20872

Unit Coordinator(s): Dr Giles Johnson Semester 2
([email protected]) Credits 10
Aims
To introduce students to the theory and practice of techniques commonly used by
environmental consultants and field-based biologists. To train students in the application of
those techniques to assess the conservation value of natural and semi-natural sites.
Intended Learning Outcomes
At the end of this module students should be able to:
• assess the nature conservation value of a site, placing this into local, regional & national contexts
• identify key species of plants and invertebrates found in the local environment and
assess the conservation importance of those species
• to carry out a phase 1 survey of a site and be aware of appropriate techniques for further
analysis of urban habitats
• present conclusions of field surveys in a range of formats, written and oral, suitable for
different target audiences
Practical Content
Biodiversity of polluted and unpolluted aquatic systems (Week 8): Students will carry out
assessments of the biodiversity and water quality of aquatic sites in Manchester. Surveys will be
carried out in Chorlton Brook, a fast flowing Urban waterway and at Salford Quays, an
historically heavily polluted site which has in part been successfully remediated. Detailed field
surveys will be undertaken combined with lab based sample analysis to assess the water
quality and the ecology of the study sites.. A short report, in the form of a scientific summary,
will be required from each student, presenting major findings.
Biodiversity in polluted and unpolluted terrestrial sites (Week 9): Students will undertake
surveys of two sites in the Greater Manchester region having highly contrasted histories. A
Brownfield site (Nob End Local Nature Reserve, Bolton) which has been highly contaminated by
previous industrial activities will be surveyed and an assessment made of the plant and
invertebrate diversity on the site. This will be contrasted with a relatively uncontaminated site
(Mersey Valley Local Nature Reserve, Chorlton). Students will carry out Phase 1 surveys of both
sites and make collections of invertebrates and plants from each site for identification in the lab.
A phase 1 survey map and max. 1 page summary will be required from each student for each
site, summarising the major findings at each site.
Project - Habitat survey project (Week 10-11): in the final weeks students will be required to
apply the skills gained in the earlier parts of the unit to undertake a survey of a site in the
Greater Manchester area. Students will be required to complete a risk assessment for the work
to be undertaken, conduct library searches to establish site history, where possible, and then to
carry out a detailed survey, assessing the conservation value of different areas of the site,
placing this into local, regional and national contexts. Findings will be presented in the form of a
short oral presentation in the final session and written report, due to be submitted by the end of
Week 12.
Assessment - the assessment for this course will be based on the following:
2 page summary of aquatic sites (15%); 2 page summary of terrestrial sites (15%);
10 minute group oral presentation of Biodiversity of selected site (15%);
Group collection of plants and invertebrates (15%);
Individual written report of Phase 2 habitat survey of selected site (40%)
Feedback - Reports written during the first 2 weeks will be returned before completion of the
final report, with formative feedback being given on these.
Prerequisites - None
Teaching Staff - Dr Amanda Bamford, Dr Roland Ennos, Dr Giles Johnson, Dr Dmitri Logunov,
Dr Keith White

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HUMAN ANATOMY RSM BIOL20912

Unit Coordinator: Dr. Stefan Gabriel Semester 2
([email protected]) Credits 10
Aims
To give students the opportunity to make an 'in depth' investigation in an area of human
anatomy or comparative anatomy (macroscopical and microscopical) after gaining appropriate
skills. To design and devise approaches for the scientific presentation of anatomical findings for
research and/or teaching purposes, while working as a member of a team.
Intended Learning Outcomes
To be able to:
• Use diverse sources of anatomical references and primary literature.
• Appreciate anatomical variation and know how to evaluate it.
• Conceive and execute a dissection or study a given aspect of human anatomy or
comparative anatomy.
• Collect, analyse and present data in a format for publication.
• Have an 'in depth' understanding of an aspect of human anatomy or comparative
anatomy.
Practical Content
Morphological Research Skills
• Dissection and observation.
• Working with prosected specimens.
• Living anatomy: surface features; muscle groups; sounds.
• Microscopy and Histology.
• Use of X-Ray.
• Use of CT images.
• Anatomical Variation and Measurement (morphometry)
• Mini-project planning

Mini Project
Working in groups, students produce a research study. Work will be undertaken mainly in the
Dissecting Room in consultation with Anatomy staff.
Assessment
Short structured questions for skills practicals (10%)
Individual Mini-Project Report (35%)
Group Presentation (35%)
Group Project Performance mark (20%)
Feedback
For the short structured questions and mini-project reports feedback will be provided in the
tutorial groups. Group presentation and performance feedback would be given just after the
presentation session.
Prerequisites
BIOL10811 (Compulsory); BIOL21061 (Recommended); BIOL21291 (Compulsory)
Recommended Reading
• Gosling J et al Atlas of Human Anatomy (4th edition) 2002 Mosby, London
• Snell R Clinical Anatomy for Medical Students (6th edition) 2000 Lipincott, Williams &
Wilkins
Teaching Staff
Dr Bip Choudhury, Dr. Stefan Gabriel, Dr Niggy Gouldsborough, Dr. Chris Klingenberg, Dr
Tokiharu Takahashi

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NEUROSCIENCE RSM BIOL20922

Unit Coordinator(s): Dr Fred Cody Semester 2
([email protected]) Credits 10

Aims
To provide practical experience of a range of techniques and data analytical procedures
relevant to current neuroscience research. The techniques will mainly be drawn from the
disciplines of anatomy, pharmacology and physiology. Students will have the opportunity to
work with a variety of biological preparations, from cells to whole humans, and with interactive
computer simulations.

Intended Learning Outcomes

To be proficient in the use of a range of technical skills, including the application of selected
electrophysiological, psychophysical, biochemical and histological methods, and to possess the
abilities to find and understand information, to analyse complex data sets and to write scientific
reports.

Practical Content
• Neurophysiology computer simulations
• Virtual rat (Sniffy) behaviour
• Ligand binding to brain receptors
• Microglial cell activation, IL-1 and cell death
• Neuroanatomy of sensory pathways
• Human neuroanatomy
• Human visual function – the Electroretinogram
• Nitrous oxide and human performance
Feedback
Written comments on assessment exercises and lab reports and Feedback session with staff in
lecture theatre

Assessment
Short reports on individual classes (50%) and one full practical write-up (50%)

Prerequisites
BIOL10832 (Compulsory); BIOL21332 (Compulsory); BIOL21341 (Compulsory)

Teaching Staff
Dr Stuart Allan, Professor Richard Baines, Dr Enrico Bracci, Dr Fred Cody, Dr Mike Dascombe,
Dr Owen Jones, Professor Rob Lucas, Prof Simon Luckman, Dr Niall McLoughlin, Dr Emmanuel
Pinteaux, Dr Ingo Schiessl

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PHARMACOLOGY RSM BIOL20932

Unit Coordinator(s): Dr Richard Prince Semester 2
([email protected]) Credits 10

Aims
To provide practical experience of research methods used in the discovery of drugs, from initial
ideas through to full clinical use in man.

Intended Learning Outcomes

To:
• Understand methods used in drug discovery and development
• Improve technical skills
• Find and understand information
• Analyse complex data sets
• Write scientific reports

Practical Content
• Radioligand binding assay: competition binding assay using [3H]-flunitrazepam.
• Computer methods for drug discovery: prediction of drug potency using molecular
modelling software.
• Practical data analysis: graphing and analysing experimental data using Graphpad Prism
software.
• Schild analysis: students will study the interaction of methacholine and atropine in
simulated guinea pig ileum.
• Team case study: students will research and present the pharmacological effects,
mechanisms and pharmacokinetics of a clinically important drug.
• Simple kinetics: exploration of basic concepts in pharmacokinetics using a simple
hydraulic model.
• Toxicity testing: students will test drugs for toxicity using a cell based assay.
• Nitrous oxide and human performance: in this practical students will be introduced to the
ethical considerations and subject care required in volunteer studies.
• Drug mechanisms in human skin: students will investigate the effects of local
anaesthetics on human skin and drug effects on the Lewis Triple Response.
• Metabolism of paracetamol in human volunteers.
• Animal tissue practicals and animal handling activities.

Assessment
ePBL mcqs (10%)
Short note questions+ lab books (40%)
Full practical write-up (40%)
Group presentation (10%)

Feedback
Feedback will be provided via annotated practical write-ups and verbal advice on practical
techniques during classes.

Prerequisites - BIOL21302 (Compulsory)

Teaching Staff - Dr Shazia Chaudhry, Dr Liz Fitzgerald, Dr Gillian Edwards, Dr Michelle

Keown, Dr Richard Prince, Dr Tracey Speake

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PHYSIOLOGY RSM BIOL20942

Unit Coordinator(s): Dr Peter Brown Semester 2
([email protected]) Credits 10
Aims
To provide the opportunity for students to perform human volunteer practicals, an exercise mini-
project and to study cell physiological methods. To give the students experience in: data
presentation, use of some standard statistical analyses and writing up results in publication
format.

Intended Learning Outcomes

To be able to devise, perform, analyse and write up in publication format a mini research project
relating to the human response to exercise. To be able to perform a range of experiments using
standard physiological techniques, to learn the need for good experimental technique,
laboratory practise and for control experiments. To use statistical techniques to analyse data.

Practical Content
Students will be allocated a mini-research project on an aspect of the human response to
exercise. Students will spend a minimum of 2 experimental days working on this project.
Further days will be devoted to: studying solute transport across the gut epithelium,
investigating the effects of changes in motor nerve stimulus parameters on skeletal muscle
contraction using the frog sciatic-gastrocnemius preparation; examining physiological CAL
simulations of electrophysiological techniques, and determining the control of ventilation by
changes in blood gas concentrations.
A significant element of the unit is a series of practicals in which ion channels tagged with green
fluorescent protein are transiently expressed in mammalian cells in culture. Fluorescence
microscopy is then used to determine channel localization in the cells.
An RSM manual will be provided and will contain further recommended reading. The mini-
research project will require the students to do a small literature search.

Assessment
Students will write up their mini-research project in the style of published paper, which will
contribute 40% of the unit mark. The remaining 60% of marks will be derived from completion of
worksheets accompanying the other practical classes.

Feedback
Marks and comments on worksheets, most of which will be returned during the RSM. The mini-
project report will be returned with annotations and a completed mark sheet before the end of
the semester.

Prerequisites
The unit is aimed at students on the Degree Programmes of Physiology and
Pharmacology/Physiology. It may also be of interest to those studying Biomedical Sciences and
Biology.
• BIOL10832 (Compulsory)
• Either BIOL21141 (Recommended) OR BIOL21321 (Recommended)

Recommended Reading
Staff will recommend reviews about some of the cell physiological methods employed. Students
will be expected to perform literature searches as part of the mini-project.

Teaching Staff - Dr Peter Brown, Dr Jason Bruce, Dr Liz Fitzgerald, Dr Michelle Keown, Dr
Peter March, Dr Elizabeth Sheader, Dr Craig Smith, Dr Martin Steward

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DEVELOPMENTAL BIOLOGY RSM BIOL20972

Unit Coordinator(s): Professor Chris Thompson Semester 2
([email protected]) Credits 10

Aims
To introduce students to a selection of modern Developmental Biology research techniques. To
provide training in the design of experiments, the analysis and interpretation of data, and
presentation of results. To develop practical and team working skills.

Intended Learning Outcomes

Students will develop skills in experimental design, time management within the laboratory,
team working, the analysis and interpretation of data, and the presentation of data. They will
also have a working knowledge of several commonly used Developmental Biology techniques.
Students will appreciate the need for control experiments and for careful experimental
manipulation in order to obtain reliable results.

Practical Content
Pattern formation, cell growth and competition: Growth and development provide arenas for
competition. Cells that grow have a selective advantage with more offspring to pass on that
genetic makeup (e.g. antibiotic resistant bacterial strains). Multicellular development can also
lead to competition as some cells will die as a result of the differentiation process whilst others
survive. Mutations that result in avoiding death will have an evolutionary advantage (cheating).
Such developmental advantages will be examined in the social amoeba Dictyostelium and
compared to the effects of genetic changes on advantages gained during growth in E. coli. In
both cases the evolutionary costs will be measured. Techniques will include the culture of
Dictyostelium, ß-galactosidase staining, microbiological culture and microscopy.
Xenopus animal cap differentiation: In this practical, Xenopus animal cap cells will be
differentiated into a variety of different tissue types by changing the levels of Activin A present
within the culture medium. The different tissue types present will be confirmed by monitoring the
expression of genes specific for each tissue type by RT PCR. Techniques will include the ex
vivo culture of embryonic tissues, RNA extraction and RT PCR.
Immunohistochemical staining of Drosophila imaginal discs and screening for patterning
mutants: This practical will introduce students to genetic screens and demonstrate how they
can be used to identify genes which influence development. In addition, the expression of
several proteins in developing imaginal discs will be determined by immunohistochemistry. The
expression patterns obtained will be compared to the different mutant phenotypes seen in the
genetic screen to determine which genes encode the different proteins. Techniques will include
dissection of Drosophila larvae, tissue fixation, immunohistochemistry and microscopy.

Assessment
The unit assessment will vary between modules but will be split (25%; 25%; 50%). In each module
assessment will consist of a combination of course work and individual and group exams taken
during class. Current course work consists of short answer questions and ePBL nodes, assessment
of the adequate maintenance of the laboratory notebook, and three formal assessments (20%;
25%; 15%) in which will require discussion of the conclusions from experiments and the submission
of data figures with an accompanying legend.

Feedback - During the practical sessions, there will be many opportunities for you to get
feedback from staff or demonstrators on your technical performance. The short answer
questions or exercises in the practical manual are there to test your understanding and you
should get feedback from staff or demonstrators on your answers. You will get feedback on your
overall performance in the form of the final mark for the unit and should get feedback on the
short reports for each module.

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Prerequisites
• BIOL10521 (Compulsory)
• BIOL21172 (Compulsory)
• BIOL21371 (Recommended)
This is a compulsory unit for Developmental Biology honours students but may also be selected
by Biology and Biomedical Sciences honours students.

Teaching Staff - Dr Enrique Amaya, Dr Karel Dorey, Dr Andreas Prokop, Dr Daniel Rozen,
Professor Christopher Thompson

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THE BIOLOGY OF BEING HUMAN BIOL20982

Unit Coordinator(s): Dr Caroline Bowsher Semester 2
([email protected]) Credits 10
Aims
• To develop and criticize biological theories of how humans became so different from
other animals
• To explore implications of these theories for human origins, history and social properties
Note: This unit has restricted numbers and a selection process may be necessary
following initial registration. Any selection process implemented will take place in
Semester 3 and this unit will therefore not be available for selection during the Semester
4 course unit change period.
Intended Learning Outcomes
• Understand evolutionary theories of animal social behaviour and the application of these
theories to humans
• Learn how scientific theories are developed and aggressively tested against empirical
evidence
Lecture Content
There are 24 lectures covering:
• Human uniqueness
• Behaviour of humans in comparison with other species. Co-operative behaviour, kin-
selected and kin-independent behaviours; sexual behaviour; childhood
• Evolution of humans, including the fossil record
• Development of language
• Humans as social animals; development of warfare, the “state” and co-operation
Methods of Delivery
This unit is delivered by distance learning from Stony Brook University, Long island, USA. There
are videoed lectures, downloadable charts and animations, weekly e-quizzes and a interactive
discussion board plus access to past examination papers. Students will be supplied a password
and user name to a URL containing the lectures and access the interactive material via Microlab
1 or their own PC.
Feedback
Though the course is online, interactions with instructors are extensive. Online asynchronous
discussions are continuous and instructors participate. Students debate each other on the
discussion boards and also receive peer review of their posts. This debate and review includes
discussions with students from the United States. Students are also given extensive feedback for
correct and incorrect answers on all equizzes and the extensive array of study questions. Live,
online videoconference review sessions are held before each examination. Teleconferenced
office hours are available on an appointment basis.
Assessment
Three examinations consisting of multiple choice questions spaced out at equal intervals
through the unit. The unit mark will be based on the final MCQ examination plus student choice
of their 3 highest scores from: exam 1, exam 2, e-quizzes and contribution to discussion board.
Prerequisites - None.
Recommended Reading
• Bingham & Souza, Death from a Distance & the Birth of a Humane Universe (2009)
Booksurge Publishing
Teaching Staff - Professor Paul Bingham, Dr Caroline Bowsher, Dr Joanne Souza
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MOLECULAR AND CELLULAR BIOLOGY EDM BIOL21041

Unit Coordinator(s): Dr Shazia Chaudhry & Dr Mark Ashe Semester 1
([email protected], Credits 10
[email protected])
Aims
Experimental Design Modules (EDMs) aim to equip students with the skills necessary to
become proficient in a number of laboratory techniques that are carried out routinely in modern
laboratories. EDMs place an emphasis on the design and interpretation of experiments, building
the expertise and knowledge that will be required to undertake the appropriate Research Skills
Modules offered in the second semester.

Intended Learning Outcomes

This unit will allow students to become proficient in making experimental choices enabling them
to make amendments to technical protocols, analysing and critiquing research papers
appropriate to the practical and using specialised laboratory equipment and procedures
required to obtain data. Many practicals will consist of an element of data handling techniques,
including statistical analysis and appropriate presentation of results.

Practical Content
During Phase I sessions, students will undertake a series of practicals that will comprise widely
used modern techniques. Phase II practicals aim to train students in the basic techniques and
approaches that are relevant to their chosen specialist degree subject, as determined by their
programme director.
Phase I
• PCR & Molecular Cloning - D. Boam
• Clone Analysis - S. Chaudhry
• Protein Analysis - J. Bella
• Bioinformatics - D. Robertson
Phase II
• Signalling Pathways and Sub-Cellular Relocalisation of Protein I - M. Ashe
• Signalling Pathways and Sub-Cellular Relocalisation of Protein II - P. Woodman
• Signalling Pathways and Sub-Cellular Relocalisation of Protein III - P. Woodman

Assessment
Students will be assessed using a combination of online and in-lab assessments for Phase I
and II. In addition, students will be required to complete a full experimental report for one
practical as determined by their academic advisor. Marks will be distributed between the
assessments (80%) and the full write-up (20%).
NB Attendance at all practical and lecture sessions is compulsory. Missing a practical without
satisfactory explanation will result in a loss of 10% of the total unit score for each missed
practical. Missing more than 3 practicals for whatever reason will trigger a meeting with the
senior advisor. A mark of at least 40% is required to pass this unit. Failure of this unit will result
in a loss of compensation for other failed second year examinations and a resit assessment.

Feedback – During the practical sessions, there will be many opportunities to get immediate
feedback from staff and demonstrators. Phase I and II feedback sessions will be given as
separate one hour lectures. Individual feedback on laboratory reports will be provided by your
academic advisor.

Prerequisites - None

Teaching Staff - Dr Mark Ashe, Dr Jordi Bella, Dr David Boam, Dr Shazia Chaudhry, Dr David
Robertson, Professor Philip Woodman

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ORGANISMAL BIOLOGY EDM BIOL21051

Unit Coordinator(s): Dr Shazia Chaudhry & Dr Amanda Semester 1
Bamford Credits 10
([email protected],
[email protected])
Aims
Experimental Design Modules (EDMs) aim to equip students with the skills necessary to
become proficient in a number of laboratory techniques that are carried out routinely in modern
laboratories. EDMs place an emphasis on the design and interpretation of experiments, building
the expertise and knowledge that will be required to undertake the appropriate Research Skills
Modules offered in the second semester.

Intended Learning Outcomes

This unit will allow students to become proficient in making experimental choices enabling them
to make amendments to technical protocols, analysing and critiquing research papers
appropriate to the practical and using specialised laboratory equipment and procedures
required to obtain data. Many practicals will consist of an element of data handling techniques,
including statistical analysis and appropriate presentation of results.

Practical Content
During Phase I sessions, students will undertake a series of practicals that will comprise widely
used modern techniques. Phase II practicals aim to train students in the basic techniques and
approaches that are relevant to their chosen specialist degree subject, as determined by their
programme director.
Phase I
• PCR & Molecular Cloning - D. Boam
• Clone Analysis - S. Chaudhry
• Protein Analysis - J. Bella
• Bioinformatics - D. Robertson
Phase II
• The effects of antibiotics on batch culture growth of E. coli – N. High
• Embryonic anatomy and physiology – K. Brennan
• Developmental and environmental influences on plant Crassulacean Acid Metabolism –
A. Bamford

Assessment
Students will be assessed using a combination of online and in-lab assessments for Phase I
and II. In addition, students will be required to complete a full experimental report for one
practical as determined by their academic advisor. Marks will be distributed between the
assessments (80%) and the full write-up (20%).
NB Attendance at all practical and lecture sessions is compulsory. Missing a practical without
satisfactory explanation will result in a loss of 10% of the total unit score for each missed
practical. Missing more than 3 practicals for whatever reason will trigger a meeting with the
senior advisor. A mark of at least 40% is required to pass this unit. Failure of this unit will result
in a loss of compensation for other failed second year examinations and a resit assessment.

Feedback – During the practical sessions, there will be many opportunities to get immediate
feedback from staff and demonstrators. Phase I and II feedback sessions will be given as
separate one hour lectures. Individual feedback on laboratory reports will be provided by your
academic advisor.

Prerequisites - None

Teaching Staff - Dr Amanda Bamford, Dr Jordi Bella, Dr David Boam, Dr Keith Brennan, Dr
Shazia Chaudhry, Dr Nicola High, Dr David Robertson
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HUMAN SCIENCES EDM BIOL21061

Unit Coordinator(s): Dr Shazia Chaudhry & Dr Donald Ward Semester 1
([email protected], Credits 10
[email protected])
Aims
Experimental Design Modules (EDMs) aim to equip students with the skills necessary to
become proficient in a number of laboratory techniques that are carried out routinely in modern
laboratories. EDMs place an emphasis on the design and interpretation of experiments, building
the expertise and knowledge that will be required to undertake the appropriate Research Skills
Modules offered in the second semester.
Intended Learning Outcomes
This unit will allow students to become proficient in making experimental choices enabling them
to make amendments to technical protocols, analysing and critiquing research papers
appropriate to the practical and using specialised laboratory equipment and procedures
required to obtain data. Many practicals will consist of an element of data handling techniques,
including statistical analysis and appropriate presentation of results.
Practical Content
During Phase I sessions, students will undertake a series of practicals that will comprise widely
used modern techniques. Phase II practicals aim to train students in the basic techniques and
approaches that are relevant to their chosen specialist degree subject, as determined by their
programme director.
Phase I
• PCR & Molecular Cloning - D. Boam
• Clone Analysis - S. Chaudhry
• Protein Analysis - J. Bella
• Bioinformatics - D. Robertson
Phase II
• Effects of Ethanol on Performance – E. Pinteaux
• Diabetic Retinopathy – S. Gabriel
• Human Neurophysiology – F. Cody
• Human Neuroanatomy – N. Gouldsborough & B. Choudhury
• Immunoblotting and Immunochemistry – D. Ward
• Biostatistics – D. Ward
Assessment
Students will be assessed using a combination of online and in-lab assessments for Phase I
and II. In addition, students will be required to complete a full experimental report for one
practical as determined by their academic advisor. Marks will be distributed between the
assessments (80%) and the full write-up (20%).
NB Attendance at all practical and lecture sessions is compulsory. Missing a practical without
satisfactory explanation will result in a loss of 10% of the total unit score for each missed practical.
Missing more than 3 practicals for whatever reason will trigger a meeting with the senior advisor. A
mark of at least 40% is required to pass this unit. Failure of this unit will result in a loss of
compensation for other failed second year examinations and a resit assessment.
Feedback – During the practical sessions, there will be many opportunities to get immediate
feedback from staff and demonstrators. Phase I and II feedback sessions will be given as
separate one hour lectures. Individual feedback on laboratory reports will be provided by your
academic advisor.
Prerequisites - None
Teaching Staff - Dr Jordi Bella, Dr David Boam, Dr Shazia Chaudhry, Dr Bip Choudhury, Dr Fred
Cody, Dr Stefan Gabriel, Dr Niggy Gouldsborough, Dr Emmanuel Pinteaux, Dr David Robertson, Dr
Donald Ward
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PHYSIOLOGY & BIOMEDICAL SCIENCES EDM BIOL21071

Unit Coordinator(s): Dr Shazia Chaudhry & Dr Steve Bidey Semester 1
([email protected], Credits 10
[email protected])
Aims
Experimental Design Modules (EDMs) aim to equip students with the skills necessary to
become proficient in a number of laboratory techniques that are carried out routinely in modern
laboratories. EDMs place an emphasis on the design and interpretation of experiments, building
the expertise and knowledge that will be required to undertake the appropriate Research Skills
Modules offered in the second semester.
Intended Learning Outcomes
This unit will allow students to become proficient in making experimental choices enabling them
to make amendments to technical protocols, analysing and critiquing research papers
appropriate to the practical and using specialised laboratory equipment and procedures
required to obtain data. Many practicals will consist of an element of data handling techniques,
including statistical analysis and appropriate presentation of results.
Practical Content
During Phase I sessions, students will undertake a series of practicals that will comprise widely
used modern techniques. Phase II practicals aim to train students in the basic techniques and
approaches that are relevant to their chosen specialist degree subject, as determined by their
programme director.
Phase I
• PCR & Molecular Cloning - D. Boam
• Clone Analysis - S. Chaudhry
• Protein Analysis - J. Bella
• Bioinformatics - D. Robertson
Phase II
• Effects of Ethanol on Performance – E. Pinteaux
• Oral Glucose Tolerance Test – S. Bidey
• Human Neurophysiology – F. Cody
• Immunoassay of Testosterone – S. Bidey
• Immunoblotting and Immunochemistry – D. Ward
• Biostatistics – D. Ward
Assessment
Students will be assessed using a combination of online and in-lab assessments for Phase I
and II. In addition, students will be required to complete a full experimental report for one
practical as determined by their academic advisor. Marks will be distributed between the
assessments (80%) and the full write-up (20%).
NB Attendance at all practical and lecture sessions is compulsory. Missing a practical without
satisfactory explanation will result in a loss of 10% of the total unit score for each missed practical.
Missing more than 3 practicals for whatever reason will trigger a meeting with the senior advisor. A
mark of at least 40% is required to pass this unit. Failure of this unit will result in a loss of
compensation for other failed second year examinations and a resit assessment.
Feedback – During the practical sessions, there will be many opportunities to get immediate
feedback from staff and demonstrators. Phase I and II feedback sessions will be given as
separate one hour lectures. Individual feedback on laboratory reports will be provided by your
academic advisor.
Prerequisites - None
Teaching Staff - Dr Jordi Bella, Dr Steve Bidey, Dr David Boam, Dr Shazia Chaudhry, Dr Fred
Cody, Dr Emmanuel Pinteaux, Dr David Robertson, Dr Donald Ward
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DISSERTATION BIOL21092
Unit Coordinator(s): Dr Bipasha Choudhury Semester 2
([email protected]) Credits 10
Aims
1. Literature searching to research a specific scientific topic.
2. Interpretation and analysis of scientific literature.
3. Scientific writing to enable production of a comprehensive literature review.
4. Allow students to explore in depth a topic that is of interest to them.

Intended Learning Outcomes

Students should:
 be able to understand in depth a scientific area of interest to the student
 be able to critically appraise research papers
 develop literature searching skills
 develop scientific writing skills
 develop lay writing skills (abstract)
 develop organisational and time management skills
 develop oral presentation skills (in tutorials)
 develop written and oral communication skills

Lecture / Practical Content

The dissertation is a unique opportunity for the student to investigate an area of life sciences
that is of interest to them. There will be a list of available topics and supervisors from which
students will make their top 8 preferred choices. Students will be allocated one of these topics
and through discussion with their supervisor be expected to conduct a comprehensive literature
review on one aspect of the allocated topic.

Assessment
Literature review - maximum 12 pages, excluding references (100%)

Feedback
Dissertations to be marked using Grademark. Feedback and marks to be returned to students
on blackboard.

Prerequisites
None

Teaching Staff
All FLS Academic staff

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GENOME MAINTENANCE & REGULATION BIOL21101

Unit Coordinator(s): Dr David Boam Semester 1
([email protected]) Credits 10

Aims
To provide a general overview of how a genome is maintained and regulated in both
prokaryotes and eukaryotes. This will be achieved using an example and paradigm-orientated
approach, emphasising common themes related to mechanism.

Intended Learning Outcomes

Students will be expected to have basic knowledge and understanding of:
• The mechanisms by which prokaryotes and eukaryotes detect and repair DNA damage
• Recombination and mobile gene elements, and their roles in genome function and
evolution
• Regulation of DNA replication during cell growth and interaction with transcription and
DNA repair processes
• Genome structure including nuclear and organelle genomes and implications for
regulation
• Genome regulation at the transcriptional, post-transcriptional and translational levels

Lecture Content
• Gene regulation in prokaryotes
- Promoter architecture, regulatory networks, gene regulation and signalling by
nutrients and stress in prokaryotes; roles of RNA in prokaryotic gene regulation
• Gene regulation in eukaryotes
- Sequence-specific transcription factors families; mechanisms of transcriptional
stimulation – coactivators, repressors and chromatin remodelling; signalling to the
nucleus; tissue-specific and developmental gene regulation
- The co-transcriptional regulation of mRNA processing; generating the transcriptome -
alternative splicing, mRNA turnover, RNA interference; RNA nucleocytoplasmic
export and the control of mRNA localization
- The mechanism and control of eukaryotic protein synthesis
• DNA replication - basic models of regulation during cell growth in yeast and higher
eukaryotes, bacterial and viral DNA replication
• Mechanisms of DNA repair – error-prone, recombination, transcription-coupled excision
repair; detection of DNA damage in eukaryotes and prokaryotes
• Horizontal gene transfer - transduction, transformation, conjugation; DNA segregation.
• Transposons and retroviruses; their effect on genome evolution, organisation and
function
• Organelle genomes, evolution, composition, regulation and maintenance

eLearning Activity
elearning modules with both formative and summative online assessment; group based Wiki
and ePoster activities.

Assessment
1hour 45 minute written examination (85%); problem-based eLearning exercises (5%);
Wiki (5%); group-based ePoster presentation (5%).

Feedback
Online MCQs based on lectures will allow students to practice MCQs and obtain continuous
formative feedback on their own progress and understanding. Electronically marked
components of the unit assessment allow students to monitor their own progress. An online
discussion forum is available for communication between students and staff.

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Prerequisites
• BIOL10212 (Recommended)
• BIOL10221 (Compulsory)

Recommended Reading
• Watson et al., Molecular Biology of the Gene (6th edition) 2008. Pearson
• Lewin B, Genes X (10th edition) 2011. Jones and Bartlett

Teaching Staff
Dr Mark Ashe, Dr David Boam, Dr Anil Day, Dr Finbarr Hayes, Professor Dean Jackson

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PROTEINS BIOL21111
Unit Coordinator(s): Dr Steve Prince Semester 1
([email protected]) Credits 10
Aims
To provide core knowledge of the form, function and role of protein molecules in biological
processes and further enable an understanding of biological phenomena at the molecular level.
Intended Learning Outcomes
Students will be able to
• Describe the features of proteins which lead to organelle targeting and subsequent post-
translational modification.
• Describe protein folds in terms of secondary structural elements and the restrictions on
peptide structure imposed by the planarity of the peptide bond.
• Select appropriate experimental techniques for protein isolation/characterization, and
describe the relative precision of various approaches and the assumptions implied by
each.
• Outline methods for 3D structure determination by X-ray crystallography, NMR and
electron microscopy
• Analyze and manipulate structural data (including the use of the Protein Data Bank in
Europe)
• Analyze data relating to protein function and demonstrate an understanding of
associated variables (resolution, Kd, Km & Vmax).
• Distinguish between various modes of protein-protein interaction and catalysis.
Lecture Content
Course material can be divided into three broad themes and will comprise lectures on (1)
Protein folding and modification, protein isolation, identification and characterization; (2)
Methods for protein structure determination and rational modelling (including an interactive
computer workshop); (3) Protein interactions and enzyme characterization.
eLearning Activity
Each of the themes outlined above will be supported by 2 Blackboard eLearning modules each
including an online quiz and discussion board. One of the eLearning modules associated with
theme (2) will involve an interactive computer workshop.
Assessment
2 hour written examination – consisting of essay and/or data interpretation-based questions
(75%). Each of the 6 eLearning modules outlined above will contribute to the remaining portion
of the assessment (25%).
Feedback
Feedback will be provided directly via online discussion boards and through comments on a
directed self-assessment carried out by each student as part of eLearning modules 2,4 & 6.
Prerequisites
• BIOL10212 (Compulsory)
• Either BIOL10111 (Recommended ), CHEM10021 (Recommended ) or CHEM10022
(Recommended )
Recommended Reading
• Price & Nairn, Exploring Proteins, 2009, Oxford University Press
• Whitford, Proteins, Structure & Function, 2005, Wiley
Teaching Staff
Professor Jeremy Derrick, Professor Andrew Doig, Dr Hui Lu, Dr Steve Prince, Dr Jim
Warwicker

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THE DYNAMIC CELL BIOL21121

Unit Coordinator(s): Dr Martin Pool Semester 1
([email protected]) Credits 10

Aims
To provide an integrated approach to the understanding of the biology of the cell, from
understanding the molecular mechanisms that underpin cellular processes through to how such
processes allow cells to function in their physiological context (ie. in tissues and during
development). To introduce both ‘classical’ and leading edge experimental approaches to cell
biology research. To provide a good grasp of cell biology to those Biological Scientists who will
not continue in this area.

Intended Learning Outcomes

Students will be able to:
• Understand how cells are able to move
• Understand how cell motility can be directed and organized to allow single cells, small
groups and whole fields of cells to migrate
• Appreciate how cells interact with other cells and the extracellular matrix allowing
formation and maintenance of tissues
• Understand the spatial organization within the cell and how cellular asymmetry and
polarity can be established and maintained and why this can be important for cell
function
• Understand homeostatic mechanisms that allow cells to adapt to changes in
development and cellular physiology

Lecture Content
Cell movement: Mechanisms and regulation of cell migration: the importance of actin
polymerisation. Co-ordination of actin and microtubule dynamics, and membrane traffic. Role of
the small GTPases Rho, Rac and Cdc42. Importance of assembly and disassembly of focal
adhesions.
Directing cell motility: Sensing of a chemical gradient by single cells, signalling cascades
regulating asymmetric membrane and cytoskeletal organisation. Group migration: effects of
scale (distance, cell number & dimension) on cell movement, signal relays & interplay between
adhesion & movement. Sheet migration: movement of whole tissues during embryogenesis and
wound healing.
Cell adhesion: Tight junctions, desmosomes, adherens junctions, gap junctions,
hemidesmosomes. Roles and composition.
Cell polarity: Establishment and function of apical-basolateral and planar polarity in epithelia,
role in formation of neural tube. Spindle positioning in symmetric and asymmetric division. Role
of cytoskeletal elements, motors and Par proteins.
Tissue homeostasis: Turnover and maintenance of cells within tissues: adhesion, cell polarity
stem cells and apoptosis.
Cellular asymmetry and homeostasis: Spatial organization and movement within cells: mRNA
localisation, nuclear-cytoplasmic transport, GTPases as spatial regulators. Regulation of
organelles: unfolded protein response and plasma cell development.

eLearning Activity
Five scenario-based learning modules introducing students in a guided manner to primary
literature associated with the lecture material. Developing skills in interpreting different types of
data, importance of controls etc. using examples from classic papers.

Assessment
1.5 hour written examination composed of short answers and 1 essay question (95%);
eLearning activity (5%).

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Feedback
Mid-semester formative mini-exam, online discussion forum, post-exam clinic.

Prerequisites
BIOL10232 (Compulsory)

Recommended Reading
• Alberts B, Johnson A, Lewis J, Raff M, Roberts K & Walter P, Molecular Biology of the
Cell (5th edition), 2008, Garland Science
• Lodish H, Berk A, Kaiser C, Krieger M, Scott M, Bretscher A, Ploegh H & Matsudaira P,
Molecular Cell Biology (6th edition), 2008, W. H. Freeman

Teaching Staff
Professor Viki Allan, Dr Keith Brennan, Dr Tom Millard, Dr Martin Pool, Professor Chris
Thompson.

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CELL METABOLISM & METABOLIC CONTROL BIOL21132

Unit Coordinator(s): Dr Lisa Swanton Semester 2
([email protected]) Credits 10
Aims
To provide knowledge of the essential features of cellular metabolism, and an understanding of
the mechanisms through which metabolism is controlled. This will be achieved using specific
examples and model situations to illustrate principal control mechanisms. Diseases caused by
defects in metabolism will be studied to emphasise the importance of metabolic control. The
course will focus on mammalian systems, with some reference to plants and microbes.

Intended Learning Outcomes

Students will:
• Have knowledge of cellular metabolism, including central catabolic and anabolic
pathways.
• Understand the principals and importance of metabolic control.
• Be able to describe the main mechanisms through which metabolic processes are
controlled, and appreciate that control occurs at multiple levels.
• Understand how different control mechanisms may be integrated to coordinate cell
metabolism and function.
• Understand how metabolism is coordinated in mammals, and have knowledge of how
disturbances in metabolism contribute to disease.

Lecture Content
1. Principles of metabolic control and control mechanisms:
Overview of metabolism - functions and end-products, anabolism and catabolism, energy
metabolism; concepts of metabolic control
Control mechanisms – levels of control, isoenzymes, branched and linear pathways,
allostery, control by covalent modification, control of enzyme level.
2. Regulation of core metabolism:
Carbohydrate metabolism - long-term regulation of glucose utilisation, enzyme-level
control of glycolysis and gluconeogenesis, links to fatty acid metabolism, glycogen
turnover, sugar interconversions and the citric acid cycle.
Lipid metabolism – regulation of fat mobilisation, lipoprotein metabolism, fatty acid
oxidation, lipid synthesis, links to glucose metabolism, ketones.
Amino acid metabolism – control of protein turnover, nitrogen handling, links to nucleic
acid metabolism, amino acid oxidation, integration with citric acid cycle.
Metabolism in plants - starch/sugar metabolism and fermentation for biofuels, storage
lipid biosynthesis: regulation and applications.
3. Integration and adaptation of metabolism:
Metabolic states and signals, tissue cooperation, adaptation of metabolism to
physiological/pathological situations (feeding-starvation, diabetes, obesity).

eLearning Activity
An eLearning quiz (in the form of online short-answer questions) will supplement lecture
material.

Assessment
1.5 hour written examination, composed of short-answer questions (50%) and choice of essay
(50%).

Feedback - Feedback will be provided via return of model answers to the eLearning exercise
and through the use of discussion boards.

Prerequisites - BIOL21111 (Recommended)

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Recommended Reading
• Nelson & Cox, Lehninger, Principles of Biochemistry 5th edition, 2008, W. H. Freeman or
other good biochemistry reference book
• Frayn, K.F., Metabolic Regulation: A Human Perspective 3rd edition, 2010, Portland
Press
Review articles and commentaries as recommended by the lecturers.

Teaching Staff - Professor Alan Dickson, Professor Chris Grant, Dr Jon Pittman, Dr Lisa
Swanton

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CELL MEMBRANE STRUCTURE & FUNCTION BIOL21141

Unit Coordinator(s): Dr Martin Lowe Semester 1
([email protected]) Credits 10
Aims
To provide an understanding of the structure, organisation and function of cellular membranes.
Particular emphasis will be placed on membrane composition and organisation, and
involvement of membranes and membrane proteins in ion and solute transport, signal
transduction and vesicular transport. Diseases that arise from defects in these processes will be
used to exemplify the importance of this topic to life science.

Intended Learning Outcomes

Students will have an understanding of:
• How the biochemical and biophysical properties of membranes constituents contribute to
the structure and organisation of membranes
• Cell compartmentalisation and how proteins are transported between organelles.
• The principles and organisation of signal transduction pathways
• How ions and solutes are transported across membranes

Lecture Content
Membrane Structure and Function
These lectures will describe the composition of biological membranes, and how the constituent
lipids and proteins determine membrane identity and physical properties. How membrane
domains are formed and the dynamic properties of membranes will also be covered.
Membrane Trafficking
There will be an overview of the endomembrane system and membrane trafficking pathways.
The lectures will describe the molecular machinery that is required for formation of membrane
carriers, their movement within the cell, and how they fuse with target compartments to deliver
their contents. Emphasis will be given to the mechanisms underlying these processes. The
secretory and endocytic pathways and their role in health and disease will be covered.
Signalling From Membranes
The general principles of signalling will be introduced. The lectures will describe enzyme-linked
receptors and G-protein-coupled receptors, and how membrane lipids act as signalling
mediators. The mechanisms by which signalling is terminated and how membranes participate
in organisation of signalling pathways will also be covered.
Membrane Transporters and Ion Channels
Membrane transport and transport proteins will be introduced. Active and passive transport,
facilitated transport, and secondary active transport will be described. Appropriate examples will
be used to illustrate the key points. Ion channel gating and channel permeability and selectivity
will be covered, with examples of how defects in these processes leads to disease.

eLearning Activity
• Discussion forum
• Mid-semester mini-exam with answers provided
• Problem questions with worked answers

Assessment
1.5 hour written examination with both short answer and essay questions (100%)

Feedback - Mid-semester mini-exam with answers provided; post-exam clinic

Prerequisites - BIOL10212 (Recommended); BIOL10232 (Recommended)

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Recommended Reading
• Alberts B, Johnson A, Lewis J, Raff M, Roberts K & Walter P Molecular Biology of the
Cell (5th edition) 2008 Garland Science
• Lodish H, Berk A, Kaiser C, Krieger M, Scott M, Bretscher A, Ploegh H &
Matsudaira P Molecular Cell Biology (6th edition) 2008 W. H. Freeman

Teaching Staff
Dr Katherine Hinchliffe, Dr Martin Lowe, Dr Craig P Smith, Dr Paolo Tammaro, Professor Philip
Woodman

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'OMIC TECHNOLOGIES & RESOURCES BIOL21152

Unit Coordinator: Professor Richard Reece Semester 2
([email protected]) Credits 10

Aims
This unit will introduce a range of molecular biology, genetic engineering and bioinformatic
techniques and illustrate how these can be, and have been, applied and adapted to answer
major questions in the biological sciences and medical genetics. Using a topical example-driven
approach – including human, animal, plant and micro-organismal – students will be exposed to
a number of the important techniques that underpin many of the recent advances in
understanding biological systems at the molecular level. They will be exposed to the step
change that occurs between the analysis of single genes, proteins etc. and the analysis of most,
or all, of the genes and proteins within an organism. In addition, they will gain an understanding
of the cross-talk and interactions that occur between different genes and gene products.

Intended Learning Outcomes

Upon completion of this unit, students will gain an understanding of:
• Gene cloning, engineering alterations in a gene, screening for genes, genome mapping
and sequencing projects
• How proteins can be made and manipulated
• Using single-celled organisms, plants and animals as tractable experimental models
• Dealing with large-scale datasets generated from 'omic scale experiments.

Lecture Content
• Analysis of individual genes
• Analysis of genomes (transcriptomics)
• Understanding gene function (proteomics)
• Analysis of small molecules (metabolomics)

eLearning Activity
A Blackboard module in which students will be able to explore many of the topics that are
discussed in a hands-on setting.

Assessment
1.5 hour examination (95%) consisting of two parts (A and B). Part A will consist of 8 short-
answer questions, all of which should be attempted. In part B, students will be required to answer
1 essay question from a choice of 3. Continual assessment - ePBL (5%).

Feedback
Students will receive feedback via the Blackboard module for this unit, which forms part of the
continuous assessment of the unit. Students will also be afforded the opportunity to receive
written feedback on an examination-style essay.

Prerequisites
• BIOL10221 (Compulsory)
• BIOL21101 (Recommended)

Recommended Reading
• Reece, RJ, Analysis of Genes and Genomes, 2003, John Wiley and Sons Ltd
• Brown, TA, Genomes. 3rd Edition, 2006, Garland Science

Teaching Staff
Dr Sam Griffiths-Jones, Dr Graham Pavitt, Professor Richard Reece, Dr. Joy Wang

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CHEMISTRY OF BIOMOLECULES BIOL21162

Unit Coordinator(s): Professor David Leys Semester 2
([email protected]) Credits 10
Aims
To provide information about biochemically important aspects of the chemistry of proteins,
carbohydrates, nucleic acids and lipids, using appropriate examples. This includes organic,
inorganic and physical chemistry aspects of biomolecules. Key emphasis is placed on
understanding the structural principles that govern reactivity/physical properties of molecules as
opposed to learning structural detail. The emphasis is on knowledge at the atomic level.

Intended Learning Outcomes

Students should:
• Have knowledge of the structure/conformational freedom of biomolecules, e.g. proteins,
DNA/RNA, carbohydrates and key metabolites/co-factors, e.g., be able to draw and
recognize key structures such as the 20 amino acids, 5 nucleotides and major
metabolites
• Understand and demonstrate how the structure of biomolecules determines their
chemical properties and reactivity
• Draw molecules and reaction mechanisms, derive simple rate equations from first
principles, understand and propose site-directed mutagenesis experiments aimed at
elucidating mechanism
• Be able to understand how various structures/cofactors come together and form a
biological process such as respiration/photosynthesis/cell signalling and clarify the role of
these components in these processes
• Understand biochemistry at the atomic level.

Lecture Content:
• 3 lectures on basic chemistry, required to appreciate and understand biochemistry,
focussed entirely on biologically relevant atom species (C, N, H, O, S, P, various metals)
and their properties. Bonding, reaction mechanism and structure/function relationships
are discussed.
• 8 lectures on organic chemistry of biomolecules: ranging from amino acids, enzyme
cofactors, oligonucleotides to oligosaccharides. Each are introduced in detail from a
structure/function perspective with appropriate examples presented to illustrate their role
in biochemistry
• 5 lectures on inorganic chemistry: i.e. metals in biology, focussing on both redox and
not-redox roles of metals in biochemistry, as well as on metal specific experimental
techniques relevant to biochemistry
• 2 lectures on kinetic theory, aimed at underpinning reaction mechanism studies.
• 3 overview lectures, each studying a key chemical process relevant to life: respiration,
photosynthesis and signalling. These lectures will aim to bring together material seen
in previous lectures and explore the chemical basis underpinning these processes.
• An exam workshop(s) will be organised at the end of the lectures series.

eLearning Activity
A marked assessment (15%) will be conducted on material presented in the first 3 lectures. This
will be held early on in the lecture series, to make sure students revise their basic chemical
knowledge, so they can follow to more advanced concepts introduced in the remaining lectures.

Assessment - 2 hour written examination (85%) and one online module (15%).

Feedback
Students will be invited to test their knowledge via blackboard multiple choice tests. These will
span the various main topics: basic chemistry; organic chemistry; metals in biology; physical
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chemistry; overview lectures. In each case, the test assessment will be available immediately
after the last lecture of that topic. Immediate feedback is given when answers are incorrect.
Assessments remain open during the lecture course and students can retake them as many
times as they want.

Prerequisites
A level 1 chemistry course, such as those listed, is strongly recommended.
BIOL10111, CHEM10021 or CHEM10022 (Strongly recommended)

Recommended Reading
The listed text is recommended, or earlier editions.
• Voet & Voet, Biochemistry, 4th edition, 2011, Wiley

Teaching Staff
Dr Andrew Almond, Professor David Leys, Professor Andrew Munro, Professor Nigel Scrutton

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PRINCIPLES OF DEVELOPMENTAL BIOLOGY BIOL21172

Unit Coordinator(s): Dr Keith Brennan Semester 2
([email protected]) Credits 10
Aims
To provide a general introduction to the mechanisms used in both plants and animals to
produce and position, during embryonic development, the many different cell types required to
create a functional adult organism.
Intended Learning Outcomes
To understand the basic mechanisms used to produce different cell types and to arrange cells
in three dimensions during development. To understand how these basic mechanisms are
linked to establish the axes and segments of the embryo. To appreciate that very similar
mechanisms are used in very diverse organisms. To understand the role developmental biology
plays in medicine.
Lecture Content
A conceptual tool kit for development. These lectures will introduce the basic concepts and
terms of developmental biology. In addition the general mechanisms by which cells adopt
different fates will be described.
Maternal control of development and establishment of the major embryonic axes. In most
organisms maternal information is deposited in the egg which is essential for the establishment
of anterior-posterior (head-tail), dorsal-ventral (front-back) and left-right axes of the embryo
during the very earliest stages of development. These lectures will cover the different strategies
used in plants and animals during this process.
Segmentation, pattern formation and tissue identity. These lectures will cover the
mechanisms by which different regions of the organism become specified. Examples include
how segmentation occurs along the anterior-posterior axis in flies and vertebrates, and how
organ identity is controlled in plants.
Conservation of developmental mechanisms. Rather surprisingly, the development of many
organs is highly conserved between very diverse species. For example, specification of the eye
is very similar in flies and humans. These lectures will provide specific examples of these
conserved mechanisms.
Application of developmental biology to modern medicine. Finally the importance of
developmental biology in novel therapies in medicine will be discussed, covering stem cell
therapy, tissue engineering and regenerative medicine.
eLearning Activity
The unit will have a series of five scenario-based PBL exercises that simulate developmental
biology experiments and cover important concepts from the course.
Assessment - 1.5 hour written examination containing both short-answer and essay questions
(85%), completion of eLearning modules (5%) and online examination (10%).
Feedback
Feedback is given throughout the semester by the completion of 5 ePBL exercises that simulate
developmental biology experiments, and a discussion board. Within the ePBL exercises, there
are quiz questions with feedback for incorrect answers. There is also a data analysis exercise
set during the semester to provide formative feedback. This exercise will be marked, but the
mark will not contribute to the unit mark.
Prerequisites - BIOL10521 (Compulsory)
Recommended Reading
• Gilbert, SF (2010) Developmental Biology (9th edition). Sinauer
• Wolpert, L (2007) Principles of Developmental Biology (3rd edition). Oxford University
Press
Teaching Staff - Dr Keith Brennan, Dr Kathy Hentges, Dr Matthew Ronshaugen, Professor
Simon Turner
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PROKARYOTIC MICROBIOLOGY BIOL21181

Unit Coordinator(s): Dr Dennis Linton Semester 1
([email protected]) Credits 10

Aims
This unit will provide students with a comprehensive overview of bacterial cell structure/function,
metabolism and regulatory mechanisms. It will also outline the evolutionary history of
prokaryotes and the rich diversity of bacterial species. Finally, students will be introduced to the
key emerging technological developments that are shaping the future of bacteriology.

Intended Learning Outcomes

Students will appreciate and be able to describe:
• The detailed molecular structure and functioning of the key components of the bacterial
cell
• The principal sensing and regulatory mechanisms employed by bacteria
• Bacterial metabolism and metabolic diversity
• Prokaryotic phylogeny, including the Bacterial and Archaeal Domains and their major
subdivisions
• The diverse habitats that bacteria occupy and their adaptations to these environments
• Recent technological developments, including the rise of bacterial genomics and
metagenomics.

Lecture Content
• Cell envelopes: Cell envelope structure of Gram positive and Gram negative bacteria,
peptidoglycan, LPS, S-layers,
• Cell division & cell shape: processes involved in cell division & variety of cell shapes
• Microbial growth: fundamentals of bacterial growth including exponential nature, batch
and continuous cultures, biofilms
• Motility: Structure and function of flagella, interaction with chemotaxis systems.
• Bacterial signalling and sensing: Sporulation in Gram positive bacteria, quorum
sensing and two component regulatory systems
• Structures associated with bacterial outer membrane: OMPs and porins, pili/fimbriae
• Protein secretion systems: diversity of pathways for protein secretion in Gram-negative
and Gram-positive bacteria
• Bacterial metabolic processes: energy sources and storage in bacterial cells, variety of
bacterial metabolic pathways.
• Bacterial phylogeny: sequence based phylogenies, fundamental division of prokaryotes
into Bacteria and Archaea, principal subdivisions of Bacterial and Archaeal domains
• Bacterial genomics and metagenomics: genome sequencing, methodologies and
resultant insights into bacterial evolution, transcriptomics, RNAseq technologies,
metagenomics, bacterial communities, human microbiome

eLearning Activity
An eLearning based coursework exercise to write a short scientific “news and views” style
article based upon a topical subject related to course content. This will be set following lecture
10 and completed during reading week and the following week, when there will be no lectures
for this course. It will be set and marked via Blackboard and will contribute 15% to the overall
unit assessment.

Assessment
1.5 hour written examination comprising two essay questions (85%). An eLearning based
coursework exercise to write a short scientific “news and views” style article based on topical
subject related to course content (15%).

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Feedback
Feedback will be given on completion of the eLearning module, by a mid semester mini-exam
and by end of semester exam marks. This will include: (i) detailed written formative individual
feedback to all students regarding the eLearning activity (within 15 days of submission), and (ii)
feedback on individual exam performance will be made available through a drop-in session run
by the unit coordinator. Informal feedback throughout the course will also be provided during
lectures and via discussions on Blackboard.

Prerequisites
BIOL10532 (Recommended)

Recommended Reading
• Madigan, Martinko, Dunlap & Clare, Biology of Microorganisms (12th Edition), 2008,
Pearson (Strongly Recommended)

Up-to-date review articles recommended in lectures.

Teaching Staff
Dr Dennis Linton, Professor Jeremy Derrick, Professor Ian Roberts

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PRINCIPLES OF INFECTIOUS DISEASE BIOL21192

Unit Coordinator(s): Dr Jen Cavet Semester 2
([email protected]) Credits 10

Aims
To explore the fundamentals of how microorganisms cause disease and the interactions that
occur between a pathogen and host during infection. To study the mechanisms of microbial
pathogenicity, starting with pathogen transmission and entry into the host, progressing through
adhesion, invasion and pathogen survival strategies within a host, to cell and tissue damage
and host responses to infection.

Intended Learning Outcomes

To provide students with a broad understanding of the biology of microbial infections, with an
emphasis on bacterial infections of man. Students will gain knowledge of:
• The role of host defences in preventing infection
• The various strategies used by microorganisms to penetrate host defences and colonise
the host to cause disease
• The role of microbial products in the pathology of infectious disease (such as endotoxins,
exotoxins, teichoic acid, peptidoglycan, pili, polysaccharide capsules, haemagglutinins
and neuraminidases)
• The physiological adaptations that allow microorganisms to survive in a host
• Examples of selected human infectious diseases in detail, as paradigms of pathogen-
host interactions.

Lecture Content
Basic concepts of microbial pathogenicity and virulence
• Colonisation and invasion of the host: Routes of entry and exit. Host surface
defences. Microbial mechanisms of colonisation and invasion.
• The normal flora & opportunist infections
• Encounter with innate immunity: Phagocytic effector cells and complement,
mechanisms of microbial killing. Microbial survival strategies
• Encounter with adaptive immunity: Pathogen adaptation to growth in the host and
antibody avoidance
Mechanisms of cell and tissue damage
• Introduction to toxin types and septic shock
• Toxins in specific diseases (eg diphtheria, botulism, tetanus, cholera & whooping
cough)
Selected human infectious diseases in detail
• Survival in macrophages: Mycobacterium tuberculosis and the disease TB
• Gastro-intestinal diseases: Examples to include diarrheagenic Escherichia coli,
Shigella sp. and Campylobacter sp.
• Colonisation of the stomach mucosa by Helicobacter pylori
Emerging diseases
• Examples to include Legionella pneumophila and Legionnaires’ disease. Clostridium
difficile and pseudomembranous colitis. The spirochetal diseases, Lyme disease and
Syphilis. Fungal infections of the immuno-compromised. The emergence of endemic
and pandemic influenza viruses

eLearning Activity
An eLearning based coursework exercise to write a short scientific “news and views” style
article will be set using Blackboard and will be based upon a topical subject related to course
content. This will be undertaken during the week involving lecture slots 12 and 13 when
there will be no lectures for this course. This eLearning exercise will form part (10%) of the
overall assessment of the unit. In addition, lecture slides, details of up to date relevant

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review articles and materials that support the lecture material will also be will be posted on
Blackboard.

Assessment
1.5 hour written examination comprising 2 essay questions (90%) and one eLearning module to
complete (10%).

Feedback
Feedback will be given on completion of the eLearning module and by end of semester exam
marks. This will include: (i) written formative individual feedback to all students regarding the
eLearning activity (within 15 days of submission), and (ii) general feedback on exam
performance by releasing a document addressing general strengths and weaknesses of
answers and how questions were answered. Additional individual guidance (written or verbal)
on exam and eLearning performance will also be provided upon request. Informal feedback
throughout the course will also be provided by verbal comments during lecture sessions and by
Bulletin Board comments on Blackboard.

Prerequisites
• BIOL21181 (Recommended)
• BIOL21242 (Recommended)

Recommended Reading
• Wilson, B.A., Salyers, A.A., Whitt, D.D. & Winkler, M.E., Bacterial Pathogenesis : A
Molecular approach (3rd Edition), 2010, ASM Press
Details of up-to-date relevant reviews will be provided during the course (available on
Blackboard)

Teaching Staff
Dr Jen Cavet, Dr Dennis Linton

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PLANTS FOR THE FUTURE BIOL21202

Unit Coordinator(s): Dr Patrick Gallois Semester 2
([email protected]) Credits 10
Aims
To provide a knowledge and understanding of:
• The key concepts in plant physiological response to environmental stress
• How this knowledge is utilised to address the future issues of food security
• The contribution of plant sciences to solving major societal and environmental
challenges.
Intended Learning Outcomes
Upon completion of this unit, students will have knowledge and understanding of:
• The contribution of plant sciences to solving major societal and environmental
challenges: examples of links between basic plant sciences and sustaining our food
supply, providing renewable energy, and improving the environment
• A selection of key concepts in plant physiology
• Issues linked to food security
• The physiology behind the predicted impact of climate change on crop production
• An understanding of how plants continuously monitor and respond to environmental
stimuli such as light, temperature and the availability of nutrients.
Lecture Content
Each lecture addresses an aspect of plant biology and how this is related to a future challenge
faced by humanity. The course will give an overview of the regulation of plant growth by
hormones, the biology of root, leaf and seeds and plant nutrition. Lectures will illustrate how
understanding these principles will allow to meet some of the challenges caused by climate
change and increased population. These challenges include flood tolerance in rice; better
climate change models; reducing yield losses in crops from competition with weeds; optimizing
the control of flowering time by temperature and seasons; tailoring plant architecture to
increased yield; enhancing wood formation in trees, improving drought, cold and salt tolerance
of crops; controlling plant senescence, allowing bioremediation of contaminated soils using
plants.
eLearning Activity
eLearning knowledge assessment on lectures 1-10 to ensure that students understand the
lecturers’ expectations in knowing and using the appropriate level of detail in exam conditions.
Assessment
2 hour written examination - two short essays out of four (80%), assessed abstract on one
example of the contribution of Plant Sciences (15%), eLearning assessment (5%)
Feedback
Performance in eLearning knowledge assessment, written feedback on one abstract (online),
Exam clinic.
Prerequisites - BIOL10511 (Recommended)
Recommended Reading
• Taiz, L. & Zeiger E., Plant Physiology (5th edition), 2010, Sinauer Associates,Inc
• Alison Smith et al., Plant Biology, 2009, Garland science.
• Slater, A, Scott, N, Fowler, M Plant Biotechnology: The Genetic manipulation of plants
(2nd Ed.), 2008, Oxford University Press
Plant Physiology (5th edition) companion website: http://5e.plantphys.net/
Teaching Staff - Dr Patrick Gallois, Dr.Thomas Nuhse, Dr.Jon Pittman, Professor Simon
Turner, Professor Terry Brown

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ECOLOGY & ECOSYSTEMS BIOL21212

Unit Coordinator: Dr Keith White Semester 2
([email protected]) Credits 10
Aims
To provide a knowledge and understanding of: (i) the interactions that determine the distribution
and abundance of organisms in the natural environment through the study of key ecosystems
and biomes; (ii) methods and approaches used in the assessment and prediction of population
and community interactions and ecosystem change.

Intended Learning Outcomes

Students will gain an understanding of:
• The interactions at the population and community level that determine distribution and
abundance of organisms through the study of key ecosystems and biomes;
• Methods and approaches used in the assessment and prediction (modelling) of
population and community interactions and ecosystem change.
And will be able to:
• Appreciate the importance of descriptive, functional and evolutionary approaches in
understanding how organisms interact with the biotic and abiotic environment;
• Appreciate the importance of field and laboratory studies in testing ecological ideas;

Lecture Content
• Introduction to ecology. Definition; importance to biology and humans; levels of
organization and hierarchy; energy and nutrient cycling; ecosystem modelling.
• The freshwater ecosystem (theme: ecosystem structure and nutrient cycling) The
hydrosphere; freshwaters as continua; producers, consumers and decomposers; the
abiotic world; diversity; human impacts and water security.
• The soil ecosystem (theme: evolutionary ecology) Community structure and soil
ecosystems; foodwebs; competition; definitions of niche; competitive exclusion;
mutualism: microbe/plant interactions in the rhizosphere; parasitism and virulence.
• Temperate forests (theme: community ecology and ecosystem development) The
deciduous forest biome; factors determining distribution; ecosystem dynamics;
ecophysiology of forests; forest management; climate change.
• Tropical grasslands and savannas (theme: population ecology) Grasses and the C4
pathway; maximising fitness; life history strategies; advantages and disadvantages of
group living; modelling - foraging, predator-prey and individuals.

eLearning Activity
1. Introduction complemented by self directed eLearning module to ensure all students
have a basic knowledge and understanding of key concepts.
2. Self directed eLearning modules will accompany each component of the unit.

Assessment
Two hour written examination (75%), assessed poster (20%), eLearning assessment (5%).

Feedback
Performance in eLearning revision assessment; written comments on poster; overview of
student posters; question/answer session in final session.

Prerequisites - None

Recommended Reading
• Odum, E, Brewer, R & Barrett, G. Fundamentals of Ecology (5th edition), 2005. Thompson
Brooks/Cole, London.
• Begon M, Townsend, C & Harper, J. Ecology: from Individuals to Ecosystems (5th edition),
2005, Wiley-Blackwell, San Francisco.
Teaching Staff - Dr Giles Johnson, Dr Daniel Rozen, Dr Bill Sellers, Dr Keith White
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ANIMAL DIVERSITY BIOL21221

Unit Coordinator(s): Dr Jonathan Codd Semester 1
([email protected]) Credits 10
Aims
To provide students with a general overview of the major animal groups. A brief introduction will
be given to evolution before the major groups will be described in terms of their structure,
phylogeny, adaptations and characteristics. This unit is ideal for Biology, Zoology, Biochemistry,
Genetics and Molecular Biology students as well as those taking more organismal focussed
degrees and options (e.g., Plant Sciences, Microbiology, Developmental Biology).

Intended Learning Outcomes

Students will be able to:
• Appreciate how evolutionary forces act to create complex biological systems
• Gain knowledge of the similarities and differences between vertebrate & invertebrate
groups: anatomy, functional morphology, behaviour & diversity
• Appreciate the nature of classification and the various schemes that can be used to
identify and classify organisms
• Gain an understanding of the nature of adaptation and the importance of morphological
and/or functional constraints on evolution
• Develop independent and critical thought, with the ability to look for principles
• Apply evolutionary concepts to understand the evolution of major animal groups.

Lecture Content
1 Introduction - Course intro, what evolution is, why evolution is true
2 Understanding why animals are grouped how they are - techniques & methods
3 Molluscs I - Structure, phylogeny, adaptations and characteristics
4 Molluscs II - Snails, scallops, squid ammonites
5 Segmented Worms & Arthropods - Platyhelminthes, annelida, onychophora
6 Crustaceans I - Myriapods & crustacea
7 Crustaceans II - Structure, phylogeny, adaptations and characteristics
8 Insects I - Hexapods, classification, metamorphosis
9 Insects II - Coleoptera, hymenoptera
10 Insects III - Ants
11 Chordates - Structure, phylogeny, adaptations and characteristics
12 Fishes I - Hemichordates, jawless vertebrates, acanthodians, placoderms
13 Fishes II - Sharks, bony fishes
14 Modern Amphibians - Frogs, salamanders
15 Reptiles I - Amniote origins
16 Reptiles II - Modern reptiles, lizards, snakes turtles
17 Mammals I - Mammal-like reptiles
18 Mammals II - Modern mammals
19 Support & Movement I - Skeletons & Tissues
20 Support & Movement II - Movement on land, water, air
21 ELearning Quiz - MCQ & SAQ on animal diversity
22 Museum Session - Animal form & function

Assessment - 1.5 hour written examination (80%), eLearning exam (10%) eLearning museum
coursework (10%)

Feedback
Feedback will be given throughout the course following completion of the online eLearning
exam and group feedback will be given following the museum session. Written or oral one-one
feedback is available on request.

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Prerequisites - None.

Recommended Reading
• Hickman, Roberts, Larson, L’Anson, Eisenhour Integrated Principles of Zoology (13th
Ed.), 2006, McGraw-Hill
• Kardong, Vertebrates: comparative anatomy, function, evolution (4th Ed.), 2006, McGraw-
Hill
• Hildebrand, Goslow Analysis of Vertebrate Structure (5th Ed.), 2001, Wiley Publishing
• Barnes, Calow, Olive, Golding Spicer The Invertebrates: a synthesis, 2002, Blackwell
Publishing
Additional References will be given in lectures.

Teaching Staff - Professor Matthew Cobb, Dr Jonathan Codd, Dr Bill Sellers

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FUNDAMENTALS OF EVOLUTIONARY BIOLOGY BIOL21232

Unit Coordinator(s): Dr Casey Bergman Semester 2
([email protected]) Credits 10
Aims
This unit aims to provide a deep understanding of the mechanisms that underlie the evolution of
biological systems. By blending classical theory with cutting-edge examples, this unit will
demonstrate how microevolutionary processes lead to the macroevolutionary patterns of life on
earth. Fundamental evolutionary concepts and techniques will be used to explain some of the
greatest mysteries of life on earth, such as the evolution of sexual reproduction and the origin of
modern humans.

Intended Learning Outcomes

Upon completion of the unit, students will be able to:
• Understand the theoretical basis behind how the forces governing evolution (e.g.
mutation, natural selection) work to cause heritable change in natural populations
• Understand the principles and techniques needed to infer phylogenetic relationships
among populations and species
• Understand how the processes of speciation and extinction work to create patterns of
biodiversity over space and time
• Appreciate how evolutionary forces act to create complex biological systems
• Apply evolutionary concepts to understand the evolution of modern humans

Lecture Content
• Evolutionary Forces (mutation, natural selection, genetic drift, migration and non-random
mating)
• Phylogenetics and Phlyogeography (concepts and methods to build phylogenetic trees,
using phylogenies to study relationships among taxa, geographic patterns of biodiversity)
• Speciation and Macroevolution (mechanisms of speciation, rates of speciation and
extinction over time, adaptive radiations)
• Co-evolution and the Evolution of Sex (host-parasite evolution, evolution of virulence, the
cost of sexual reproduction, hypotheses for the advantages of sex, why is there a 1:1 sex
ratio?)
• Human Evolution (origin of modern humans, relationships with Neanderthals, global
migration patterns)

eLearning Activity - Exercises on population genetics and phylogenetics in week 6.

Assessment - 1.5 hour written examination (95%), assessed exercises (5%).

Feedback
Provided via (i) assessed mid-unit online assessed exercises, (ii) an online discussion forum for
students and lecturers, and (iii) an end-of-unit review session with students and lecturers.

Prerequisites - BIOL10521 (Compulsory)

Recommended Reading
• Futuyma, D. Evolution. (2005) Sinauer Press.
• Barton, N.H., Briggs, D.E.G, Eisen, J.A., Goldstein, D.B., Patel, N.H. Evolution (2007)
Cold Spring Harbor Press

Teaching Staff - Dr Casey Bergman, Dr Terry Brown, Dr Daniela Delneri, Professor David
Robertson, Dr Cathy Walton

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IMMUNOLOGY BIOL21242
Unit Coordinator(s): Dr Peter Wood Semester 2
([email protected]) Credits 10

Aims
• To understand the components and functioning of the immune system

Intended Learning Outcomes

Students should understand:
• The role of the immune system, innate immunity and the specific immune system,
recognition of microbes by the specific immune system and how the immune system
protects against different pathogens. They should also have an appreciation of some
aspects of immunopathology: allergy, autoimmunity, transplantation and AIDS.
• The concepts that enable the immune system to function properly and the consequences
of it going wrong.

Lecture Content
Lectures will cover the main role of the immune system in providing defense against infection
caused by bacteria, viruses, yeasts and parasites. They will describe the two main arms of the
immune system, the innate immune system and the specific immune system. The different
anatomical, cellular and molecular components of the two systems will be covered and how
these systems detect the presence of infectious pathogens will be an important part of the unit.
How the immune system actually deals with infectious organisms will also be described as well
as some of the challenges to the immune system such as in HIV/AIDS. Finally the unit will cover
some of the problems that arise when the immune system ‘gets it wrong’; this will include allergy
and autoimmune diseases such as type 1 diabetes, multiple sclerosis and rheumatoid arthritis.

eLearning Activity
Mini-exam

Assessment
1.5 hour examination (100%) consisting of short note answers including drawing diagrams.

Feedback
Feedback on mini-exam

Prerequisites
None

Recommended Reading
• Wood, P, Understanding Immunology (3rd Ed.), 2010 Pearson Press

Teaching Staff
Dr Douglas Millar, Dr Mark Travis, Dr Peter Wood,

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PARASITOLOGY BIOL21252
Unit Coordinator(s): Professor Richard Grencis Semester 2
([email protected]) Credits 10
Aims
The aim of the unit is to provide an understanding of the molecular and cellular interactions
underpinning the functional interactions between animal parasites (protozoa and helminths) and
their hosts, and to provide an appreciation of the scope and relevance of parasitism in terms of
parasite biology and human and animal disease.

Intended Learning Outcomes

On successful completion of this unit, students should:
• Gain an appreciation the diversity of parasitic infection and the importance of parasitism
as a life strategy
• Know the major groups of parasites and their influence upon animal and human biology
and health
• Have an understanding of the different mechanisms used by different parasites to gain
entry to their hosts and survive within them, at the genetic, molecular, cellular, whole
organism and population levels
• Identify key features of the major human parasites, the diseases they cause and
understand their life cycles
• Be able to integrate knowledge about different parasitic organisms and infections; cross
reference information from gene to population level, compare and contrast different
strategies used within and across different parasitic groups
• To begin to understand how a parasite interacts with its host at the level of the immune
system.

Lecture Content
Lectures will cover the major groups of parasites and each lecture will illustrate a particular
feature such as host invasion or the strategies used by parasites to avoid being destroyed by
the host immune system. The lectures will also describe how this information can be utilised
alongside that emerging from parasite genomes studies to develop new methods of control
including vaccines.

eLearning Activity
This will comprise an online spotter test plus interactive websites specifically related to the
course. One compulsory eLearning component will be for students to watch a short video
entitled “Survival: Intestinal dwelling nematodes III Immunoregulation. The good the bad and the
wormy - the science” between lectures 15 & 16. This component will be facilitated by key
questions for students to answer and concepts will be extended in Lecture 16.

Assessment
1.5 hour examination (90%) and spotter test (10%). The spotter test will be taken in one of the
multi-user labs within FLS.

Feedback
Feedback on progress in the course will be given via two “How well am I doing?” sessions
spaced towards the middle and end of the course. These will be given in lecture theatres in the
form of spotter tests (similar to the end of course test). After each question the students will be
given instant feedback on whether they have given the correct answer; the correct answer will
be given and the students will also be able to see the class score for the individual answers as
well as the overall class score for the test. There is also an additional online practice spotter test
associated with the course that students can work through in their own time.

Prerequisites - None
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Recommended Reading
There is no set course text book. Students will be directed to relevant reading during the
lectures. For those students who are not taking the ‘Immunology’ (BIOL21242) unit in the
second year, the listed recommended text may be helpful:

• Wood, P Understanding Immunology (3rd edition) Pearson Press, 2010

Teaching Staff - Professor Kathryn Else, Professor Richard Grencis

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ENDOCRINOLOGY BIOL21261
Unit Coordinator(s): Dr Steve Bidey Semester 1
([email protected]) Credits 10

Aims
To explore the biochemistry, physiology, and pharmacology of endocrine control systems, and
to describe their individual and interactive roles in humans and other mammalian species.

Intended Learning Outcomes

To have gained an understanding of (i) the structure and function of mammalian endocrine
tissues, and (ii) the manner in which the regulatory control and actions of individual endocrine
tissues are integrated to maintain appropriate physiological and metabolic responses to
changes in the internal and external environment.

Lecture Content
As a highly-specialised tissue-to-tissue signalling network, the endocrine system plays a
fundamental role in maintaining metabolic homeostasis within the human body. Initial lectures
will consider how endocrine control mechanisms are fundamentally dependent on interaction
between a structurally-diverse family of chemical signalling molecules (hormones) and specific
receptors for such molecules on or within target cells. The clear mechanistic links between
endocrine and neurological signalling mechanisms will then be examined, and the manner in
which they serve to enable the endocrine system to respond to environmental changes will be
discussed. Key illustrative examples will include the endocrine responses to day length,
temperature, water and food availability, as well as to internal events such as physical and
emotional stress. Fundamental to our understanding of endocrine physiology has been the
development of diagnostic procedures to detect and quantify vanishingly small levels of
individual hormones within biological fluids. The theory and application of such techniques will
be considered, and their key roles in elucidating the mechanistic links between the
hypothalamo-pituitary axis and distal endocrine tissues will be discussed. As a key interface
between the neural and endocrine systems, the hypothalamic-pituitary axis regulates and
responds to the diverse activities of other endocrine tissues, e.g. the thyroid, adrenal, ovaries
and testes, each of which will be the topic of individual lectures. Further endocrine mechanisms
that function independently of the hypothalamo-pituitary axis, as exemplified by the endocrine
pancreas and parathyroid glands, will also be considered. As an interactive network of chemical
signalling mechanisms, capable of integrating the responses to both internal and external
stimuli, the endocrine system plays a vital role in such diverse events as appetite regulation,
water conservation, temperature regulation, puberty, and pregnancy. The endocrine
involvement in each of these will be described, before considering the more common
abnormalities in such processes that can be attributed to defects in the underlying endocrine
control mechanisms.

eLearning Activity
Directed reading assignments with self-assessment provided on Blackboard.

Assessment
1.5 hour written examination comprising 15 short answer questions & 1 essay out of a choice of
3 (90%) and electronically marked Blackboard exercises (10%).

Feedback
1. By publication of a general feedback document addressing general strengths and
weaknesses of students’ examination essays, and giving an indication of how questions
were answered
2. By attending a post-examination ‘drop-in’ clinic session, where students are able to see
examiners’ comments on their answers.

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Prerequisites - None

Recommended Reading
• Porterfield S & White B Endocrine Physiology (3rd edition), 2007, Elsevier London:
Mosby Physiology Monograph series. Recommended
• Hadley M Endocrinology (5th edition), 2000, Prentice Hall. Optional

Teaching Staff
Dr Steve Bidey, Professor Mark Dunne, Dr Donald Ward, Dr Melissa Westwood

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HUMAN PHYSIOLOGY BIOL21272

Unit Coordinator(s): Dr Peter Brown Semester 2
([email protected]) Credits 10

Aims
• To study the principal functions of the mammalian (human) gastro-intestinal (GI) tract and
the renal system
• To learn how these systems are affected by diseases and about the available treatments.

Intended Learning Outcomes

Students will gain an understanding of:
• The mechanism and regulation of nutrient absorption by the GI tract
• The importance of the kidneys in maintaining body electrolyte and water balance
• Examples of diseases of the GI tract and kidney, which are targets for important
therapeutic drugs
• How molecular genetics has enhanced our understanding of transport processes in the
intestines and kidneys

Lecture Content
Part 1:
• Introduction: Principals of epithelial transport & chemistry of dietary components.
• The physiology of the G.I. tract: Digestion and absorption; Control of G.I function;
The mechanism and regulation of salivary, gastric and pancreatic secretion; G.I.
motility. Management of peptic ulcers and diarrhoea.
• Renal physiology: Glomerular filtration; Reabsorption of nutrients and ions; Production
of a concentrated urine; Control of extracellular fluid volume & electrolyte balance; Acid-
base balance. Mechanisms of action of diuretic drugs. Renal failure.

Part 2:
• The molecular physiology of iron transport proteins: Ferric reductase, DMT-1,
ferroportin, transferrin, the transferrin receptor and hepcidin.
• Genetic diseases of epithlial transport. Cystic Fibrosis: The molecular genetics
of C.F.; Deteriming ion channel function; CFTR an anion channel and channel
regulator. Bartter Syndrome: Impaired Na+ absorption in the kidney tubule (TAL) caused
by mutations to five different proteins.
• Hunger, thirst and satiety: How the brain senses hunger, thirst and satiety. The
changes made in physiology in response to these conditions.

eLearning Activities
CAL on: 1) The pharmacokinetics of diuretic drugs and 2) The molecular physiology of Bartters
Syndrome.

Assessment
1.5 hour summative examination (95%) comprising one essay question plus short-note and
multiple-choice questions. eLearning modules (5%)

Feedback
• Feedback will be provided as part of two online multiple-choice assessments on lecture
content and of the two assessments associated with the eLearning activities
• A “Question and Answer session” will be held to discuss any student-raised concerns
and/or past examination questions
• A formal feedback session will be held in the subsequent semester in which students will
have access to their marked examination scripts and to generic comments from the
essay markers.

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Prerequisites
• BIOL21141 (Recommended)
• BIOL21321 (Recommended)

Recommended Reading
For Part 1 of the unit, useful background information will be found in the texts below. For
Part 2 of the unit, essential information will be found in lecture specific references, which
will be listed in the unit handbook.
• Boron W & Boulpaep EL Medical Physiology (2nd edition) 2009 Saunders
• Rang HP, Dale MM, Ritter JM & Flower R Rang & Dale’s Pharmacology (6th edition) 2007
Churchill Livingstone

Teaching Staff
Dr Peter Brown, Professor Simon Luckman, Dr Liz Sheader, Dr Craig Smith

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ANIMAL PHYSIOLOGY BIOL21281

Unit Coordinator(s): Dr Holly Shiels Semester 1
([email protected]) Credits 10
Aims
To study phenotypic plasticity across levels of biological organisation and to understand how
this allows animals to adapt to their environment. To study mechanisms of physiological
adaption in response to environmental challenges including: thermoregulation, osmoregulation
and gas convection in vertebrate and invertebrate animals.

Intended Learning Outcomes

An understanding of invertebrate and vertebrate animal physiology, emphasising control
mechanisms and response strategies used to cope with different external environments.
Students will appreciate how physiological plasticity is key to maintaining and adjusting
physiological processes in terrestrial and aquatic animals.

Lecture Content
The nature and fundamental mechanisms of environmental adaptation will be discussed under
the broad lecture themes of:
• Water and Ion Balance.
• Respiratory and Cardiovascular Systems
• Muscle Systems
• Thermoregulation

eLearning activity
All lectures slides will be posted on Blackboard. Journal articles that support the lecture
material, and websites specifically created to enhance learning (i.e. osmoregulation) will be
made available. Interactive learning tools that provide more details on the basics (for example
animations explaining the Donnan-equilibrium and the Nernst potential) are also provided.

Assessment
1.5 hour written examination (90%), eLearning assessment (10%)

Feedback
Students will receive feedback on the eLearning assessments that will occur at 3 points during
the semester. Drop-in clinics after the exam will allow feedback on exam performance.

Prerequisites
None

Recommended Reading
• Hill, Wyse & Anderson Animal Physiology (2nd edition) (2008) Sinauer Associates.
• Willmer, Stone & Johnston Environmental Physiology of Animals (2nd edition) (2004)
Blackwell Science
• Schmidt-Nielsen Animal Physiology: Adaptation and Environment (5th edition) (1997)
Cambridge University Press.

Teaching Staff
Dr Jonathan Codd, Professor Andrew Loudon, Dr Martin Steward, Dr Holly Shiels

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HUMAN ANATOMY & HISTOLOGY BIOL21291

Unit Coordinator(s): Dr Bip Choudhury Semester 1
([email protected]) Credits 10

Aims
This unit focuses on the human alimentary, urinary and reproductive systems and aims to
integrate anatomy, histology and embryology with clinical and pathological topics. In addition to
lectures, students will gain practical experience of the overall structure of these organ systems
and of their components by working with prosections, models and histological specimens in the
dissecting room. The dissecting room sessions are designed to complement the lecture course.

Intended Learning Outcomes

• Understand the anatomy of the alimentary, urinary and reproductive systems
• Understand the structural arrangement of the abdomen and its contents
• Understand the structural arrangement of the pelvis and its contents
• Understand the histological arrangement of all of the above structures
• Relate the structural anatomy to pathological processes that may occur

Lecture Content
Anatomy and histology of the gastrointestinal tract will be covered in detail. The musculature of
the anterior and posterior abdominal walls, as well as composition of the pelvis are covered.
Anatomy and histology of the genitourinary tracts are also covered in detail. The pathology
lectures link together important anatomical concepts and describe basic pathological problems.

eLearning Activity
Task 1: critically analysing a paper from a well-known anatomical journal. Students are put into
groups of 5-6 from differing degree programmes. They utilise group-specific discussion boards
and chat rooms to complete the task. Peer assessment makes up 40% of the total mark
available for this eLearning node.

Task 2: solve a clinical case using their anatomical knowledge. Students are put into groups of
5-6 from differing degree programmes. They utilise group-specific discussion boards and chat
rooms to solve the case. Peer assessment makes up 40% of the total mark available for this
eLearning node.

Assessment
1.5 hour written examination (92%) comprising of a choice of 5 essay questions from which
students have to answer two.Two eLearning modules to complete (8%).

Feedback - Feedback given via blackboard on completion of the 2 eLearning nodes. Informal
verbal feedback as required.

Prerequisites - BIOL10811 (Recommended)

Recommended Reading
• Snell RS Clinical Anatomy by Regions (8th edition) 2008 Lippincott Williams & Wilkins
• Moore & Dalley Clinically Orientated Anatomy (5th edition) 2007 Lippincott Williams &
Wilkins
• Stevens A & Lowe JS Human Histology (3rd Edition) 2005 Elsevier
• Kumar V, Fausto N, Abbas A, Robbins & Cotran Pathologic Basis of Disease (7th Edition)
2004 Saunders
• Cui D Atlas of Histology with functional and clinical correlations (1st edition) 2011
Lippincott Williams & Wilkins

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• Ross MH, Pawlina W Histology a text and atlas (6th edition) 2011 Lippincott Williams &
Wilkins
• Gosling J A Human Anatomy (4th Edition) 2002 Mosby

Teaching Staff
Dr Bip Choudhury, Professor Anthony Freemont, Dr Stefan Gabriel, Dr Niggy Gouldsborough,
Dr Tokiharu Takahashi

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CLINICAL DRUG DEVELOPMENT BIOL21302

Unit Coordinator(s): Dr Tracey Speake Semester 2
([email protected]) Credits 10
Aims
• To explain the appliance of science whereby new drugs are discovered and developed
from initial ideas through to full clinical use in man
• To explain how consideration of how an individual’s handling of drugs, i.e.
pharmacokinetics, is important in the development of new drugs
• Illustrate the interplay between business aspects and the biosciences

Intended Learning Outcomes

Students will gain an understanding of:
• The major approaches to drug discovery
• Application of molecular biology techniques to identifying lead compounds
• Methods for determining the pharmacological and toxicological properties of compounds
• The role of pharmacokinetic principles in the drug discovery process
• Regulatory requirements for drugs
• Clinical evaluation of drugs

Lecture Content
Overview: Medicines: the discovery processes. The pharmaceutical industry.
Initial stages: Target discovery. Applications of molecular biology. Lead discovery. Lead
optimisation. In silico methods.
Measurement of drug properties: Assay techniques. Agonists (full, partial and inverse).
Competitive antagonists. In vivo models. Pharmacokinetic profiles of compounds.
Pharmacogenetics. Formulations. Pre-clinical safety assessment.
Later stages: Pharmaceutical development. Clinical evaluation: Phase I and II. Concepts in
clinical trial design. Regulatory affairs.

eLearning Activity
• Discussion board will be open to encourage dialogue between students.
• Additional resources to support the lecture content will be provided
• eLearning self-assessment modules: four question sets based on the course content and
additional reading will be presented for summative assessment.

Assessment
Coursework components include a drug discovery game (15%) and eLearning modules (5%).
Summative 1.5 hour examination (80%) comprising MCQs (40%) and short-note questions (60%).

Feedback
• Students will be encouraged to ask questions during lectures and receive immediate
feedback from staff and also via the Blackboard Discussion Board, which will be the main
vehicle for providing feedback. Staff will also give individual feedback to questions raised
by email.
• Students will receive feedback throughout the drug discovery game.

Prerequisites - BIOL10822 (Strongly Recommended)

Recommended Reading
• Griffin JP & O'Grady J, The Textbook of Pharmaceutical Medicine (5th edition), 2005,
London BMJ
• Rang HP, Drug Discovery and Development: Technology in Transition, 2005, Churchill
Livingstone

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• Rang HP, Dale MM, Ritter JM & Flower, R, Rang & Dale's Pharmacology (6th edition),
2007, Churchill Livingstone

Teaching Staff
Caroline Booth (AstraZeneca), Dr Cyril Clarke (ICON), Dr Natalie Gardiner, Professor Alison
Gurney, Dr Chris Pollard (Astrazeneca), Dr Richard Prince, Dr Tracey Speake, Dr Sian Taylor,
Professor Richard Walmsley

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DRUGS & THE BRAIN BIOL21312

Unit Coordinator(s): Dr Ken Grieve Semester 2
([email protected]) Credits 10
Aims
To describe
• the range of mechanisms by which drugs can interfere with neurotransmission in the
central nervous system (CNS)
• how neurotransmitter activities can be modified by drugs leading to the rational treatment
of CNS disorders
• how an understanding of neurotransmitters and mechanisms of drug action can lead to
more selective treatment of CNS disorders.

Intended Learning Outcomes

To:
• detail important classes of drugs used in medicine and/or biological research to influence
central neuronal activity, particularly in humans
• describe the mechanisms of action of these drugs in terms of their effects on major
neurotransmitters
• describe mechanism-related drug side-effects

Lecture Content
• Introduction to neuropharmacology
• The central synapse: neurotransmitter systems as targets for drug therapy
• Accessing the central synapse: the blood-brain barrier to drugs
• Pharmacology of movement disorders such as Parkinson’s disease
• Pharmacology of general anaesthetics
• Pharmacology of antipyretic-analgesic drugs
• Pharmacology of opioid analgesic drugs
• Pharmacology of antiepileptic drugs
• Pharmacology of anxiolytic drugs
• Pharmacology of CNS stimulants and psychotomimetics
• Pharmacology of antipsychotic drugs
• Pharmacology of antidepressant drugs

eLearning Activity
All lecture slides available for eLearning including self-completion exercises. Online assessment
for formative feedback. Links to available CAL programmes.

Assessment
1.5 hour written examination comprising 40 compulsory multiple choice questions (50%) and
one essay question from a choice of three (50%).

Feedback - Mid-sessional formative assessment and feedback. Post-exam guidance.

Prerequisites - BIOL10822 (Compulsory); BIOL21302 (Recommended)

Recommended Reading
• Rang HP, Dale MM, Ritter JM & Flower, R Rang & Dale's Pharmacology (6th Edition)
2007 Churchill Livingstone (Compulsory)
• Waller DG, Renwick AG & Hillier K Medical Pharmacology and Therapeutics (2nd
Edition) 2005 WD Saunders (Optional)

Teaching Staff
Professor Richard Baines, Dr Ken Grieve, Dr Richard Prince
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MEMBRANE EXCITABILITY: ION CHANNELS & BIOL21321

TRANSPORTERS IN ACTION
Unit Coordinator(s): Dr Jon Turner Semester 1
([email protected]) Credits 10

Aims
The aim of this module is to give students the strongest grounding in our current understanding
of excitable cell pharmacology and physiology through study of the key elements of membrane
excitability. It will also provide a solid theoretical framework in membrane excitability irrespective
of which degree programme the students are pursuing. It will treat each area in a logical, fresh
and exciting manner highlighting relevance to function and disease. In addition, students will be
encouraged to think critically and to appreciate the special challenges intrinsic to studying
excitable membrane function.

Intended Learning Outcomes

In relation to membrane excitability, students should be able to describe in detail: (i) the key
governing principles, (ii) the role of ion channels and ion transporter proteins, (iii) the
relationship between cellular structure and the function of excitable cells, (iv) the features of the
synapse that underpin fast chemical neurotransmission and its modification, and (v) the
methods used to analyse or predict cell excitability.

Lecture Content
• Lipid components, their organization, and types of membrane protein
• Regulation of cell volume and contents including pHi and [Ca2+]i
• Selective ion permeability and membrane potential generation
• The action potential, its propagation and the impact of myelination and disease
• Functional diversity of voltage-gated ion channels and their pharmacology
• Cell polarization in epithelia and neurones, and the role of compartmentalization
• Cytoskeleton and the differential trafficking of membrane-targeted proteins
• Electrical and chemical neurotransmission and transmitter-gated ion channels
• Transmitter synthesis, vesicle exocytosis and recycling
• Synaptic integration and plasticity

eLearning Activity
Blackboard discussion board topics as suggested by contributors. Mid-semester exam marked
in manner of mini-exams short questions. Further application of the Nernst and the Goldman
Hodgkin Katz equations. Exam format questions with model answers

Assessment
1.5 hour examination (90%): 18 short questions (9 mins each), ELearning modules (10%)

Feedback
Mid-semester exam seminar to provide answers and Q & A session on work so far.
Calculations seminar/tutorials. Exam clinic to follow in semester 4

Prerequisites - BIOL10832 (Compulsory)

Recommended Reading
• Boron, WF & Boulpaep, EL Medical Physiology, 2008, Saunders Elsevier
• Aidley, DJ The Physiology of Excitable Cells, 1998, Cambridge University Press

Teaching Staff
Dr Peter Brown, Dr Liz Fitzgerald, Dr Owen Jones, Dr Richard Prince, Dr Jon Turner

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MOTOR SYSTEMS BIOL21332

Unit Coordinator(s): Dr Enrico Bracci Semester 2
([email protected]) Credits 10

Aims
This course aims to explain our current understanding of how the mammalian nervous system
plans and executes movements, with particular reference to the human case. Topics will include
the anatomy and physiology of the motor systems, spanning from muscles contraction to spinal
reflexes, cortical and sub-cortical control of movement and how certain neurological diseases
affect movement. In this way, the students will be exposed to the many levels of motor control,
and will acquire a critical knowledge of what we know (or don’t yet know) about the structure
and function of human motor control systems.

Intended Learning Outcomes

• By the end of this course students should be able to critically assess the current
knowledge of motor control and to communicate these topics in a concise manner that
recognises the limitations of current hypotheses.
Students should also have acquired the following skills:
• an understanding of the motor systems at a variety of levels (from cellular to systems
neuroscience).
• an accurate understanding of the different strategies used by the nervous system to
control movement.
• an understanding of the different roles played by muscles, the spinal cord, midbrain,
cortex, cerebellum and basal ganglia in the organisation of movement.
• A critical knowledge of the different experimental methods used to investigate motor
control.

Lecture Content
Muscles and motoneurons - These lectures will describe how muscles contract, how
motoneurons determine muscle contraction and how the spinal reflexes are orchestrated by
spinal circuits comprising interneurons and motoneurons. The generation of locomotor activity
by spinal neuronal networks called central pattern generators will also be covered.
Motor cortex and descending systems - This part will deal with the anatomy and function of
motor and premotor areas of the cerebral cortex. Experiments illustrating the activity of motor
cortical neurons during different behavioural tasks will be described. The concept of population
coding will be introduced. The medial and descending system originating in the cortex and in
the brainstem will be described.
Oculomotor control - These lecture will describe the neural control of the extraocular muscles
that control eye movement, with particular emphasis on the generation of saccadic movements
by brainstem pontine centers and how they are controlled by the cerebral cortex.
Cerebellum and basal ganglia - This part will focus on these neuronal systems that are
essential for motor control. Their complex architecture and their connectivity with the cerebral
cortex and the descending brainstem systems will be covered. The neurological problems
arising from damage to each of this system will also be described in detail.

eLearning Activity
Moderated discussion board on Blackboard.
Assessment
1.5 hour written examination (100%) composed of 21 compulsory short answer questions.

Feedback
Students will have the opportunity to take part in mid semester mini-exams
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Prerequisites
• BIOL10832 (Recommended)
• BIOL21341 (Recommended)

Recommended Reading
• Kandel ER, Schwartz JH & Jessel TM Principles of Neural Science (4th ed.) 2000
McGraw-Hill

Teaching Staff - Dr Enrico Bracci, Dr Fred Cody, Professor Cathy McCrohan

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SENSORY SYSTEMS BIOL21341

Unit Coordinator(s): Dr Ken Grieve Semester 1
([email protected]) Credits 10

Aims
This course aims to explain:
• how external stimuli impact upon central neural pathways to give rise to perception
• the nature and extent of sensory systems from periphery to CNS, with emphasis on the
higher mammalian systems, but including appropriate comparative comparisons.
• basic elements of the cognitive processes involved in sensory interpretation and reaction.

Intended Learning Outcomes

Upon completion of this unit, students will be able to:
• comprehend the ability of nervous systems to access, integrate and interpret sensory
information
• understand the common plan of sensory systems across species, as models for
neuroscience research
• look beyond 'sense' to cognition.

Lecture Content
1. Introduction to comparative sensory physiology - What is a sense? How do we, and
other creatures, interact with a physical reality?
2. The Eye - window on the soul? - Capturing light - in mammals and others.
3. Retina - "First Contact" with the central nervous system - how to convert light to brain
messages.
4. The vision we don't "see" - Projection of information through secondary visual
pathways; circadian rhythms
5. Comparative Colour Vision - "The peacock's tail and other colourful facts"
6. Thalamus - gateway to cortex? - Passive gateway or active amplifier? To sleep,
perchance... to "attend".
7. The Primary Visual Cortex - The "beginning" of cortical processing - the human
"condition".
8. "To V2 and Beyond!" - how does cortex communicate information - hierarchy or
"cloud"?
9. Higher Visual Cortices - ....when things go wrong - amblyopia, blindsight, neglect and
other short stories...
10. From ear to hear - What is sound? Sound in the air; "sound" for other animals
11. Cochlea - transduction, amplification and more - Hair cells, fluid mechanics and the
"I-pod" generation!
12. From hearing to speaking - Central "interpretation" of sounds - and language, from
bats to whales, and us.
13. Chemo-reception - A "taste" of science.
14. Chemo-reception - Olfaction, the "world" of scent
15. Mechanoreceptors - The basic unit of the somatic sense
16. Mechanoreceptors - Understanding mechanotransduction - "feeling" your way....
17. Somatosensory Pathways and the Somatosensory Cortex - From skin to the spinal
cord and higher - through thalamus to cortex.
18. Whiskers and Barrels - Specialisation in somatosensation - the rodent whisker system
19. Pain - The "sense" of nociception and "feeling of pain".... sense to perception.
20. Somatosensation: Cognition and decision - Plasticity, Phantom Limbs and other
"higher" aspects of somatosenation
21. Cognition & Sense(s) - Integration of cortical sense pathways
22. Top Down? - Decisions, decisions.. and gambling - the betting game of
neuroeconomics.

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eLearning Activity
All lecture material will be offered in advance on Blackboard. An appropriate mini-exam will be
provided for ~week 7 and a forum for discussion. "Interesting examples" of non-lecture
materials, designed to highlight aspects of the lecture-based material, will be provided.

Assessment
1.5 hour written examination (100%) in short answer format, covering all aspects of the course,
lecture-based or Blackboard.

Feedback
All students are given the Unit Coordinator’s email address for questions or comment, as well as
being encouraged to contact lecturing staff immediately following the lecture, or later by email or
in the Blackboard discussion forum.

Prerequisites - BIOL10832 (Compulsory)

Recommended Reading
• Kandel E.R., Schwartz J.H. &Jessel T.M. Principles of Neural Science (4th edition) 2000,
McGraw-Hill Medical
• Bear, M.F., Connors B.W. &Paradiso M.A. Neuroscience: exploring the brain (3rd edition)
2006, Lippincott, Williams and Wilkins

Teaching Staff
Dr Ken Grieve, Professor Rob Lucas, Dr Rasmus Petersen

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CELLS & TISSUES IN HUMAN DISEASE BIOL21351

Unit Coordinator(s): Dr Andrew Gilmore Semester 1
([email protected]) Credits 10

Aims
To introduce cellular and molecular mechanisms of human diseases and the drugs to treat
them.

Intended Learning Outcomes

Students will acquire knowledge of the cellular and molecular mechanisms underlying a range
of human diseases. They will understand how drugs act on cellular and tissue dysfunctions to
ameliorate these diseases.

Lecture Content
In sum, the course presents the cellular and molecular causes of common diseases such as
diabetes and cancer, with their pharmacological strategies and the following themes.
• Cell death and disease
• Cell adhesion and its pathological defects
• Cellular base of autoimmunity
• Autoimmune and other forms of diabetes
• Inflammation and anti-inflammatory drugs
• Anti-migraine drugs
• Molecular pathology of cancer
• Cancer chemotherapy

eLearning Activity
A graphical exercise on diabetes will be provided on Blackboard. This includes example essay
and short answer questions on the subject of diabetes and its pharmacology.

Assessment
2 hour written Exam with short answer questions (40%) and 1 essay (50%).

A MCQ assessment on diabetes (worth 10% of the final mark) will be taken following completion
of the eLearning resource.

Feedback
The eLearning activity will provide on line feedback. Advice on the example exam questions on
the eLearning resource will be provided if requested. Feedback will be given on the MCQ
assessment before the end of the course. Post-exam guidance will be provided.

Prerequisites
BIOL10822 (Strongly Recommended)

Recommended Reading
General texts that will provide useful background include:

• Rang HP, Dale MM, Ritter JM & Flower, R Rang & Dale's Pharmacology (7th Edition)
2007 Elsevier.

• Boron and Boulpaep. Medical Physiology (2nd edition). 2012 Saunders.

• Cassimeris, Lingappa, Plopper. Lewin’s Cells (second edition). Jones and Bartlett.

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However, no one textbook will cover all the material presented in the lectures, due to the
diverse nature of the course. Each lecturer will therefore provide specific reference articles for
their lecture material.

Teaching Staff
Dr Mike Dascombe, Dr Andrew Gilmore, Dr Adam Hurlstone, Dr Douglas Millar

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HAEMATOLOGY BIOL21361
Unit Coordinator(s): Dr Michelle Keown Semester 1
([email protected]) Credits 10
Aims
This unit is aimed at providing an extensive knowledge of the main areas of haematology
including understanding, diagnosis and treatment of haematological disorders and to introduce
the main areas of interest in blood transfusion.
Intended Learning Outcomes
Students will be able to:
• demonstrate an understanding of the underlying processes in blood cell formation
• describe, discuss & diagnose diseases of blood including anaemia, leukaemia and
disorders of haemostasis & thrombosis
• describe the role of haematology in the investigation of disease in general
• bring together, evaluate and apply knowledge from biochemistry and cell biology in
interpretation of the functions of blood & related diseases
• interpret biochemical & morphological data in the diagnosis of certain blood
disorders/diseases
• reflect critically & analytically on their study learning styles so as to be able to identify and
review additional literature to enhance learning
Lecture Content
1 Introduction to module
2 Blood cell formation: haemopoiesis
3-6 Red blood cell and haemoglobin, red blood cell membrane and enzyme disorders
Iron metabolism, Vitamin B12 and Folate, Anaemias
7-8 Haemoglobinopathies-thalassaemia and sickle cells
9-12 Haemostasis-platelets and coagulation cascade, Coagulation cascade: lab
tests/anticoagulant therapy
Disorders of haemostasis
13 White blood cells (WBC): structure, function and differentiation
14 WBC:reactive proliferation, benign and infection
15-20 Basis and classification of haematological malignancies
Neoplastic lymphoproliferative disorders
Neoplastic myeloproliferative disorders
21 Blood transfusion:introduction
22 Exam practice
Assessment
1.5 hour examination (90%) - short answer questions and 1 essay question from a choice of 3.
Five online group based learning (GBL) activities each worth 2% (Total: 10%).
Feedback
Online GBL:feedback on Blackboard within 2 weeks (10 working days) of submission deadline.
Individual feedback on request or if appropriate. Generic feedback and discussion in lecture: 6
working days post submission deadline.
Prerequisites - BIOL10212 (Optional); BIOL10401 (Optional); BIOL10811 (Optional)
Recommended Reading
• Hoffbrand AV, Moss PAH & Petit JE Essential Haematology (5th edition) 2007 Blackwell
Publishing
• Hughes-Jones NC, Wickramasinghe SN & Hatton CSR Lecture notes on Haematology
(8th edition) 2009 Wiley-Blackwell
• Moore G, Knight G, Blann A. Fundamentals of Biomedical Science: Haematology (1st
Edition) 2010. Oxford University Press
Teaching Staff - Dr Shazia Chaudhry, Dr Michelle Keown
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ORGANISMAL GENETICS BIOL21371

Unit Coordinator(s): Dr Kathy Hentges Semester 1
([email protected]) Credits 10
Aims
The aim of this unit is to provide students with a deeper understanding of fundamental genetic
concepts. Specifically, emphasis will be placed on understanding the analysis of mutant
phenotypes generated through various genetic manipulations in a wide range of organisms to
determine gene function, providing a foundation for further study in any discipline.

Intended Learning Outcomes

After completion of this unit, students will be able to describe model systems used in the study
of genetics, understand different types of mutant alleles, be able to link genotype and
phenotype variations and understand how genetic manipulations aid in dissecting gene function.
They will also gain an understanding of approaches used to investigate human genetic disease.
Furthermore, they will understand how genetic approaches are integrated with other
biochemical, physiological and developmental analyses to facilitate the uncovering of biological
mechanism and its relevance to the whole organism.

Lecture Content
• Genomic Alterations: Introduction to large-scale chromosomal rearrangements, the
concepts of ploidy, dosage balance, duplication events and hybrid organisms. These
lectures will feature examples from species such as yeast, plants, and worms to compare
methodologies for dissecting gene function and genome conservation.
• Genetic Analysis: These lectures will examine the ways in which gene function can be
determined through genetic experimentation. Both loss of function and gain of function
approaches will be explored. Examples from a variety of organisms will be covered.
• Complex Traits: Examples of non-Mendelian phenotypes and effects of multiple genes
on phenotypes will be presented, with an example of mouse models of human diseases.
• Alleles and Genetic Interactions: These lectures will examine how varied mutations
affect gene function and discuss specific genetic reagents for the study of allele series
and somatic mutations. Specific examples of using genetic approaches to identify
signalling pathways and understand brain function will be discussed.
• Fitness, Epistasis, and Plasticity: The concepts of genetic interactions, copy number
variations, and genotype-environment interactions will be presented.
• Human Genetics: Specific genetic approaches used in the study of human disease and
human genetic variation will be discussed. Future challenges to identify genetic
contributions to human disease will be explored.

eLearning Activity
There are 5 ePBL scenarios in which the student assumes the role of a genetics researcher to
perform virtual genetics experiments and interpret data. Each scenario has quiz questions with
feedback provided for incorrect answers. Completion of each scenario within the specified time
period achieves 1% of unit marks.

Assessment
1.5 hour written examination (85%), in-class poster session (10%) and completion of online
ePBL exercises (5%).

Feedback
Feedback will be provided to students on their group work by written comments on marking
sheets and direct dialogue with instructors at the in-class poster session. Group feedback will
also be given by peer assessment of posters at the in-class poster session. Individual feedback
is provided by completion of the ePBL scenarios, which have quiz questions embedded within
the ePBL with feedback for incorrect answers.

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Prerequisites
BIOL10221 (Strongly Recommended), BIOL10521 (Strongly Recommended)

Recommended Reading
• Griffiths AJF, Wessler, Carroll, Doebley, Introduction to Genetic Analysis (10th ed.), 2011,
WH Freeman, Recommended
• Watson JD, Myers RM, Caudy AA & Witkowski JA, Recombinant DNA: Genes &
Genomes (3rd ed.), 2007, WH Freeman, Further Reading
• Meneely P, Advanced Genetic Analysis: Genes, Genomes & Networks in Eukaryotes,
2009, Oxford University Press, Further Reading

Teaching Staff
Dr Martin Baron, Dr Mike Briggs, Dr Daniela Delneri, Dr Kathy Hentges

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INTRODUCTION TO VIROLOGY BIOL21381

Unit Coordinator(s): Dr Nicky High Semester 1
([email protected]) Credits 10
Aims
The aim of this unit is to provide an understanding of viruses and viral disease. It will provide an
introduction to viral structure and function and explain how viruses subvert host cell function to
generate viral factories. Details of the pathogenic mechanisms used by viruses to cause
disease will be explained using examples such as the influenza virus and HIV. The design of
viral vaccines will also be covered and their use in eradicating viral infections such as polio
discussed.

Intended Learning Outcomes

At the end of the course students will have an appreciation of:
• viral structure
• the interaction of virus and host
• the mechanisms of viral replication in host cells
• viral pathogenesis
• immune response to viral infections
• acute, chronic and latent viral infections
• viral vaccines and anti-viral drugs
• viral epidemiology

Lecture Content
• What is a virus?
• Viral structure
• Viral genomes and replication
• Viral interactions with the host
• Acute viral infections
• Latent and persistent viral infections
• Viruses and immunodeficiency
• Viruses and Cancer
• Viral vaccines
• Anti-viral therapy
• Viral evolution
• Emerging viral infections
• Zoonotic viral diseases

eLearning Activity
HIV doesn’t cause AIDS – The Duesberg phenomenon. Students will be asked to address the
nine points made by Duesberg and produce a rebuttal of his contention, made in his original
Science article, that “HIV is not the cause of AIDS because it fails to meet the postulates of
Koch and Henle, as well as six cardinal rules of virology.”

Assessment - 1.5 hour written examination at the end of the unit (80%); ELearning project
(10%); MCQs (10%).

Feedback
Feedback will be provided on the eLearning projects. Knowledge will also be assessed by 4
MCQ exams set at intervals throughout the course.

Prerequisites - None

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Recommended Reading
• Dimmock NJ, Easton AJ & Leppard KN, Introduction to Modern Virology (6th ed.), 2007,
Blackwell Publishing.
• Cann AJ, Principles of Molecular Virology (4th ed.), 2005, Academic Press
• Flint SJ, Enquist LW, Racaniello VR & Skalka AM Principles of Virology (3rd ed.), 2009,
ASM Press.

Teaching Staff
Dr. Nicky High, Professor Ian Roberts, Professor David Robertson

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ANATOMY OF THE SPECIAL SENSE ORGANS BIOL21402

Unit Coordinator(s): Dr Tokiharu Takahashi Semester 2
([email protected]) Credits 10

NOTE:This unit is for Anatomical Sciences students only.

Aims
This unit focuses on the anatomy of the head and neck with a particular focus on the senses.
The aim is to provide students with a good foundation in these topic areas through hands-on
experience of the overall structure of the special sense organs.

Intended Learning Outcomes

The students will be able to:
• Describe the anatomy of the skull and the special sense organs
• Explain the topological disposition and functional organisation of craniofacial organs
• Discuss the development of these structures
• Identify all the above structures on prosections and models

Lecture Content
The emphasis is ‘hands-on’ practical anatomy rather than teaching through lectures. There will
be 24 seminars using prosections and models on the following topics:

• Anatomy of skull (bones, foramina)

• Overview of brain and cranial nerves
• Anatomy of vision (layers of eyeball, extraocular muscles, retina, pathway)
• Development of the eye
• Anatomy of hearing and balance (external, middle, internal ear)
• Development of the ear
• Anatomy of taste (oral cavity)
• Anatomy of smell (nose) and paranasal sinuses

eLearning Content
Five eLearning modules will be constructed which will reinforce anatomy learnt in the seminars
and build upon the skills learnt in BIOL21291. These are on: skull, vision, hearing & balance,
smell & sinuses and taste.

Assessment
Short answer questions (answer 5 out of 8) 1.5 hours 50%
Spotter exam 30 minutes 45%
4 eLearning modules 1 hour/module 5%

Feedback
Feedback will be given after completion of each of the eLearning modules. Oral feedback will be
given during each seminar while students handle specimens and try to find structures.

Prerequisites - BIOL21291 (Compulsory)

Recommended Reading
• Snell RS Clinical Anatomy by Regions (8th edition) 2008 Lippincott Williams & Wilkins
• Moore & Dalley Clinically Orientated Anatomy (5th edition) 2007 Lippincott Williams &
Wilkins
• Gosling JA Human Anatomy (4th Edition) 2002 Mosby
• Stevens A & Lowe JS Human Histology (3rd Edition) 2005 Elsevier
• Cui D Atlas of Histology with Functional and Clinical Correlations 2011 Lippincott
Williams and Wilkins
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• Ross M and Pawlina D Histology: A Text and Atlas (6th edition) 2011 Lippincott Williams
& Wilkins
• Schoenwolf GC Larsen's Human Embryology (4th edition) 2008 Churchill Livingstone
• Sadler TW Langman's Medical Embryology (11th edition) 2009 Lippincott Williams &
Wilkins

Teaching Staff
Dr Bip Choudhury, Dr Stefan Gabriel, Dr Niggy Gouldsborough, Dr Tokiharu Takahashi

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CRITICAL WRITING SKILLS BIOL21701

Unit Coordinator(s): Dr Liz Sheffield Semester 1
[email protected]) Credits 0

Aims
• To assess and enhance current language skill utilisation competences
• To enhance understanding of what constitutes academic malpractice, including
plagiarism, and how to avoid it
• To support self-learning through use of computer based training
• To develop critical reading and writing skills, and good practice in time management and
organisational skills as part of continued learning
• To provide training in the use of referencing software (Endnote)

Intended Learning Outcomes

On successful completion of this unit students should understand what constitutes academic
malpractice including plagiarism, be aware of how we as a University detect plagiarism and the
consequences, and be aware of how to avoid committing it. Students should have enhanced
critical reading and academic writing skills and be able to store, retrieve and use references
within Endnote.

Content
This eLearning course and the assessments are delivered entirely on-line, via Blackboard on a
weekly basis.

The course begins with a module which provides an assessment of language competencies,
and leads on to a self-contained module on academic malpractice including plagiarism, with a
final assessment timed for completion prior to submission of assessed written work. Neither of
these modules contribute to the final mark, but must be completed before the rest of the
eLearning materials can be accessed.

The remainder of the course is designed to help improve your critical reading and writing skills.
The aim is to help turn the average writer into one who can read and write in an academic style,
and to help the accomplished writer refine and improve further. Over the remaining weekly
modules the user receives information on the basics of writing all the way up to the finer points
of professional academic style. The last modules introduce Endnote and provides training on
the use of this time-saving and helpful referencing software that should prove invaluable for
dissertation, report and other scientific writing.

Assessment
Each assessment is in the standard format of two attempts per assessment, and a mean mark
of 70% is required to pass the unit, which is a required component of the tutorial unit (failure will
lead to loss of compensation for poor examination performance and a requirement for
satisfactory completion of the material in the unit during the summer vacation).

Feedback
Each assessment contains feedback on responses.

Prerequisites
None

Recommended Reading
All online within the unit.

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WHAT IS SCIENCE FOR? BIOL22021

Unit Coordinator(s): Dr Caroline Bowsher ; Dr Sarah Chan Semester 1
([email protected]) Credits 0
Aims
• To equip students with an understanding of the broader context of science
• To introduce students to key concepts and issues in science ethics
• To encourage students to reflect on the role of science in society and their own part in
this as students of science and as scientists-in-training

Intended Learning Outcomes

On successful completion of this unit students should have developed an understanding of
• The broader context of science
• The key concepts and issues in science ethics
• The role of science in society

Content
“What is Science For?” covers a range of topics relevant to the ethics of science and innovation
and exploring the social and ethical implications of science. Through the activities of the course,
students will be encouraged to consider and reflect on questions such as:
• What is the purpose of science?
• What role does science have in society?
• Is there such a thing as “good” science and “bad” science?
• What sort of research should we be doing, and who decides?
• Is there some research which is prima facie unethical and should not be pursued?
• To what extent are scientists responsible for the consequences of their research and/or
the uses to which their research is put?
• What motivations are there for pursuing science?
• How do we evaluate the various reasons for pursuing scientific research from an ethical
standpoint?
• How should scientific research be regulated?
• What justifies public funding of science?
• Are there reasons to be concerned about the commercial funding of science?
• Are there reasons to be concerned about the commercialisation of the fruits of scientific
research?
The course consists of a 3-hour introductory symposium (students will be allocated to attend
one of three sessions); four eLearning modules each consisting of a lecture (available as an
optional attendance session, or on Blackboard, both in podcast format and as a set of slides
with written notes, for students to complete in their own time), additional reading and questions
for follow-up discussion on Blackboard within tutorial groups; tutorial sessions and activities.

Assessment
The assessed components are:
• Satisfactory completion of eLearning modules
• Participation in online discussion
• Preparation of a 1000-1500 word essay on a choice of set topics
• Participation in peer-marking process and discussion
• WISF Presentation in Tutorial

Feedback - Each assessment contains feedback on responses.

Prerequisites - None

Recommended Reading - All online within the unit.

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FROM CHOLERA TO AIDS: THE HISTORY OF HSTM20031/HSTM20081

INFECTIOUS DISEASES IN EUROPE (1800-2000)
Unit Coordinator(s): Dr Michael Bresalier Semester 1
([email protected]) Credits 10/20
Aims
This course develops understanding of the historical links between epidemic diseases, cultures
of health and healing, and the emergence of modern medicine and science. Students will
examine case studies of important disease outbreaks in history, using a range of primary
sources as well as secondary literature from history as well as other social scientific disciplines.
By locating epidemic outbreaks within their wider historical contexts, the course integrates
histories of medicine, biology, disease ecology and society.
Intended Learning Outcomes
• Understand the complex historical relations between epidemic disease outbreaks and the
particular cultural, social and political context
• Apply a disease-led approach to the history of medicine and microbiology
• Analyse the history of health and disease using quantitative and qualitative material
Lecture Content
Lectures form a connected series of explorations across the history of epidemics and follow the
case study principle.
• Cholera I: pandemics in Europe (1800-1900)
• Cholera II: Miasmas, germs and public health
• Tuberculosis I: Campaigns, treatments and experiences (1875-1939)
• Tuberculosis II: Antibiotics, clinical trials and global dimensions (1945-2000)
• Immunization I: Smallpox to diphtheria (1750-1950)
• Immunization II: Polio, MMR, HPV (1945-2010)
• Nosocomial Infections I: Hospitals, communities and cleanliness (1800-1950)
• Nosocomial Infections II: MRSA and infection control (1948-2000)
• HIV/AIDS I: Western case studies (1980-2000)
• HIV/AIDS II: Global health crisis
Seminar Content - Seminars consolidate lecture material through a set of weekly readings.
Assessment
10 credit unit (HSTM20031) - 1500 word essay (50%); 2 hour examination (50%)
20 credit unit (HSTM20081) - 1500 word essay (25%); 2 hour examination (25%); 3000 word
project report (50%)
Feedback - Students may ask questions at any time during lectures and seminars. Teaching
staff will answer specific queries by email and during office hours, and will provide contact
details in the course handbook or at lectures. All submitted coursework will be returned with
annotations and an assessment sheet explaining the mark awarded.
Prerequisites
None.
Recommended Reading
• Hamlin, Christopher, Cholera: The Biography, Oxford 2009 (compulsory)
• Farmer, Paul, Infections and Inequalities. The Modern Plagues, London 1999
(background)
• Berridge, Virginia (ed.), Aids and Contemporary History, Cambridge 1993. (portions
compulsory)

Teaching Staff
Dr Michael Bresalier

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THE CRISIS OF NATURE: ISSUES IN HSTM20092/HSTM20592

ENVIRONMENTAL HISTORY
Unit Coordinator(s): Dr Vladimir Jankovic Semester 2
([email protected]) Credits 10/20
Aims
Pandemics, global warming, mass extinctions, disappearing forests – both the popular media
and scientists today increasingly speak in terms of environmental crisis. The aim of this course
is to explore the following questions: How new are these concerns? What are the origins of
environmental thinking? Indeed, what is meant by “nature”? What is thought to be the ideal
relationship of the human species to the rest of the world? And do we have anything to learn
from other cultures or from our own past?
Intended Learning Outcomes
By the end of this unit, a student taking this unit will be able:
• to analyse environmental movements and environmental legislation in the light of key
scientific and ethical issues
• to see the global connections that link environmental changes and pay particular
attention to how modern technology has changed our relationship with nature on a
worldwide scale
• to analyse the many cultural and historical constructions of nature and to explore ideas
about relations between nature and culture
• to be familiar with a wide range of perspectives on the environment – social, cultural,
scientific and political
In addition, students taking the 20 credit version will be able:
• to find and research a topic of their own choosing;
• to find and assess critically primary and secondary sources;
• to write, with full scholarly apparatus, a report on their individual research project.

Lecture Content
• Origins and meaning of “nature”
• Invention of the environment. Politics of ecological movements
• Industry and public health.
• Climate Change
• Ocean Change
• Catastrophes
• Food chains and GMOs
• Plastics
• Environmental health
• War and Environment

One lecture and one seminar per week

Assessment
10 credit unit (HSTM20092) - 1000 word essay (50%); exam (50%)
20 credit unit (HSTM20592) - 1000 word essay (25%); exam (25%), project (50%)
Prerequisites - None.
Recommended Reading
• Davis M Ecology of Fear 1999 Vintage Books
• Cronon W Uncommon Ground 1996 W.W.Norton
• Soule M & Lease G Reinventing Nature: Responses to Postmodern Deconstruction 1995
Island Press
• Douglas M Purity and Danger 1984 London : Ark

Teaching Staff - Dr Vladimir Jankovic

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SCIENCE, THE MEDIA & THE PUBLIC HSTM20181/HSTM20681

Unit Coordinator(s): Dr Jeff Hughes Semester 1
[email protected]) Credits 10/20
Aims
This course explores the structure, meanings, and implications of science communication
through media by reading scholarly research and critically analysing media texts. We will look at
the contexts for science in the media including the role that science serves in these texts, how
they contribute to the entertainment value of media, and how they feed back to science itself.
We will explore the themes of science and media across different media formats, historical
periods, and cultural contexts. The course will focus on the differences between science
communicated through the written word, visually, and aurally. We will also evaluate the
differences between science communicated through news media and entertainment media.
Intended Learning Outcomes
Students will understand the communication of science, technology and medicine through
media including the differences between various media formats, appreciate media’s impact on
the cultural meanings of science, and comprehend the increasing blurring between fictional and
non-fictional media with regards to science. They will also increase their media literacy and
develop interpretative and analytical thinking. In addition, the 20 credit version of the unit will
extend and develop students’ research and writing skills through an individual research project.
Lecture Content
Lectures form a connected series of case studies of various aspects of science in society and
culture and will include guest lecturers from BBC Radio, BBC Manchester and the Manchester
Museum. Lectures will cover the following themes:
• Introduction – Science and its Publics
• News Content and News Production
• Media Frames and Media Effects
• Public Understanding of Science and Policy Making
• Popular Science Books and Magazines
• Science in Museums and Science Centres
• Science Documentaries
• Wildlife and Natural History Films
• Literature, Films, Television and Science
Seminar Content - Seminars consolidate lecture material through a set of weekly readings &
media texts.
Assessment
10 credit unit (HSTM20181) - news media group project (50%); coursework (50%)
20 credit unit (HSTM20681) - news media group project (25%); coursework (25%); 3000 word
research project based on a case study (50%)
Feedback - Students may ask questions at any time during lectures and seminars. Teaching
staff will answer specific queries by email and during office hours, and will provide contact
details in the course handbook or at lectures. All submitted coursework will be returned with
annotations and an assessment sheet explaining the mark awarded.
Prerequisites - None
Recommended Reading
• Bucchi, M. Science and the Media 1998, Routledge
• Russell, N. Communicating Science. Professional, Popular, Literary. 2010, CUP.

Teaching Staff
Dr. Jeff Hughes.

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THE INFORMATION AGE HSTM20282/HSTM20782

Unit Coordinator(s): Dr James Sumner Semester 2
([email protected]) Credits 10/20
Aims
How did information-processing equipment come to dominate, by the beginning of the twenty-
first century, so many areas of human life? Who are the winners and losers in a computerised,
automated, data-driven world? Is “information technology” applied computer science, or applied
bureaucracy? This course tries to answer this question by tracing the histories of a range of
technological developments, from the mechanical calculating machines of the nineteenth
century to the global networked systems of today.
The course is equally suitable for computer science students and those who have never studied
the field, but are interested in learning more about the background of one of the dominant
technologies of our time.

Intended Learning Outcomes

By the end of this unit, it is expected that a student taking the 10 credit version will
• have a good working knowledge of major developments in the history of information
technology, particularly from the Second World War onwards
• have developed skills in critical reasoning and analysis, understanding the different
motivations of historical characters in the history of information technology, and the
differences in the ways they interpret and describe events
• be able to appreciate, and display the ability to analyse and discuss, the different factors
- social, technical, sometimes accidental - which shape the history of computing, and the
definition of the computer and its users

In addition, a student taking the 20 credit version will

• have defined (in consultation with the lecturer) a research project in the history of
computing
• be able to find, and assess critically, relevant primary and secondary sources
• have produced, with full scholarly apparatus, a report (or alternative piece of work,
subject to the lecturer’s approval) based on this research.
Lecture Content
Lectures and seminars are likely to cover the following themes:
• Charles Babbage and mechanical calculation
• Managing information before the digital computer
• Early digital computers and the power of legends
• Robots in reality and fiction
• Alan Turing and thinking machines
• Software
• The 1980s: computers in the home
• Women, men and computers
• Information-age fears
• Boffins, wizards, hackers and nerds: images of ‘computer people’
• Mass internet access and online identity
Assessment
10 credit unit (HSTM20282) - 1500 word essay (50%); 2 hour exam (50%)
20 credit unit (HSTM20782) - 1500 word essay (25%); 2 hour exam (25%); extended project of
around 3000 words (50%)
Prerequisites
None.

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Feedback
Students may ask questions at any time during lectures and seminars. Teaching staff will
answer specific queries by email and during office hours, and will provide contact details in the
course handbook or at lectures. All submitted coursework will be returned with annotations and
an assessment sheet explaining the mark awarded.

In addition, students on the 20-credit version (HSTM20782) will receive comments on the
progress of their projects through individual supervision meetings.
Recommended Reading
• Martin Campbell-Kelly and William Aspray, Computer: a history of the information
machine, 2nd ed. Boulder: Westview 2004 (Compulsory)
• Eric Swedin and David Ferro, Computers: the life story of a technology. Baltimore: Johns
Hopkins University Press 2005 (Recommended)
• Paul Ceruzzi, A History of Modern Computing, 2nd ed. Cambridge, Mass: MIT Press
2003 (Recommended)
• Steven Levy, Hackers: heroes of the computer revolution, updated edition. London:
Penguin 2001 (Recommended)
• Sherry Turkle, Alone Together: Why We Expect More from Technology and Less from
Each Other. New York: Basic 2011 (Recommended)

Teaching staff - Dr James Sumner

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FROM FRANKENSTEIN TO THE MATRIX: HSTM20302/HSTM20802

SCIENCE FICTION AND FILM
Unit Coordinator(s): Dr David Kirby Semester 2
([email protected]) Credits 10/20

Aims
To explore through literature and film the ways that ordinary people have reacted to
developments in science and technology, and their fears as well as hopes for the future. This
course takes a selection of classic texts and films from the nineteenth, twentieth and twenty-first
centuries to see what continuities and differences there have been in the public imagination of
science and technology over this period.

Intended Learning Outcomes

• to develop the ability to take historical approaches to science, technology & medicine in
literature & film
• to understand Science Fiction as a genre
• to demonstrate knowledge of the chronology of changes in popular responses to science,
technology and medicine over the 19th, 20th and 21st centuries
• to enhance critical thinking skills through an exploration of debates about the relationship
between literature & science
• to take part in informed discussions of these topics and issues
• to comprehend Science Fiction’s impact on the cultural meanings of science, technology
and medicine
• to improve their science literacy through an understanding of the ways scientific images
are constructed, interpreted, and transformed for Science Fiction.
20 credit unit only:
• to find and research a topic of their own choosing;
• to find and assess critically primary and secondary sources;
• to write, with full scholarly apparatus, a report on their individual research project

Lecture Content
Lectures form a connected series of explorations across the history of SF and will include
several guest lectures from British SF authors. Lectures will cover the following SF texts:
• Mary Shelley, Frankenstein
• H.G. Wells, The Time Machine
• Charlotte Perkins Gilman, Herland and William Cameron Menzies, Things to Come
• Aldous Huxley, Brave New World
• Walter Miller, A Canticle for LeibowitzOctavia Butler, Xenogenesis (Dawn)
• Geoff Ryman, Air
• Justina Robson, Silver Screen
• Andy and Larry Wachowski, The Matrix and Ridley Scott, Blade Runner
• James Cameron, Avatar and Neill Blomkamp, District 9

Seminar Content - Seminars consolidate lecture material through a set of weekly SF readings
and media texts.

Assessment
10 credit unit (HSTM20302) - 1500 word essay (50%); Seminar Responses (50%)
20 credit unit (HSTM20802) - 1500 word essay (25%); Seminar Responses (25%); 3000 word
research project based on a case study (50%)

Feedback - Students may ask questions at any time during lectures and seminars. Teaching
staff can usually answer specific queries by email or during office hours, and will provide contact

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details in the course handbook or at lectures. All submitted coursework will be returned with
annotations and an assessment sheet explaining the mark awarded.

Prerequisites - None

Recommended Reading - Primary reading is indicated by the 'lecture content'. Critical

literature to discuss themes (eg utopias, science and the future, human/machine) is introduced,
such as:
• Haynes R From Faust to Strangelove: Representations of the Scientist in Western
Literature 1994 Johns Hopkins University Press
• Roberts A Science Fiction: The New Critical Idiom 2000 London: Routledge
• Aldiss B The Billion Year Spree 1973 London: Weidenfeld and Nicolson

Teaching Staff - Dr David Kirby

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HISTORY OF MATHEMATICS HSTM20482/HSTM20982

Unit Coordinator(s): Dr John Kennedy Semester 2
([email protected]) Credits 10/20
Aims
The aims of the course are to examine the development of mathematics as part of wider culture,
from Ancient Greece (and even earlier) to the twentieth century. The objectives of the course
are that students should achieve a thorough understanding of how mathematics has always
formed part of a wider culture, and a historical grasp of how the mathematics and culture have
interacted.
Intended Learning Outcomes
By the end of this Unit, students will be able:
• to show an appreciation of various approaches and methods in the history of
mathematics;
• to demonstrate a knowledge of the main developments in the history of mathematics;
• to have a critical appreciation of the place of mathematics in wider culture;
• to take part in informed discussions on these topics and issues;
• to reflect critically on the possibilities and limits mathematical thinking
In addition, students taking the 20 credit version will be able:
• to find and research a topic of their own choosing;
• to find and assess critically secondary sources, and some primary sources;
• to write, with full scholarly apparatus, a report on their individual research project.
Lecture Content
• Ancient Babylonian and Egyptian Mathematics
• China/India
• Islam
• Renaissance Perspective, algebrae and methods
• 17th Century: Geometry, instruments, Galileo, Dee, calculus
• Analysis and Algebra in the 18th and 19th centuries
• Probability and statistics
• Non-Euclidian Geometry
• Crisis in Foundations
• Mathematical Physics
• Hardy v Hogben
• Ethnomathematics
Assessment - 10 credit unit (HSTM20482) - essay (50%); exam (50%)
- 20 credit unit (HSTM20982) - essay (25%), exam (25%), project (50%)
Feedback - Students may ask questions at any time during lectures and seminars. Teaching
staff can usually answer specific queries by email or during office hours, and will provide contact
details in the course handbook or at lectures. All submitted coursework will be returned with
annotations and an assessment sheet explaining the mark awarded.
Prerequisites - A Level Mathematics is required
Recommended Reading
There is no single textbook for the course, but the following provide a useful introduction to
some of the themes of the course:
• Fauvel J & Gray J (1987) The History of Mathematics: a Reader. London: Macmillan
• Grattan-Guinness I (1997) The Fontana History of the Mathematical Sciences. London:
Fontana
• Katz, V (1998) A History of Mathematics: an Introduction. New York: Addison Wesley
Teaching Staff - Dr John Kennedy

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LANGUAGE UNITS LANGUAGES

School of Languages, Linguistics and Cultures Semester 1 & 2

Students registered on a ‘with language’ degree programme only.

For further information please contact:

School of Languages,Linguistics and Cultures

Faculty of Humanities
Samuel Alexander Building

School Receptionist
Tel: 0161 275 8311

Undergraduate Support Officers :

East Asian Studies: Janet Addis ([email protected])

French: Gill Worrall ([email protected])
German: Damita West ([email protected])
Italian: Angela Aspden ([email protected])
Spanish/Portuguese:
First & Second Year students: Wendy Howat ([email protected])
Final Year students: Bernadette Cunnane ([email protected])

You should be aware that timetabling constraints may limit your choice of units and you
should consult with your Programme Director when you meet at registration.

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MLPX UNITS - Leadership in Action MLPX

The Manchester Leadership Programme Semester 1 & 2

MLPX20021 Leadership in Action (sem 1)

MLPX 20022 Leadership in Action (sem 2)
MLPX 20020 Leadership in Action (sem 1&2)
MLPX 20031 Leadership in Action (sem 1) - online unit
MLPX 20032 Leadership in Action (sem 2) - online unit

See the Manchester Leadership Programme website for further details of the course units on
offer http://www.mlp.manchester.ac.uk/academicunits/.

The Manchester Leadership Programme offers a unique combination of academic units and
volunteering. MLP students:

• Learn the importance of leadership that promotes social, economic and environmental
sustainability
• Gain an insight into some of the key issues facing 21st-century societies.
• Develop practical skills such as team working, project management and presentation
skills.

Students wishing to enrol for a Leadership in Action unit should check the MLP website for
application details http://www.mlp.manchester.ac.uk/apply/ or contact the MLP Team at
[email protected].

You should be aware that timetabling constraints may limit your choice of units and you
should consult with your Programme Director when you meet at registration.

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MSEC UNITS MSEC

Manchester Science Enterprise Centre Semester 1 & 2

MSEC23011 Real-World Problem Solving (sem 1)

MSEC23012 Real-World Problem Solving (sem 2)
MSEC30012 Advanced Technology Enterprise
MSEC30111 Tools & Techniques for Enterprise

For further information please contact:

Andrea Taylor
D42.5
Sackville Street Building
Sackville Street.

Tel: 0161 306 8480

Email: [email protected]

http://www.mbs.ac.uk/mec/ug-enterprise/ug-enterprise-units/unit-details.aspx

You should be aware that timetabling constraints may limit your choice of units and you
should consult with your Programme Director when you meet at registration.

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PSYC UNITS PSYC

School of Psychological Sciences Semester 1 & 2

Please note: PSYC units are only available to students enrolled on the Cognitive
Neuroscience & Psychology programme.

For information on PSYC units please contact:

School of Psychological Sciences

Coupland 1 Building
Coupland Street

www.psych-sci.manchester.ac.uk

Miss Emma Wilson

Undergraduate Education Manager
Tel: 0161 275 2559
Email: [email protected] or [email protected]

You should be aware that timetabling constraints may limit your choice of units and you
should consult with your Programme Director when you meet at registration.

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GLOSSARY
Campus Solutions

Campus Solutions Glossary of Terms

Introduction

This Glossary describes terms used in the Campus Solutions Student System and describes
general usage including University of Manchester terminology.

Campus Alternative
University Of Manchester Usage/Definition
Solutions Term Terminology
Academic
Study path e.g. Undergraduate, Postgraduate Taught Career/Study Level
Career
Any body that can offer a course be it Faculty, School,
Academic Group School/Faculty
Division, Subject Area
A plan of the programme especially where there are
Academic Plan Programme
specialisations
Academic A course of Study made up of one or more course units
Programme
Programme which leads to an award
Class A scheduled instance of a course unit Session
Choice and enrolment of both mandatory and optional
Class Enrolment Course Unit Selection
course units
Course An individual study unit of the programme Course Unit or Module
Degree The award normally achieved at the end of the programme Award
The number generated by Campus Solutions unique to the
Person ID/Registration
Emplid/ID individual, whatever the role. For students it will also be
Number
their registration number.
Facility Class or meeting venue Building
Matriculate The process by which applicants are converted to students. Roll Forward
A session can be either one of the two semesters or the full
Session Semester
term
Term Academic year running from September to June Academic Year
The process by which the system is informed that admitted
Term Activate and matriculated students are eligible to enrol on classes in Expected to register
a particular term
An award is achieved by attaining a mandatory amount of
Units Credits
units (units are earned by completion of a course)

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LEVEL 2 BIOL UNITS - BY UNIT NUMBER

Code Title
BIOL20000 2nd Year Tutorial (semesters 1 and 2)
BIOL20302 Science & Society RSM
BIOL20312 Biochemistry RSM
BIOL20322 Cell Biology RSM
BIOL20332 Genetics RSM
BIOL20342 General & Medical Microbiology RSM
BIOL20352 Molecular Biology RSM
BIOL20662 Behaviour and Ecology (RSM Field Course)
BIOL20672 Field course in Terrestrial and Marine Biodiversity (RSM)
BIOL20682 Tropical Biology (RSM Field Course)
BIOL20701 Data Handling Skills 3
BIOL20872 Urban Biodiversity & Conservation RSM
BIOL20912 Human Anatomy RSM
BIOL20922 Neuroscience RSM
BIOL20932 Pharmacology RSM
BIOL20942 Physiology RSM
BIOL20972 Developmental Biology RSM
BIOL20982 The Biology of Being Human
BIOL21041 Molecular and Cellular Biology EDM
BIOL21051 Organismal Biology EDM
BIOL21061 Human Sciences EDM
BIOL21071 Physiology & Biomedical Sciences EDM
BIOL21092 Dissertation
BIOL21101 Genome Maintenance & Regulation
BIOL21111 Proteins
BIOL21121 The Dynamic Cell
BIOL21132 Cell Metabolism & Metabolic Control
BIOL21141 Cell Membrane Structure & Function
BIOL21152 ‘Omic Technologies & Resources
BIOL21162 Chemistry of Biomolecules
BIOL21172 Principles of Developmental Biology
BIOL21181 Prokaryotic Microbiology
BIOL21192 Principles of Infectious Disease
BIOL21202 Plants for the Future
BIOL21212 Ecology & Ecosystems
BIOL21221 Animal Diversity
BIOL21232 Fundamentals of Evolutionary Biology

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Code Title
BIOL21242 Immunology
BIOL21252 Parasitology
BIOL21261 Endocrinology
BIOL21272 Human Physiology
BIOL21281 Animal Physiology
BIOL21291 Human Anatomy & Histology
BIOL21302 Clinical Drug Development
BIOL21312 Drugs & the Brain
BIOL21321 Membrane Excitability: Ion Channels & Transporters in Action
BIOL21332 Motor Systems
BIOL21341 Sensory Systems
BIOL21351 Cells & Tissues in Human Disease
BIOL21361 Haematology
BIOL21371 Organismal Genetics
BIOL21381 Introduction to Virology
BIOL21402 Anatomy of the Special Sense Organs
BIOL21701 Critical Writing Skills online unit
BIOL22021 What is Science For?

LEVEL 2 BIOL UNITS - BY UNIT NAME

Code Title
BIOL20000 2nd Year Tutorial (semesters 1 and 2)
BIOL21402 Anatomy of the Special Sense Organs
BIOL21221 Animal Diversity
BIOL21281 Animal Physiology
BIOL20662 Behaviour and Ecology (RSM Field Course)
BIOL20312 Biochemistry RSM
BIOL20322 Cell Biology RSM
BIOL21141 Cell Membrane Structure & Function
BIOL21132 Cell Metabolism & Metabolic Control
BIOL21351 Cells & Tissues in Human Disease
BIOL21162 Chemistry of Biomolecules
BIOL21302 Clinical Drug Development
BIOL21701 Critical Writing Skills online unit
BIOL20701 Data Handling Skills 3
BIOL20972 Developmental Biology RSM
BIOL21092 Dissertation

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Code Title
BIOL21312 Drugs & the Brain
BIOL21212 Ecology & Ecosystems
BIOL21261 Endocrinology
BIOL20672 Field course in Terrestrial and Marine Biodiversity (RSM)
BIOL21232 Fundamentals of Evolutionary Biology
BIOL20342 General & Medical Microbiology RSM
BIOL20332 Genetics RSM
BIOL21101 Genome Maintenance & Regulation
BIOL21361 Haematology
BIOL21291 Human Anatomy & Histology
BIOL20912 Human Anatomy RSM
BIOL21272 Human Physiology
BIOL21061 Human Sciences EDM
BIOL21242 Immunology
BIOL21381 Introduction to Virology
BIOL21321 Membrane Excitability: Ion Channels & Transporters in Action
BIOL21041 Molecular and Cellular Biology EDM
BIOL20352 Molecular Biology RSM
BIOL21332 Motor Systems
BIOL20922 Neuroscience RSM
BIOL21152 ‘Omic Technologies & Resources
BIOL21051 Organismal Biology EDM
BIOL21371 Organismal Genetics
BIOL21252 Parasitology
BIOL20932 Pharmacology RSM
BIOL21071 Physiology & Biomedical Sciences EDM
BIOL20942 Physiology RSM
BIOL21202 Plants for the Future
BIOL21172 Principles of Developmental Biology
BIOL21192 Principles of Infectious Disease
BIOL21181 Prokaryotic Microbiology
BIOL21111 Proteins
BIOL20302 Science & Society RSM
BIOL21341 Sensory Systems
BIOL20982 The Biology of Being Human
BIOL21121 The Dynamic Cell
BIOL20682 Tropical Biology (RSM Field Course)
BIOL20872 Urban Biodiversity & Conservation RSM

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Code Title
BIOL22021 What is Science For?

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