MSc BIOPHOTONICS PROGRAMME HANDBOOK · Programme Handbook – MSc Biophotonics Page 1 CARDIFF...

Programme Handbook – MSc Biophotonics

CARDIFF SCHOOL OF BIOSCIENCES CARDIFF SCHOOL OF PHYSICS AND ASTRONOMY

MSc BIOPHOTONICS

PROGRAMME HANDBOOK

Summer 2013

http://www.cf.ac.uk/


Contents

1. Staff contact numbers ................................................................................ 4 2. Important dates: Session 2013-2014 ......................................................... 4 3. General programme information ................................................................ 5 4. Location and access to Schools ................................................................. 7

4.1 School Of Biosciences ....................................................................... 8

4.2 School Of Physics and Astronomy ..................................................... 8 5. Staff information .......................................................................................... 8 6. Key Personnel ............................................................................................. 9

6.1 The Heads of School ........................................................................ 10 6.2 Programme Co-ordinator .................................................................. 10

6.3 Project Tutor ..................................................................................... 10

6.4 Module Organiser ............................................................................. 10

6.5 Academic Project Supervisor ............................................................ 11 6.6 Personal Tutor .................................................................................. 11

7. Safety ......................................................................................................... 11 8. Full-Time Programme ................................................................................ 12

8.1 Stages ............................................................................................... 12 8.2 Progression ....................................................................................... 12

8.3 Time Limit ......................................................................................... 12 8.4 Award of Qualification ....................................................................... 13 8.5 Programme Structure........................................................................ 13

9. Part-Time Programme ............................................................................... 14 9.1 Stages ............................................................................................... 14

9.2 Progression ....................................................................................... 14

9.3 Time Limit ......................................................................................... 15

9.4 Award of Qualification ....................................................................... 15 9.5 Programme Structure........................................................................ 15

10. Assessment Procedures ......................................................................... 18 10.1 Assessment Structure ..................................................................... 18 10.2 Continuous Assessment ................................................................. 19

10.3 Written Examination ........................................................................ 19 10.4 Project Report and Oral Examination.............................................. 19 10.5 Criteria Based Marking Scheme ..................................................... 20

10.6 Examining Board conventions ........................................................ 21 10.7 Recovery of failed modules ............................................................. 21 10.8 External Examiner........................................................................... 21

11. Student Feedback ................................................................................... 21

11.1 Questionnaires ................................................................................ 21 11.2 MSc Staff-Student Panel ................................................................. 21

12. Keeping in Touch .................................................................................... 22

12.1 Student Address ............................................................................. 22 12.2 Student Mail .................................................................................... 22

12.3 Student Email ................................................................................. 22 13. Facilities ................................................................................................... 22

13.1 Libraries .......................................................................................... 22 13.2 Computing Provision ....................................................................... 23 13.3 Web-Based Learning ...................................................................... 23


13.4 Graphics Services ........................................................................... 23

13.5 Out-of-Hours Access....................................................................... 23 13.6 Graduate Centre ............................................................................. 23

14. Disabilities, Special Needs and Counselling ........................................... 25

15. Personal Development Planning ............................................................. 25 15.1 What is Personal Development Planning (PDP)? .......................... 25 15.2 What will you have to do? .............................................................. 25 15.3 Accessing your PDP ...................................................................... 25 15.4 Saving your PDP records ............................................................... 26

15.5 Sharing your PDP records ............................................................. 26 16. Absence on Grounds of Ill Health and Interruption of Study ................... 26 17. Extenuating Circumstances .................................................................... 27 18. Use of Calculators in Examinations ........................................................ 28 19. Use of Dictionaries In Examinations ....................................................... 28

20. Plagiarism ............................................................................................... 28 Appendix 1 – Module Descriptions ................................................................. 29

Research Techniques in Bioscience ......... Error! Bookmark not defined. Mathematical tools in photonics and biology........................................... 32 Optics and light spectroscopy including optical properties of biomolecules ................................................................................................................ 34

Mathematical tools in photonics and biology: Statistical analysis .......... 36 Mathematical tools in photonics and biology: Methods of mathematics . 37 Modern Light Microscopy Techniques .................................................... 38

Advanced optical bio-sensing methods .................................................. 40 Medical Biophotonics .............................................................................. 42

Nanostructures and optical manipulation ................................................ 44 Study Skills in Biophotonics .................................................................... 45

Biophotonics Project ............................................................................... 48 Appendix 2 –Guidance On The Avoidance Of Plagiarism .............................. 50 from the Keele University Physics Handbook ................................................ 50

Submission of Written Work and the Avoidance of Plagiarism ............... 50 Acknowledgement of Sources and Avoidance of Plagiarism .................. 50 Use of data, even if adapted in presentation, from a source which is not acknowledged ......................................................................................... 51 Repeating another person’s particularly apt phrase without acknowledgement ................................................................................... 51 Repeating as one’s own someone else’s sentences, more or less verbatim and/or Paraphrasing another person’s argument as if it were one’s own ................................................................................................ 52 Presenting another person’s line of thinking in the development of an idea as though it is one’s own......................................................................... 53 References ............................................................................................. 55 Referencing ............................................................................................ 58


1. Staff contact numbers

Prof Paola Borri (Programme Coordinator)

Room E/3.21 - BIOSI2 ext. 79356 [email protected]

Prof Wolfgang Langbein

Room N/1.19 - PHYSX ext. 70172 [email protected]

Dr Daniel Read (Admission Tutor)


Dr Richard Lewis (Project Tutor, Personal Tutor, Academic Tutor - Physics)


Dr Pete Watson (Personal Tutor, Academic Tutor - Biosciences)

Room E/3.22 - BIOSI2 ext. 79042 WatsonPD @cardiff.ac.uk

Prof Trevor Dale


Dr Phil Buckle


Dr Stephen Lynch


General Office School of Physics and Astronomy

Room N/1.04 – PHYSX ext. 74458

2. Important dates: Session 2013-2014

Autumn Semester: 30th September 2013 to 26th January 2014

Christmas Recess: 14th December 2013 to 5th January 2014

Autumn Exam Period: 13th January to 24th January 2014

Spring Semester: 27th January to 13th June 2014

Easter Recess: 12th April to 4th May 2014

Spring Exam Period: 12th May to 30th May 2014

Summer Project (full time): 9th June to 4th September 2014.

Project presentations (full time): 15th September 2014

mailto:[email protected]






mailto:WatsonPD%[email protected]





3. General programme information

This is a unique programme for innovative training of bioscience and physical sciences students at the interface between laser optics, cell biology and medicine. Whether you are aiming to become a research scientist in academia or plan a future in industry, this programme will provide you with the fundamental understanding and hands-on experience for work in this forefront interdisciplinary field. This programme is jointly taught by expert scientists in the School of Physics and Astronomy and in the School of Biosciences using world-class research and teaching facilities.

During the introduction week directly prior to the autumn semester, prerequisite mathematical and biological content will be covered in lectures, which give students the opportunity to refresh or acquire this material.

The following autumn semester consists of 11 teaching weeks, one guided study week (no formal teaching) and a two-week examination period after the Christmas recess. Similarly, the spring semester comprises 11 teaching weeks, one guided study week and a 2 week examination period after the Easter recess. The summer semester consists of a research project of 3 (6) months’ duration for the full (part) time programme

Modules in the autumn semester are designed to cover introductory material and to provide sound background knowledge in mathematics and statistics, optics and laser physics, and research techniques in biology. These modules should allow students from different disciplines to acquire a common level prior to the spring semester which contains more specialized modules and advanced material in the subject of Biophotonics.

Only the module BIT009 ‘Study Skills in Biophotonics’ will run across both semesters. It is designed to support your preparation for the summer project by providing awareness of generic subjects such as research ethics, plagiarism, intellectual property rights, and by introducing self-development skills such as literature search, project planning, report writing and oral presentation. During this module, students will be introduced to the specific research projects available for the summer semester.

By definition, a postgraduate programme such as this MSc requires considerably more from students than is typically required at undergraduate level. The ability to work both independently and as part of a team and to show creative and original thinking are crucial elements of any Masters programme. To get the most out of this programme, you will be expected to do more than simply follow instructions. The following points require particular attention for MSc students.

Independent study

Much of your time will be spent in independent self-study rather than in classes involving direct teaching. You will be expected to devote time to learning new concepts, performing exercises, and reading around your subject. Especially in view of the cross-disciplinary nature of this MSc, you will


have to be prepared to make a significant self-study effort to acquire the background knowledge of a discipline that you are not familiar with. To help students facing this challenge, open class tutorials and workshop exercises will be available, in particular in the autumn semester. You can contact your Personal and Academic Tutor to discuss any difficulties during independent study.

Preparation

To prepare yourself for the course, we recommend the following reading list.

"Molecular cell Biology for Dummies", paperback, Wiley, ISBN-13 978-0470430668

"Mathematics a second start" by S.G. Page, Ellis Horwood Ltd, ISBN-13 978-0135614570

A maths 'self test' clarifying the level of maths is what we expect students to be familiar with is available from the admissions tutor.

Guest Lectures

Some of the best scientists in the world visit Cardiff University to talk about their work. These occasions provide an opportunity to find out about what is happening at the cutting edge of the physical and life sciences. Attending these seminars is a key part of the self-training development which we expect from you. At the beginning of each semester you will be provided with a list of seminars that are recommended for this programme. A timetable of seminars and colloquia is also available in the School’s web pages.

Tutorials

These will be usually of 1 hour duration, once or twice per week. The nature of the tutorials will vary between the modules but, frequently, they will be based around problem/question sheets which you will receive separately (either at the end of lectures or via Blackboard). You should do your best to solve these problems during the self-study period. Problems will be openly discussed in the tutorials and solved together with the staff involved. Note that although these problem sheets will not be assessed, the material in them forms an important part of the programme and will be similar to questions appearing in workshops and written examinations.

Workshop exercises

These will provide you with the opportunity to reinforce the concepts taught in lectures by tackling graded problems. Your performance in them will be assessed as course work (see also section 9.1 Assessment Structure). In most cases, problem sheets will be handed out at the beginning of the workshop and it should be possible for you to complete several tasks within the time duration of the workshop. However, in some cases tasks will be more complex and you will need to spend independent study time over the days


following the workshop to complete them. You can work in groups to complete these tasks if you wish.

Laboratory sessions

These sessions are designed to give you hands-on experience of a number of techniques and to stimulate team work. You will work in groups around a specific laboratory task relevant to the module. In lectures and tutorials prior these laboratory sessions, you will be provided with explanations and examples related to the experimental tasks. You should use your self-study time to further prepare yourself on the background knowledge relevant to make these experiments. You will have a laboratory book where you will write notes about the experiments and the data analysis. Lab books in good order are very important as they will be assessed as course work.

4. Location and access to Schools

35 – School of Biosciences & Bioscience Library

38 – Students Union / Graduate centre

39 – Main University Building / Science Library

58 – Trevithick library

59 – School of Physics and Astronomy


4.1 School of Biosciences

The Cardiff School of Biosciences (BIOSI) is the largest Science School in Cardiff University. It is located in three buildings: the Main University Building (BIOSI 1), in the Biomedical Sciences Building in Museum Avenue (BIOSI 2) and in the Life Sciences Research Building (BIOSI 3) near Park Place. The Science Library, the Students’ Union and Cardiff City Centre are all within 5-10 min walking distance. The School of Physics and Astronomy is a 15min walk away.

Most of your teaching and learning in the School of Biosciences will take place in the Biomedical Sciences Building which occupies three interconnecting blocks on a single site. The blocks are referred as Central (this accommodates the Porter’s desk), West (toward Museum Avenue) and East (toward the Student Union and Park Place). Room numbers are prefix C/ or W/ or E/ accordingly. The Biomedical Sciences Library/TLRC is on the first floor of the East Wing of the Biomedical Sciences Building opposite to the Shared Theatre. There is a large open access study area on the 2nd floor of the Biomedical Sciences Library/TRLC and a smaller reading room alongside the Shared Theatre. In addition there are four tutorial rooms used for teaching purposes that, when not required by the teaching staff, will be available for student group work. Locations of lectures and laboratory sessions will be given on the programme timetable.

4.2 School of Physics and Astronomy

The School of Physics and Astronomy is located in the North Queen’s Building on the Newport Road Site of the University. The Trevithick Building containing the Library, Junior Common Room and refreshment facilities is accessible from the Queen’s Building by a covered bridge. The Students’ Union and Cardiff City Centre are all within 5-10 min walking distance. The School of Biosciences is a 15min walk away.

The easiest access to the School is via the entrance on The Parade. The General Office (Room N/1.04) is located on the first floor to the right of the main stairwell. To the left of the main stairwell you will find PC Laboratory (Room N/1.30) which you can use to access PCs for your work. The first floor also houses many of the academic staff offices; the location of individual staff offices is detailed on the notice board outside the General Office. The lecture theatres in Physics and Astronomy used in this programme are located on the ground floor (N/0.07) and the first floor (N/1.32). Laboratories for BIT008 are located on the second floor, and for PXT001 in N/-1.05. Locations of lectures and laboratory sessions will be given on the programme timetable.

5. Staff information

The staffing structures of both the School of Physics and Astronomy and School of Biosciences are similar, and consists of professors, readers, senior lecturers, lecturers, research associates (normally postdoctoral), postgraduate students, experimental officers, technicians, administrators and secretarial staff. This large group of people are required to fulfil the dual role of training


undergraduate and postgraduate students and engaging in world-class research. In the main you will encounter members of the academic staff – professors, readers and lecturers – because they are responsible for the majority of the teaching workload.

Research staff and postgraduates often assist with some of the teaching. Research staff are employed to undertake specific research projects, having already obtained their doctorates, and they contribute to teaching usually where they have relevant specialist knowledge; they are experts in their fields. Postgraduate students assist in the running of laboratories or exercise marking. This is good experience for them, but it is also good for you because these are people just a year or two down the line from you who readily appreciate your problems and difficulties. Research staff and postgraduates engaged in teaching are supervised by academic staff and are briefed and trained for any duties they undertake.

You will also meet members of the technical staff, particularly those who are responsible for teaching laboratories. Technicians maintain laboratory equipment and will help you if apparatus fails to work. Other technicians work in research groups or make specialist equipment in the workshops for teaching and research. They also assist in establishing safe working practices and monitoring safety procedures within the School.

Academic staff are also engaged in research and you will work with them and their research teams in the summer project.

Responsibility for the administration of this programme of study currently lies with the School of Physics and Astronomy. The General Office at the school is open during working hours and is a good point of contact for you if you need some general advice. It is also the place where you should submit any written communications regarding absence and illness.

6. Key Personnel

MSc Biophotonics is jointly taught by the School of Physics and Astronomy and the School of Biosciences. Overall management of the programme is currently the responsibility of the School of Physics and Astronomy and delivery of the programme is overseen by the Programme Co-ordinator. Responsibility for individual modules rests with the host school for the module (Bioscience for modules whose code starts BI, eg BIT009, Physics and Astronomy for modules whose codes begin with PX, eg PXT001). Teaching activities are likely to be at the host school although sometimes pool rooms and facilities at other locations may be used. See the programme timetable for further details. The summer projects are organised by the PXT004Project Tutor, and you will be assigned an individual Academic project Supervisor.

The staff in the posts listed below have special responsibilities within the two Schools that relate to this teaching programme. Some members of staff may take on more than one of the following roles. You will be informed of the members of staff currently associated with each post at enrolment at the start of the year.


6.1 The Heads of School

The Heads of the Schools are responsible to the Vice-Chancellor for all aspects of their Schools’ activities, including teaching. In practice, many management tasks are undertaken by other professors and senior staff, and various committees and administrative duties are shared amongst all staff in the Schools. A Head of School might also interview students whose performance is giving the School cause for concern to find out more about their problems, to encourage them, and to make sure they have the appropriate help; our ambition is for you all to do well and to fully realise your true potential. Heads of School take a personal interest in the quality of the teaching. They see all the module and programme questionnaires and, with the chairman of our Teaching Quality Committee, review all aspects of the way in which we convey knowledge to you. If you have any comments on our activities or experience any difficulties, you should first see the most appropriate member of staff. That might be a Module Organiser, your Project Tutor or the Programme Co-ordinator. However if you cannot resolve your difficulties, or you have problems of a confidential nature, then you should make an appointment through the relevant General Office to see the Head of School.

6.2 Programme Co-ordinator

The Programme Co-ordinator has overall responsibility for delivery of the teaching programme for the degree scheme. The co-ordinator is chair of the Teaching Team comprising staff currently teaching scheme modules, which meets monthly, and is a key member of the staff-student panel. Given the diverse background of students in this programme, the Programme Co-ordinator will also held Review Meetings every two weeks with all students to identify areas where further academic support is required. The co-ordinator is responsible for ensuring that programme material is delivered in an integrated manner and maintains an overview of the progress of individual students, by collecting and collating continuous assessment marks and examination results.

6.3 Project Tutor

The Project Tutor is responsible for identifying suitable projects, assigning projects and supervisors to individual students, briefing the hosts of students in external placements and managing the assessment of project work. The Project Tutor also acts as Personal Tutor to all students in the framework of the Personal Development Programme (see below), and is the Module organizer of the project module PXT006.

6.4 Module Organiser

Each module is the responsibility of a given member of staff. Usually, but not always, the Module Organiser does most of the teaching on that module. You should consult the Module Organiser in the event of any difficulties associated with lectures, laboratories, exercises, exercise classes, tests or examinations associated with a specific module.


Modules are also assigned a Deputy Module Organiser. This deputy may be involved in the teaching of the module or may be there simply as a second point of contact in the absence of the Module Organiser.

6.5 Academic Project Supervisor

Students who meet the requirements for progression to the project stage of the programme will be allocated a summer project lasting for a period of approximately 3 months. Projects may be undertaken within Cardiff University research groups, other academic institutions or in industrial research organisations.

Students doing projects in the University will have an academic supervisor who will guide them in the conduct of the project and in the preparation of the project report and oral presentation. Day-to-day help may be delegated to members of the research team.

Students in external placements will have a placement supervisor at the research institution responsible for student’s day-to-day tasks and welfare, and will also have an academic supervisor from the University who will act as a point of contact for the student whilst on placement. The role of the academic project supervisor is to liaise with the placement supervisor and student so that each party understands what is expected from them and to help resolve any problems/issues that may arise, as well as to monitor the progress of the student whilst on placement. The academic supervisor will advise on the preparation of the project report and oral presentation.

6.6 Personal Tutor

The Personal Tutor provides a sympathetic point of contact between you and the Schools. The Personal Tutor takes an interest in your academic development and will assist and encourage your participation in Personal Development Planning (see later section).

The Personal Tutor should be your first contact in seeking confidential advice on any personal matters that might affect your studies, and can refer you to specialised counselling should the need arise. The Personal Tutor can also provide references for you for a job or further study.

There are timetabled one-to-one meetings to ensure contact, but never hesitate to consult your personal tutor at other times if needed. It is often easier to sort out problems if they are recognised and dealt with earlier rather than later. In the event of your wishing to change your Personal Tutor, you should consult the Programme Co-ordinator in the first instance, but if there is any conflict, you can make alternative arrangements through Head of School. Requests to change tutors will be dealt with strictly confidentially.

It is your responsibility to ensure that you attend any arranged meeting with your personal tutor.

7. Safety

It is the policy of the University to ensure, so far as is reasonably practicable, the health, safety and welfare of its members. One aspect of this policy is the


provision of instructions and information concerning your health and safety within the School Of Biosciences and the School of Physics and Astronomy.

The Safety Officers are Mr. Ian Robinson in the School of Physics and Astronomy (room N/-1.17, ext. 75119) and Mr Bill Edwards in the School of Biosciences (BIOSCI 2, room E/3.27, ext. 75136). They will inform you of general Safety Practice within the Schools. You will be given written Safety Regulations for both Schools which you should read carefully and ensure that they are observed at all times.

You also have some responsibilities for your own safety and that of others. Risk Assessment is an important aspect of all experimental work. It is a requirement for all students to carry out a Risk Assessment prior to starting experimental work or their project work.

8. Full-Time Programme

8.1 Stages

The programme has two academic stages, leading to the award of:

Stage 1 - Postgraduate Diploma

The stage/programme extends for two semesters and consists of eight modules to the value of 120 credits.

Stage 2 - Masters Degree

The programme extends for one calendar year, and consists of nine modules to the value of 180 credits, and includes a summer project of 60 credits.

8.2 Progression

At the end of the spring semester, the Examining Board shall consider the progress of each student in each module pursued during the programme/stage in accordance with Senate Regulations and shall determine whether s/he:

(i) has obtained 120 credits at Level M and shall be permitted to proceed to the next academic stage of the programme

(ii) has obtained at least 60 but less than 120 credits and shall be permitted to recover the failed modules according to section 10.7. If the the student has failed a resit, s/he shall be required to withdraw from the programme.

(iii) has obtained less than 60 credits and shall be required to withdraw from the programme.

8.3 Time Limit

The Master’s programme full-time must be completed within 18 months of the date of initial registration on the programme. The exact completion date will


be in accordance with that approved for the specific session. When the Examining Board requires resits to be undertaken in the next academic year, the programme must be completed within 32 months of initial registration to the programme.

8.4 Award of Qualification

In order to be considered for an award, a student shall be required to have satisfied the criteria detailed in Senate Regulations for Postgraduate Taught Programmes of Study – Modular Programmes.

A student who has obtained 60 credits can at the discretion of the Examining Board be awarded a Certificate in Biophotonics.

A student who has obtained 120 credits can at the discretion of the Examining Board be awarded a Diploma in Biophotonics.

A student who has obtained 180 credits shall be awarded an MSc in Biophotonics. To be eligible for an award of this qualification with Merit, students must obtain a weighted average of 60% or more. To be eligible for an award of this qualification with Distinction, students must obtain a weighted average of 70% or more. The modules shall be weighted as detailed in the table in the ‘Programme Structure’ section below.

8.5 Programme Structure

Students undertake a total of eight taught modules (Stage 1) before undertaking the summer project module (Stage 2). Autumn semester modules are designed to ensure students are competent in the fundamental knowledge and techniques that are required to pursue the more specialised modules in the spring semester. All modules are compulsory and no options are permitted. Comprehensive module descriptions in terms of teaching aims and methods along with assessment methods are given in Appendix 1. A summary of the modules code, title, credit, semester and assessment weighting for the final award are given in the table below. A list of the module organiser and teaching staff is distributed separately at enrolment.


Stage Module

Code Module Name

Cre

dit

s

Sem

este

r

Weig

-

hti

ng

Stage 1

BIT017 Research techniques in Bioscience 20 Autumn 1/9

BIT007 Mathematical tools in photonics and biology

20 Autumn 1/9

BIT008 Optics and light spectroscopy including optical properties of biomolecules

20 Autumn 1/9

PXT001 Modern Light Microscopy Techniques 20 Spring 1/9

PXT002 Advanced optical bio-sensing methods 10 Spring 1/18

PXT003 Medical Biophotonics 10 Spring 1/18

PXT004 Nanostructures and optical manipulation

10 Spring 1/18

BIT009 Study Skills in Biophotonics 10 Autumn & Spring

1/18

Stage 2 PXT006 Biophotonics Project 60 Summer 1/3

Module with code beginning BI is hosted by the School of Bioscience Module with code beginning PX is hosted by the School of Physics and Astronomy.

Details of each module’s content, requirements, and expected learning outcomes are given in Appendix 1. At enrolment you will be provided with a programme timetable according to which modules will be delivered.

9. Part-Time Programme

The part-time programme contains the same elements as the full time programme, but is extended over two years to improve the accessibility of the programme for prospective students with circumstances not permitting a full-time study.

9.1 Stages

The programme has two academic stages, leading to the award of:

Stage 1 - Postgraduate Diploma

The stage/programme extends for four semesters and consists of nine modules to the value of 120 credits.

Stage 2 - Masters Degree

The programme extends for two years and 3 months, and consists of ten modules to the value of 180 credits, and includes a summer project of 60 credits.

9.2 Progression

At the end of the first spring semester, the Examining Board shall consider the progress of each student in each module pursued during the


programme/stage in accordance with Senate Regulations and shall determine whether s/he:

(i) has obtained 60 credits and shall be permitted to proceed to the second year of the programme.

(ii) has obtained at least 20 credits. If s/he has already failed a resit, s/he shall be required to withdraw from the programme. Otherwise, s/he shall be permitted to recover any failed modules according to section 10.7, and to proceed to the second year of the programme.

(iii) has obtained less than 20 credits and shall be required to withdraw from the programme.

Progression at the end of the second spring semester is described in section 8.2.

9.3 Time Limit

The Master’s programme part-time must be completed within 32 months of the date of initial registration on the programme. The exact completion date will be in accordance with that approved for the specific session. When the Examining Board requires resits to be undertaken in the next academic year, the programme must be completed within 48 months of initial registration to the programme.

9.4 Award of Qualification

See section 8.4.

9.5 Programme Structure

Students will undertake the autumn and spring modules over two academic years, with a time table arranged according to their scientific background. The recommended module distributions for students with a background in Physics are given in Table 9.A, and for students with a background in Biosciences in Table 9.B. The decision on which path individual students will follow will be made by the admissions tutor in consensus with the applicant and will be specified in the offer letter.

Students will be offered the flexibility to redistribute up to 10 credits of autumn semester modules and up to 20 credits of spring semester modules between year 1 and 2. Any such rearrangement has to be communicated to the General Office at least 4 weeks before the start of the affected modules and shall be approved by the chair of the Board of Study. Exceptions to these limits can be approved by the Board of Study.

The part-time project module PXT006 extends 3 months beyond PXT006 in the full-time programme. Students can choose to take the full-time PXT006 module


Table 9.A: Part-time timetable for students with Physics background

Stage Module

Code Module Name

Cre

dit

s

Sem

este

r

Weig

-

hti

ng

Stage 1

BIT017 Research techniques in Bioscience 20 Autumn Year 1

1/9

BIT016 Mathematical tools in photonics and biology - Methods of mathematics

10 Autumn

Year 2 1/18

BIT015 Mathematical tools in photonics and biology - Statistical analysis

10 Autumn

Year 1 1/18


20 Autumn

Year2 1/9

PXT001 Modern Light Microscopy Techniques 20 Spring

Year2 1/9

PXT002 Advanced optical bio-sensing methods 10 Spring

Year1 1/18

PXT003 Medical Biophotonics 10 Spring

Year1 1/18


10 Spring

Year1 1/18

BIT009 Study Skills in Biophotonics 10

Autumn

& Spring

Year2

1/18

Stage 2 PXT006 Biophotonics Project 60

Summer

Year2 / Autumn Year3

1/3



Table 9.B Part-time timetable for students with Biosciences background

Stage Module

Code Module Name

Cre

dit

s

Sem

este

r

Weig

-

hti

ng

Stage 1

BIT017 Research techniques in Bioscience 20 Autumn Year 2

1/9

BIT016 Mathematical tools in photonics and biology - Methods of mathematics

10 Autumn

Year 1 1/18

BIT015 Mathematical tools in photonics and biology - Statistical analysis

10 Autumn

Year 2 1/18


20 Autumn

Year1 1/9

PXT001 Modern Light Microscopy Techniques 20 Spring

Year1 1/9

PXT002 Advanced optical bio-sensing methods 10 Spring

Year2 1/18

PXT003 Medical Biophotonics 10 Spring

Year2 1/18


10 Spring

Year1 1/18

BIT009 Study Skills in Biophotonics 10

Autumn and

Spring

Year2

1/18

Stage 2 PXT006 Biophotonics Project 60

Summer

Year2 Autumn Year3

1/3


Details of each module’s content, requirements, and expected learning outcomes are given in Appendix 1. At enrolment you will be provided with a detailed timetable according to which modules will be delivered.


10. Assessment Procedures

10.1 Assessment Structure

Various methods of assessment are implemented in different modules across the scheme. Full details are given in each module description, but are summarised below.

Module Code

Module Name Assessment Method

BIT017 Research techniques in Bioscience 100% Coursework

BIT007 Mathematical tools in photonics and biology 75% Coursework

25% Written examination


- Methods of mathematics 50% Coursework

50% Written examination


- Statistical analysis 100% Coursework

BIT008 Optics and light spectroscopy including

optical properties of biomolecules 30% Coursework

70% Written Examination

PXT001 Modern Light Microscopy Techniques 60% Written examination

40% Coursework

PXT002 Advanced optical bio-sensing methods 80% Written examination 20% Coursework

PXT003 Medical Biophotonics 50% written examination

50% Coursework

PXT004 Nanostructures and optical manipulation 80% Written examination

20% Coursework

BIT009 Study Skills in Biophotonics 50% Written report

50% Oral examination

PXT006 Biophotonics Project 30% Continuous assessment,

40% Written report, 30% Oral examination


10.2 Continuous Assessment Coursework submitted as part of a continuous method of assessment will generally be marked, and feedback given within 2 weeks of the submission deadlines. Submission deadlines for course work will be outlined at the onset of a module together with the format of any cover-sheets to be printed at the start of the submission.

Submission of course work is the responsibility of the student. Reminders to students of approaching submission deadlines will be given at the discretion of the module organizer, and as a courtesy only. Failure to submit course work within the deadline will result in a zero mark for it. Extensions can be granted on good cause and have to be agreed with the Module Organiser or Programme Co-ordinator ahead of the deadline.

Students whose progress with course work is regarded as unsatisfactory will, in the first instance, be reported to the Programme Coordinator. Should the situation be unresolved, action can be taken by the schools as part of formal procedures for monitoring student progress.

10.3 Written Examination Written examinations for the Autumn semester will take place in the Autumn exam period, while those for the Spring semester will take place in the Spring exam period (see page 4). Exact times, dates and locations for these examinations will be finalized in December and March and communicated in writing to the students.

10.4 Project Report and Oral Examination A student’s project report, which shall be of the order of 20,000 words and supported by such other material as may be considered appropriate to the subject, shall embody the results of his/her period of work. The subject of each student’s dissertation shall be approved by the Chair of the Board of Studies or his/her nominee, usually the Project Tutor.

Each student undertaking a project will give an oral presentation to a project assessment panel, and the overall assessment of the project will include an evaluation by the academic supervisor.

Electronic versions of the project reports in pdf format have to be submitted by the students. The reports will be published online after the final exam board via the university library. A delay of publication can be put in place at the discretion of the exam board on grounds of intellectual property protection.


10.5 Criteria Based Marking Scheme The following table details the marking criteria to be used in the assessment of work submitted as part of the MSc Biophotonics programme of study.

0-9% The topic is completely misinterpreted or the assessment contains no relevant material

10-19 Fails to address the topic and/or predominantly consists of completely irrelevant material Some knowledge of small part of the subject No evidence of understanding of the subject or of material included No reference to secondary material Very poorly organised and presented material

20-29 Much insubstantial and partial addressing of the subject Many serious omissions, errors or misunderstanding of the majority of the subject Evidence that the main thrust of the topic is largely poorly understood Little or no reference to secondary material Poorly organised and presented assessment

30-39 Areas of assessment partially or insubstantially addressed Omissions, errors and misunderstandings are intrusive within the assessment Evidence that much of the module material is misunderstood Little reference to secondary material Significant elements of the assessment are poorly organised and presented

40-49 Maximum award for an inappropriate addressing of the subject Basic but limited knowledge with significant omissions or errors Some misconceptions are apparent indicating a lack of understanding Although there is some reference to secondary material, much of it is inappropriate Unsatisfactory organisation and presentation

50-59 An assessment that meets the minimum standard required for Masters level Relevant core is included The understanding of the topic is adequate but there is little evidence of critical or analytical thinking Some reference to appropriate secondary material, but then mainly directed reading Just satisfactory organisation and presentation of the material

60-69 A satisfactory assessment which addresses the specific topic area Enough is presented to indicate adequate knowledge and coverage of the topic Adequate understanding of the topic with some evidence of critical and analytical thinking Reference to appropriate secondary material is satisfactory, although mainly from directed reading Reasonably well organised and presented

70-79 A substantial answer addressing the topic area Evidence of coverage and understanding of nearly all major points There are no major misunderstandings and there is clear critical and analytical thinking Reference to appropriate secondary material, some beyond directed reading The assessment is logical and well organised and presented

80-89 A comprehensive answer addressing the topic area Demonstrably good coverage of all the issues beyond core material Topic well understood and analysed; critical approach and evidence of original thinking Appropriate secondary material is included (beyond directed reading) and well integrated into the assessment The assessment is clear, logically organised and well presented

90-100 An exceptional answer addressing the topic area A lucid and comprehensive exposition of all the issues, many beyond core material Topic is well analysed and critically evaluated with original thinking suggesting a worthwhile contribution to the subject Secondary material (with evidence of much independent reading) is included and well integrated into the assessment The organisation and presentation is excellent


10.6 Examining Board conventions The Examining Board conventions for MSc Biophotonics are shown below. These should be read in conjunction with the Senate Regulations for Modular Degree Programmes:

1. All module marks will be rounded either up or down according to normal rounding conventions (i.e. marks of .5 and above will be rounded up to the next whole number) before submission to the Board.

2. The pass mark is 50%.

Scheduled Examining Board meetings are the Autumn Examining Board after the Autumn Exams, the Spring Examining board after the spring exams, and the Final Examining board after the summer project.

10.7 Recovery of failed modules One resit opportunity per module will be offered at the discretion of the Examining Board. Resits of the autumn modules are offered during the spring semester or in the next academic year. Passed resits result in a pass mark of 50% for the module. Resits of the spring modules are offered during the summer semester or in the next academic year. A student failing Stage 2 of the programme is entitled to resubmit the project dissertation within 6 months.

10.8 External Examiner The external examiner for the 2013/2014 session is Professor John M Girkin, Durham University.

11. Student Feedback

11.1 Questionnaires

The University welcomes feedback on its teaching programmes. Toward the end of each module we invite you to fill in questionnaires, and we also solicit further feedback on tutorials and projects. The feedback these provide forms a part of our programme and curriculum development. Questionnaires are seen by lecturers and scrutinised by the Teaching Quality Committee of the modules parent school. Matters of particular concern are raised at the relevant Board of Studies, which oversees the programme provision in the School.

From time to time you will notice another member of staff in one of your lectures, who has been authorised to “observe” the lecture on behalf of the Teaching Quality Committee. The observer’s report, together with your completed questionnaires, is used by the Committee to help the School to become more effective in its teaching and to help develop new methods as the content and style of programmes evolves.

11.2 MSc Staff-Student Panel

The MSc Biophotonics Staff-Student panel meets once in the autumn semester and once in the spring semester. Its purpose is to discuss matters


relating to the content, delivery and organisation of teaching, methods of assessment and the structure the scheme. It deals with general concerns or to note areas of good practice. Other matters should be referred to the Programme Co-ordinator or to individual Module Organisers

The panel will comprise of representation from, where appropriate, a student with a Bioscience background, a student from a Physical science background, the Chair of the Examining Board and the Programme Co-ordinator and two academic staff members involved with programme delivery. The minutes of its meetings are presented by the student Chair to the Board of Studies and the Board will propose any actions considered necessary as a result of the comments on the Panel.

12. Keeping in Touch

12.1 Student Address

If you change your local or home address, you must update your student record via SIMS Online so that your current details are available to the Registry and to the School. You should also inform the School of Physics and Astronomy General Office. The School maintains its own electronic data base of student records, and it is important that we have your local and home contact details in case of emergency.

12.2 Student Mail

Student mail may be collected from pigeon holes which are located in the area near the School of Physics and Astronomy General Office (N/1.04). These pigeon holes are also used for messages from staff and for the return of marked work. You are advised to check for mail on a daily basis.

12.3 Student Email

All students are given an email address. Email is used increasingly for making contact with individual students or groups of students (e.g. a message to all students on a particular module). You might also find it useful for contacting members of staff to make appointments. Increasingly, we ask students to submit work via email.

You are required to check your email account each working day.

13. Facilities

13.1 Libraries

Library facilities are spread over the University campus.

The Biomedical Sciences Library / TLRC (Teaching and Learning Resource Centre) is on the first floor of the East Wing of the Biomedical Sciences Building opposite the Shared Lecture Theatre. It provides information services to the School of Biosciences covering anatomy, biochemistry, neuroscience, and physiology. Resources for loan include short loan and standard loan

http://www.cf.ac.uk/biosi/


textbooks. The short loan photocopy collection, DVDs and videos, microscopes, slides, bones, teeth and anatomical models are available from the issue desk. Staff will advise on loan periods. The current year’s journals are also housed in the Biomedical Sciences Library / TLRC, while all earlier years are shelved in the Science Library.

The Trevithick Library, located in the Trevithick building next door to the School of Physics and Astronomy, houses books and periodicals which will also be relevant to your studies. This Library also houses photocopying and computing facilities.

Full details of library facilities, including details of other libraries that may be of use and their opening hours, can be found on the University’s web site. The Library catalogue is available online. You should make yourself familiar with the procedure for using the Trevithick Library and Biomedical Library and for borrowing and returning books from them.

13.2 Computing Provision

Computing facilities are provided by the University’s Information Services and are spread across the campus. You may make use of any of the open-access facilities. Details of the locations of these facilities can be found on the University’s web site. The Trevithick open-access computing rooms have 24-hour 7-day access. All students are given a computer account and an email address. If you experience problems with your computer account, please consult the School’s PC coordinator.

13.3 Web-Based Learning

Most lecturers make their lecture notes, exercises and solutions etc. available on a web-based flexible e-learning platform called Blackboard.

13.4 Graphics Services

Graphics services are provided at a number of locations in the University. Services include black-and-white and colour scanning and printing (including large format), bulk photocopying, binding and laminating.

13.5 Out-of-Hours Access

Academic staff and secretarial staff are usually available for consultations during normal working hours. Access to the North Queen’s Building is limited after 18.30, though the Trevithick Building and its computing facilities are open 24 hours. If you require out-of-hours access, for example for your project, you should seek permission from the School. Specific regulations govern out-of-hours working.

13.6 Graduate Centre

Based on the third floor, Union Building, Park Place, the Graduate Centre is a dedicated facility for Cardiff’s currently enrolled postgraduate students, both taught and research, and its staff.

Email: [email protected]. Web page: www.cf.ac.uk/gradc

Opening Hours and Facilities

http://www.cardiff.ac.uk/schoolsanddivisions/divisions/insrv/locations/libraries/science.html

http://www.cf.ac.uk/gradc


The Graduate Centre is open Monday to Friday from 8.00 a.m. to 12.00 midnight and on Saturday and Sunday from 12.00 noon until 12.00 midnight. It is open throughout the year, though hours are slightly reduced in late summer.

Facilities include the Café Bar social venue, which provides a comfortable, informal environment to take a break and relax, watch TV, have a coffee or lunch. It can also be booked for postgraduate events. The food and bar service within the Café Bar is operated by the Students' Union and is open during term time, from Monday to Friday: 11.00 – 2.00 pm and 5.00 pm – 11.00 pm. A range of sandwiches, snacks, hot drinks and cold alcoholic or soft drinks are offered. In the autumn term, the Bar is also open on Saturday evenings, 5.00 pm – 11.00 pm.

There is a computer room with 35 networked computers, as well as printing and scanning services. The five meeting rooms can seat from 4 to 40 people, and may be booked without charge for projects, presentations, conferences or seminars. Laptops and data projectors can also be borrowed for use within the room.

The Reading Room provides space for quiet, individual study and can seat up to 33 people. There is also a lounge with eight computers, sofas and work tables for group study. There are vending machines for out of hours snacks in the foyer, as well as a microwave for student use. Details of all of these can be found on the Graduate Centre web pages.

Social Activities

The academic year begins with the Postgraduate Welcome Events fortnight, and is a great way to meet and get to know other postgraduates from across the university. Events include the official University Welcome to Postgraduates as well as networking opportunities, city tours, a pub crawl, party, quiz & pizza nights and film nights. For a full schedule of activities, check out the Postgraduate Welcome Events web page.

During the year, there are a variety of social events including quiz nights, film nights and seasonal parties. The Centre also organises fortnightly day trips throughout the year to attractions in England and Wales. See the Day Trips page for the latest destinations and departure dates.

Opportunities for Involvement

The Graduate Centre welcomes ideas and suggestions from postgraduate students and is keen to support interdisciplinary events by providing facilities and publicity.

The annually elected Students’ Union officers represent all students and the part-time Postgraduate Officer, who will be elected in the autumn by-elections, is a port of call for postgraduate students to discuss issues and suggestions of concern. Postgraduate students can put themselves forward to stand for this role in the autumn by-elections, and can also vote for their preferred candidates. You can contact Union officers via their contact addresses on the Students’ Union website, or visit them on third floor of the Students’ Union.

More Information

http://www.cf.ac.uk/gradc/newpostgrads/welcomeevents/index.html

http://www.cf.ac.uk/gradc/socialevents/daytrips/index.html

http://www.cardiffstudents.com/


The Graduate Centre’s web site is updated frequently and the page for New Postgraduates offers useful information and links to other helpful sites. There is a fortnightly email bulletin to all postgraduates and you’ll be added to this list automatically after enrolment. If you are not receiving this, please e-mail the Centre at [email protected]

14. Disabilities, Special Needs and Counselling

Students with disabilities or special needs are advised to inform their Programme Co-ordinator and the Disability Coordinator in BIOSI or PHYSX; in this way the Schools can give assistance where required in a discreet and positive manner. They should also register with the Disability and Dyslexia Service at 50 Park Place. Any student experiencing problems which are interfering with their studies are advised to discuss these issues with the Programme Co-ordinator or Personal Tutor. Student problems can also be referred to Student Counselling or Student Advisory at 50 Park Place, details of which are given in the University Student Handbook. These services are able to offer impartial advice on a range of issues from academic matters to housing problems to financial problems.

15. Personal Development Planning

15.1 What is Personal Development Planning (PDP)?

PDP is a process which aims to improve your ability to understand what and how you are learning, and to review, plan and take responsibility for your own learning. It will help you to get the most out of your student experience by helping you to reflect upon your strengths and weaknesses and plan for your academic, personal and career development.

15.2 What will you have to do?

An online resource, designed to guide you through the process of PDP and help you construct an electronic record of your development, is available to all students. This is hosted in Blackboard. As well as providing a framework to help you plan and record your personal development, this resource will provide you with information on how you can integrate extra-curricular experiences into your PDP process.

Through participating in the PDP process you will be expected to complete a number of exercises relating to academic study, personal and graduate skills as well as completing career related activities.

PDP will help you to prove and document your personal and professional development and to develop the confidence and ability to articulate your skills and qualities to a wide range of employers and other professional bodies.

15.3 Accessing your PDP

http://www.cf.ac.uk/gradc/

http://www.cf.ac.uk/gradc/newpostgrads/newpostgrads.html

http://www.cf.ac.uk/gradc/newpostgrads/newpostgrads.html



An on-line resource to support the PDP process is available through Blackboard.

To access Blackboard, go to http://blackboard.cf.ac.uk

1. Log-in using your standard Cardiff username and password. This will be issued to you when you arrive in the University. (If you don’t have a username, please see the school’s Computing Administrator).

2. You will now see the main Blackboard screen. All of the modules that you have been enrolled on will appear in the 'My Courses' panel on right hand side of the main Blackboard page.

3. Click on the Personal Development Planning Course.

4. The PDP course screen has a series of links on the left hand side which provide access to the primary sections of the module.

5. Use these links to navigate through the appropriate part of the module and follow the further instructions given.

15.4 Saving your PDP records

Throughout the PDP process you will be prompted to participate in a number of activities. A range of forms are available and these will provide you with the opportunity to record your skills, experience, education and reflections. You can record evidence of your participation on the proforma provided and it is recommended that you save copies of these forms for future reference. This will allow you to build up a PDP record which will be invaluable when you apply for jobs or further study. Your PDP Record can be an electronic version of your records and reflections, i.e. saved on a CD or disk or hard copies which can be collated in a ring binder.

15.5 Sharing your PDP records

The PDP process is supported by the Project Tutor in his/her capacity as Personal Tutor. You will be expected to discuss your progress with the tutor at least once each semester. Each semester you are advised to complete a set proforma for discussion and this should be emailed or sent in hard copy to the tutor in advance of your meeting. While you are free to discuss any aspect of the PDP process with the tutor, please note the recommendations for specific subject matter in the PDP Timetables detailed on Blackboard.

16. Absence on Grounds of Ill Health and Interruption of Study

You are expected to be in residence and available during the whole of the Autumn and Spring semesters. All students are required to fulfil all elements of continual assessment.


Full details relating to the certification of absence on grounds of illness are to be found in the University Student Handbook. The main points to note are as follows:

1. If you are absent for a short period, you are required to submit a signed self-certificate which includes brief details of the illness, the date of illness and what work was affected by the absence. Self-certification forms are available from the General Office. A medical certificate is required if there is an absence from two or more compulsory classes within two consecutive calendar weeks because of illness, or if the absence because of illness is for more than seven consecutive calendar days. Self-certification may also be done through SIMS Online (please see Physics general office for further information.

2. Any student under warning of exclusion is not permitted to self-certify absences and is required to submit a Doctor’s medical certificate.

3. If you are absent from formal examinations because of illness you are required to submit a Doctor’s medical certificate. This should be addressed to the Chair of the Examining Board and submitted to the General Office in a sealed envelope and marked “certification of illness”. (If the absence is the result of a particularly sensitive problem, if preferred this can be discussed in private with a member of staff.)

4. Where a student seeks an extension to a submission deadline for a piece of assessed work which contributes to his or her final award, or is absent from such an assessment because of illness, he or she shall be required to submit a Doctor’s medical certificate.

In all cases when submitting details of special circumstances, ensure that you state clearly what work was affected by your absence.

Interruption of Study. If your academic work has been seriously disrupted by illness or other circumstances, it may be possible for you to take time out of your studies. The criteria for granting Interruption of Study are listed in the Academic Regulations Handbook. A student wishing to submit an application for leave of absence should, in the first instance, discuss the matter with his or her Personal Tutor or the Programme Co-ordinator.

17. Extenuating Circumstances

If you fail to take an examination or fail to submit work by the deadline through good cause, you should submit a written explanation to the Chair of the Examining Board (via the General Office), supplying documentary evidence where possible. Please use the extenuating circumstances form available from the General Office for this purpose. Your Personal Tutor can advise you on the best procedures to adopt. You can also find more information and the relevant forms on the university extenuating circumstances web site.

http://www.cardiff.ac.uk/regis/sfs/studentcases/extenuatingcircumstances.html


18. Use of Calculators in Examinations

It is a requirement that all students enrolling on MSc Biophotonics obtain a scientific calculator. Calculators may be used in the laboratory and all examinations. It is your responsibility to ensure that your calculator is in working order.

For the purpose of use in examinations, however, note that:

1. Calculators which have been pre-programmed and calculators with an alphabetic keyboard are not permitted in any examination.

2. Calculators used for tests and examinations should be capable of the

normal mathematical operations (+, –, , ) and standard mathematical functions and their inverses (trigonometric, hyperbolic, powers, logarithms, rectangular/polar conversion, factorials, permutations and combinations). Statistical functions (mean, standard deviation and linear regression) and number base operation (binary, octal, etc.) including Boolean arithmetic are also permitted.

If you have, or are considering purchasing a calculator, and you are not sure whether it is permitted, see your Personal Tutor.

19. Use of Dictionaries in Examinations

The use of translation dictionaries between English or Welsh and a foreign language is permitted in examinations. You will need to see the School’s Examinations Officer prior to the examination to gain approval and to get the dictionary stamped.

20. Plagiarism

Plagiarism is taking the thoughts or writings of others and giving them out as your own. As an unfair practice it is a serious offence and, if proven, will lead to disciplinary action. Plagiarism and other unfair practices are discussed in detail in the Examinations and Assessment section of the Academic Regulations Handbook. You are also advised to read Appendix 2 which is devoted to plagiarism. You should be particularly careful about copying information electronically from web sites. If you want to check your work prior to submission, you can consider using for example the software turnitin.


Appendix 1 – Module Descriptions

The following pages describe in detail the modules to be studied for this scheme of study. There is no optionality in this scheme other than an exit point at the end of the spring semester whereby a Diploma in Biophotonics can be awarded for successful completion of all Stage 1 modules, whilst continuation and successful completion of Stage 2 (MSc Biophotonics Project Module) will result in candidates being eligible for the award of MSc in Biophotonics. As a general rule, the total time effort is about 10 hours per credit, so 100 hours for a 10 credit and 200 hours for a 20 credit module.


Research Techniques in Bioscience

Code: BIT017 Credits: 20 Semester(s): Autumn

Methods of Teaching

Basic syllabus content will be taught by formal lectures, tutorials and accompanied by student-centred independent study. Unscheduled opportunities will be available to discuss individual problems and difficulties. Practical experience and skills will be developed through timetabled practical sessions (e.g. Laboratory sessions, demonstrations and visits to research facilities). You will learn by formal teaching, practical experience and extensive independent learning. Teamwork and informal group discussions are encouraged, although all submitted written work must be produced by yourself.

Support tutorials will be held for physical science graduates with little biological experience as required, or on request.

Contact Time Lectures/Tutorials:

24 hrs

Practicals:

16 hrs

Assessment Coursework – 100% Coursework will comprise a portfolio of literature-based research and practical exercises amassed during the module. This Biotechniques Portfolio will form your own personal reference for the duration of the module, and hopefully beyond. You will receive personal feedback on your progress at regular intervals throughout the module.The completed Biotechniques Portfolio will be examined at the end of the semester.

Aims

The aim of the module is to:

1. provide an understanding of the major research disciplines in modern bioscience.

2. educate you in a range of state-of-the-art biological research techniques.

3. develop a knowledge of how these research techniques can be combined in specific biological research projects..

Learning outcomes

On completion of the module you should: Understand the basis of the current techniques used in the biosciences, and be able to choose appropriate methods for particular research projects and critically evaluate the methodologies and experimental work of others. In particular, you should: Appreciate the nature of biological knowledge and how it is obtained through experimentation. Understand the differences between research disciplines within biosciences, and how these may interact to form new research fields, such as systems biology Appreciate the chemical and physical differences between biomolecules, and how this influences research technology Know the principles and limitations of common biological research techniques Understand the uses of optics and photonics in cell imaging


Understand how techniques can be adapted for high throughput analysis

Syllabus 1. Molecular Genetics: including recombinant DNA techniques, PCR, siRNA, genome editing, transgenic and gene disruption techniques in mammals.

2. DNA analysis and sequencing: including DNA/RNA detection and quantification methods and DNA sequencing.

3. Protein Biology: including separation techniques, immunological detection, enzymology, Mass Spectrometry, structural analysis.

4. Cell and tissue imaging: including light microscopy techniques, electron microscopy

5. Stem cell biology: stem cell derivation and differentiation. 6. Field and population sampling: including research in of

biodiversity related research fields. 7. Neuroscience techniques, including electrophysiology, patch

clamping and ion channel analysis.

Indicative reading list

The aim of the module is to provide a background in the latest research techniques and ideas in the Biosciences. Given the current pace in bioscientific research, any textbook is unlikely to fully up-to-date. When completed Bioechniques Portfolio will serve that role. We therefore suggest as a useful background reference book for the module: Alberts, B. et al (2008) Molecular Biology of the Cell 5

thed., Garland

Science But you may find the following useful as the starting point for further reading. Brown TA (2011) Introduction to Genetics: A Molecular Approach, Garland Science Berg, JM, Tymoczko, JL. & Stryer, L. (2011) Biochemistry 7

th edition:

International Edition, W. H. Freeman Further reading will be suggested during the module. We would welcome suggestions for other reference books and texts, as you discover them during the reading for your Biotechniques Portfolio


Mathematical tools in photonics and biology


Methods of Teaching

All the syllabus content will be covered by lectures; some sections will also be covered by tutorials and interactive workshops with completion of tasks during self-study. In this way students will learn by a combination of formal teaching and independent learning, and will move from recipients of information to independence during this module.

In order to support students with different backgrounds to gain a common level of mathematical knowledge relevant to biophotonics, continuous support will be provided in the form of tutorials, throughout the all module, dedicated to openly discuss student’s needs and to offer examples of exercise solutions.

Contact Time Lectures:

40 hrs

Tutorials:

10 hrs

Workshops:

9 hrs

Assessment Coursework – 25% mathematical methods and 50% statistics

Written Examination (2 hrs) – 25%

Formative assessment (not marked): students will attempt solving exercise sheets on their own which will be openly discussed during the tutorial sessions. Summative assessment (marked): Student will solve problem sheets given during workshops. A final written examination covering the mathematical methods part will also serve as summative assessment of the knowledge and understanding outcomes. The statistical analysis part will be assessed only by coursework.

Aims

1. Introduce and explain relevant mathematical tools in a way accessible to students coming from both physical and biological sciences

2. Allow students to use the mathematical formalism relevant in optics and photonics

3. Allow students to understand and execute a variety of quantitative methodologies essential to modern biological data handling and statistics.

4. Support students’ mathematics and data analysis skills as they move towards being independent research scientists.

Learning outcomes

On completion of the module a student should be able to:

Perform operations between vectors and use operators in three dimensions.

Perform calculations with complex numbers and functions as well as differentiation and integrations.

Represent waves mathematically and know the properties of harmonic functions.

Use the formalism of Fourier transform and of convolution and correlation integrals.

Carry out analysis of variance accurately and effectively

Perform bivariate and multiple regression analysis

Analyse multivariate data by ordination

Understand the differences between and application of different


statistical techniques

Syllabus Methods of mathematics: 1. Vectors algebra and operators. Complex numbers and functions. Differentiation and integration. 2. Differential equations. Harmonic functions. The Fourier transform

3. The Gaussian and Lorentzian function. Convolution and Correlation integrals.

Statistical analysis:

4. Using the R programming language for the basics.

5. Experimental design, data collection, logic, probability and hypothesis testing.

6. Descriptive statistics, data exploration and importance of probability; tests for differences and associations.

7. ANOVA and simple linear regression; General Linear Model (GLM).

8. Dealing with complex data and visualising them.

9. Ordination and classification; cluster analysis.


1. Mathematical Methods for Physics and Engineering, (2004)

Second edition, by Riley, Hobson and Bence, Cambridge University Press ISBN-10: 0521890675

2. The R Book, (2007), by M. Crawley, John Wiley & Sons Ltd. ISBN-10: 0470510242

3. 3. Biological Data Analysis: A Practical Approach, (1993), by John Fry (Ed.), Oxford University Press, ISBN-10: 0199633398


Optics and light spectroscopy including optical properties of biomolecules


Methods of Teaching

All syllabus content will be covered by lectures. Students will be also trained to self-solve exercises the solutions of which will be discussed in tutorials. Workshops will be used to reinforce concepts taught in lectures by tackling graded problems. Additionally, some sections of the module will be covered by practical classes where students will learn how to align and use important optical elements via direct practice. As part of these practical sessions students will also learn how to use computer-based tools relevant to the data analysis.


32 hrs Practical Sessions:

16 hrs Tutorials:

10 hrs

Assessment Coursework – 30% Written Examination (3 hrs) – 70% Formative (not marked): During the tutorials students will receive feedback on their ability to solve problems on their own. During the practical sessions students will receive feedback on their ability to aligning and using optical elements and on their familiarity with computer-based tools. Summative (marked): Intro Lab Questionnaires for each practical session, the laboratory books, and a formal report for each practical session will be marked as coursework of the practical sessions. A final written examination which will include questions and exercises will enable a student to demonstrate achievement of knowledge and understanding learning outcomes.

Aims

1. To introduce and explain major concepts of modern optics and laser spectroscopy at a level accessible to students coming from both physical and biological sciences 2. To enable students to realize various aspects of the instrumentation involved in optical experiments, including light sources, optical elements and detectors 3. To give practical demonstrations of the working principle of important optical elements as well as to enable students to acquire practical experience with important optical elements 4. To explain the optical properties of important biomolecules

Learning outcomes


Have a significant knowledge of the major concepts involved in modern optics and laser spectroscopy

Have a cross-disciplinary understanding of the relevance of optical spectroscopy in bioscience

Understand the major technical aspects of the instrumentation involved in optical experiments

Work practically with important optical elements


Syllabus Properties of the light field

The laws of reflection and refraction

Foundations of geometrical optics, optical imaging and aberrations

Introduction to Fourier optics

Elements and examples of interference and diffraction phenomena

Optical properties of anisotropic crystals and polarisation optics

Incoherent light sources and Laser light sources

Instrumentation for light spectroscopy analysis and detection.

Introduction to the quantum mechanical treatment of light-matter interaction

Optical transitions and transitions probabilities

Width and profile of spectral lines

Optical properties of biomolecules and organic dyes


1. Optics, 4th Edition, Eugene Hecht, Pearson Education, 2001 ISBN:

0805385665 2. Optics, Light and Lasers, Dieter Meschede, Wiley-VCH, Berlin,

2003, ISBN-10: 3-527-40364-7 3. Laser Spectroscopy, 2nd Edition, Wolfgang Demtroder, Springer

1998, ISBN: 354057171X 4. Principles of Lasers, O. Svelto (Ed.) David C. Hanna (Translator),

Kluwer Academic Publishers, 1998 ISBN: 0306457482 5. The principles of nonlinear optics, Y. R. Shen, Wiley 2003, ISBN:

0471430803 6. Nonlinear Optics, 2

nd ed., R. W. Boyd, Elsevier Science &

Technology Books, 2003, ISBN:0121216829 7. Spectroscopy for the Biological Sciences, Gordon G. Hammes,

Wiley, 2005, ISBN 0471713449


Mathematical tools in photonics and biology: Statistical analysis


Methods of Teaching

All the syllabus content will be covered by lectures; some sections will also be covered by tutorials and interactive workshops with completion of tasks during self-study. In this way students will learn by a combination of formal teaching and independent learning, and will move from recipients of information to independence during this module.



18 hrs

Tutorials:

-

Workshops:

3 hrs

Assessment Coursework – 100%

Formative assessment (not marked): students will attempt solving exercise sheets on their own which will be openly discussed during the tutorial sessions. Summative assessment (marked): Student will solve problem sheets given during workshops. The assessment for this module will be the coursework.

Aims

Allow students to understand and execute a variety of quantitative methodologies essential to modern biological data handling and statistics.

Support students’ mathematics and data analysis skills as they move towards being independent research scientists.

Learning outcomes


Carry out analysis of variance accurately and effectively

Perform bivariate and multiple regression analysis

Analyse multivariate data by ordination

Understand the differences between and application of different statistical techniques

Syllabus 1. Using the R programming language for the basics. 2. Experimental design, data collection, logic, probability and hypothesis testing. 3. Descriptive statistics, data exploration and importance of probability; tests for differences and associations. 4. ANOVA and simple linear regression; General Linear Model (GLM). 5. Dealing with complex data and visualising them. 6. Ordination and classification; cluster analysis.


1. The R Book, (2007), by M. Crawley, John Wiley & Sons Ltd. ISBN-10: 0470510242

2. Biological Data Analysis: A Practical Approach, (1993), by John Fry (Ed.), Oxford University Press, ISBN-10: 0199633398


Mathematical tools in photonics and biology: Methods of mathematics


Methods of Teaching

All the syllabus content will be covered by lectures; some sections will also be covered by tutorials and workshops with completion of tasks during self-study. In this way students will learn by a combination of formal teaching and independent learning, and will move from recipients of information to independence during this module.



22 hrs

Tutorials:

10 hrs

Workshops:

6 hrs



Formative assessment (not marked): students will attempt solving exercise sheets on their own which will be openly discussed during the tutorial sessions. Summative assessment (marked): Student will solve problem sheets given during workshops. A final written examination will also serve as summative assessment of the knowledge and understanding outcomes.

Aims

Introduce and explain relevant mathematical tools in a way accessible to students coming from both physical and biological sciences

Allow students to use the mathematical formalism relevant in optics and photonics

Learning outcomes


Perform operations between vectors and use operators in three dimensions.

Perform calculations with complex numbers and functions as well as differentiation and integrations.

Represent waves mathematically and know the properties of harmonic functions.

Use the formalism of Fourier transform and of convolution and correlation integrals.

Syllabus Vectors algebra and operators. Complex numbers and functions. Differentiation and integration. Differential equations. Harmonic functions. The Fourier transform

The Gaussian and Lorentzian function. Convolution and Correlation integrals.


Mathematical Methods for Physics and Engineering, (2004) Second edition, by Riley, Hobson and Bence, Cambridge University Press ISBN: 0521890675


Modern Light Microscopy Techniques

Code: PXT001 Credits: 20 Semester(s): Spring

Methods of Teaching

All syllabus content will be covered by lectures. Problem sheets will be solved in self-study and the solutions will be discussed in exercise classes. Some sections of the module will be complemented by demonstrations. In laboratory classes students will learn in groups how to image biological samples with modern optical light microscopes.


40 hrs Practical Sessions:

32 hrs Class Exercise:

10 hrs



Formative: During the exercise classes students will receive feedback on their ability to solve problems on their own. During the practical sessions students will receive feedback on their ability of operating a modern light microscope in various contrast methods. Coursework during the term will enable students to demonstrate familiarity with computer-based tools relevant to optics and laser spectroscopy. Summative: Laboratory books will be marked as course work of the practical sessions. A written examination which will include questions and exercises will enable a student to demonstrate achievement of knowledge and understanding learning outcomes.

Aims 1. To introduce and explain the concepts of modern optical microscopy techniques used in the biosciences.

2. To enable students to understand the properties of these techniques and the employed technical elements.

3. To give practical demonstrations and hands-on experience for selected techniques.

Learning outcomes


Have an overview of optical microscopy techniques used in the biosciences

Operate with the technical design elements used in these techniques

Evaluate the formation and the significance of the image contrast in the major techniques

Use a modern light microscope covering selected imaging techniques including the imaging software

Knowledge and Understanding:

Know the elements of a modern light microscope

Understand the function of a stereo & 4Pi microscope

Know about sample staining and flourescent labels

Understand the different operation modes of a modern light microscope including fluorescence

Understand the operation principles of scanning microscopes including the techniques confocal, multi-photon, near-field

Intellectual Skills:

Ability to select the microscopy technique best suited for a given imaging task

Ability to critically asses the significance of the resulting images

Discipline Specific (including practical) Skills:

Ability to use a modern light microscope with selected imaging techniques.


Transferable Skills:

Knowledge about optical design elements

Knowledge about imaging devices and software

Knowledge about optical staining techniques and flourophores

Syllabus 1. Elements of a Microscope a. Objective b. Illumination c. Imaging Detectors (Human Eye, Film, Digital cameras)

2. Special microscopy setups (Stereomicroscopy, 4-Pi microscopy)

3. Contrast due to absorption & refractive index in various illumination / collection techniques:

a. Brightfield b. Darkfield c. Total internal reflection d. Oblique illumination e. Hoffman modulation contrast f. Phase contrast g. Differential interference contrast h. Polarization contrast i. Optical coherence tomography j. Stains for Biological material

4. Fluorescence a. Excitation sources b. Fluorescent Markers c. Detection d. Contrast methods (Intensity, Lifetime, Time-correlation

spectroscopy, Photobleaching) 5. Scanning microscopy techniques

a. Scanning optics & detectors b. Confocal c. Multiphoton d. Raman and coherent Raman e. Near-field

6. Three-dimensional imaging


http://www.olympusmicro.com/ http://www.microscopyu.com/ http://www.microscopy.fsu.edu/

Fundamentals of Light Microscopy and Electronic Imaging (Hardcover) by Douglas B. Murphy, ISBN 0-471-25391-X

Light and Electron Microscopy (Paperback) by Elizabeth M. Slayter, Henry S. Slayter " ISBN 0-521-33948-0

Introduction to Fourier Optics by J. W. Goodman, ISBN 0-07-114257-6

http://www.olympusmicro.com/

http://www.microscopyu.com/

http://www.microscopy.fsu.edu/


Advanced optical bio-sensing methods


Methods of Teaching

The syllabus content will be covered by lectures. In order to develop a practical understanding of modern optical biosensors, the students will participate to demonstration sessions some of which might be given by relevant industrial partners.

Contact Time Lectures: 20 hrs Demo Sessions: 8 hrs

Assessment Written Examination (2 hrs) – 80% Coursework - 20% Formative: At the end of each demonstration session there will be an open class discussion where students will receive feedback on their level of understanding. Summative: A written examination at the end of the module will enable a student to demonstrate achievement of knowledge and understanding learning outcomes. This examination will include questions, exercises and multiple-choice tests.

Aims

1. To give on overview of optical methods utilized in biosensing applications, with emphasis on state-of-the-art developments.

2. To show the biophysical working principles behind modern commercially-available label-free biosensors based on evanescent field coupling and discuss examples of their applications.

3. To introduce the state-of-the art research on label-free biosensors based on evanescent field, beyond commercially-available methods.

4. To explain the principles of nanoparticle-labelling in immunosensing and nucleic acid detection.

5. To develop a practical understanding through experimental demonstrations.

Learning outcomes

On completion of the module a student should be able to: Have an up-to-date overview of modern methods available for optical biosensors Have a cross-disciplinary understanding of optical biosensors, from their physical working principle to their biological applications. Knowledge and Understanding:

Know the major examples of optical biosensing methods

Know the working principles of modern commercially-available optical biosensors

Understand the advantages, disadvantages and limiting performances of different types of biosensors

Understand the estimate of biosensors sensitivity based on given geometrical and structural parameters

Understand the principles of nanoparticle-labelling

Understand the phenomenon of fluorescensce resonant energy transfer (FRET)


Demonstrate the ability to plan proper experiments involving biosensing technique to solve relevant biology-related questions


Critically asses the practical aspects involved in different optical biosensing methods


Transferable Skills:

Perform a literature search

Write a scientific report

Utilize computer-based tools for word editing

Syllabus 1. Overview of label-free and nanoparticle-labelled optical biosensor methods 2. Working principle and applications of commercially-available label-free biosensors based on evanescent waves: Surface plasmon resonance (SPR) and dielectric waveguide methods 3. The research advances on label-free optical biosensors 4. Nanoparticle-labelled Biosensors: protein and nucleic acid detection 5. Fluorescent labelling and the mechanism of fluorescent resonant energy transfer (FRET): applications to biosensors


Most of the literature will be in the form of up-to-date scientific articles reporting the state-of-the art advances in the field of optical biosensors. For recent reviews on the field see:

1. Optical Biosensors: Present and Future, edited by F.S. Ligler and

C.A. Rowe Taitt, Elsevier, 2002 ISBN: 0-444-50974-7 2. Nanoparticle labels in immunosensing using optical detection methods, Matthias Seydack, Biosensors and Bioelectronics 20, 2454–2469 (2005). 3. Optical Biosensors in drug discovery, Matthew A. Cooper, Nature Reviews Drug Discovery 1, 515-528 (2002) 4. Molecular Beacon DNA Probes and their Bioanalytical Application, Applied Spectroscopy 58, 269A (2004)


Medical Biophotonics


Methods of Teaching

Lectures to present the module material Class – based problem solving linked to self – study Lab-based demonstrations and site visit Blackboard will be used to provide access to key materials and references to sources of further reading


18 hrs

Practical Demos/

Site Visits:

8 hrs

Class Discussion:

2 hrs

Assessment Written Examination (2 hrs) - 50% Coursework: Research into the history, and current state-of-the-art of a "Biophotonics" technique related to medicine or diagnostics. Presentation (25%) Short report (25%) Formative: Feedback will be given on interim reports written by students on the group project work, along with solutions to numerical exercises. Summative: The written exam will contain questions (both numerical and essay-type) that will enable a student to demonstrate knowledge and understanding of the module material

Aims

- To introduce the physical principles (classical and quantum mechanical) behind the interaction of light with molecules, cells and tissue - To introduce students to the use of biophotonics in the field of medicine through case studies of applications across the electromagnetic spectrum - To illustrate, through field visits and lab demonstrations/practicals, the application of biophotonics to medicine

Learning outcomes

On completion of the module a student should be able to: - Understand the basic mechanisms of interaction of light with molecules, cells and tissue - Understand the similarities and differences between classical and quantum-mechanical descriptions of the interaction of light with molecules, cells and tissue - Give detailed and critical descriptions of the current applications of photonics across the electromagnetic spectrum in medicine for (i) diagnostics (ii) therapeutics. This will include: an understanding and recall of the clinical evidence behind the technique; photon sources used, radiation/tissue interactions, safety issues and strengths/weaknesses of the biophotonic techniques as compared with alternative treatment modalities

Syllabus Interaction of light with cells and tissue Introduce the basic physical mechanisms of light interaction with molecules. Extend this understanding to interaction with cells and tissue highlighting the physical characteristics used in the applications to follow (e.g. absorption, fluorescence, scattering, spectral response)

Flow cytometry Study the use of flow cytometry for cellular analysis and


medical diagnostics.

Tissue engineering with light Tissue ablation and laser surgery

Biochip platforms

Photodynamic therapies

Phototherapy

Emerging applications of the microwave phototherapy wavebands to medicine


Introducion to Biophotonics by Prasaed, P (2003) Published by Wiley-InterScience ISBN-10 0471287709; ISBN-13 978-0471287704 In addition, individual lecturers will provide up-to-date references on specific topics covered in the module, taken from the scientific literature at the beginning of the module.


Nanostructures and optical manipulation


Methods of Teaching

All syllabus content will be covered by lectures. Students will be required to solve exercises illustrative of the module material. Model solutions will be provided as notes and as worked examples in class. One class session will be devoted to practical demonstrations in the lab. Blackboard will be used to provide access to key materials, to sources of further reading and illustrative material.


18 hrs

Practical Demos:

2 hrs

Class Review:

2 hrs

Assessment Written Examination (2 hrs) – 80% Coursework – 20% Formative: Solutions to exercises will be marked and fed back to students. Summative: A written examination which will include questions and exercises will enable a student to demonstrate achievement of knowledge and understanding learning outcomes.

Aims

To introduce students to the basic physics of quantum wells and quantum dots and methods of fabrication. To describe the use of wells and dots in light sources with particular reference to use in medicine and bioscience. To describe the requirements for quantum dots as labels. To introduce students to the basic physics of optical trapping To describe typical systems for optical trapping and manipulation with reference to bioscience applications.

Learning outcomes


Know how quantum confinement in semiconductors can be used to tailor the optical properties of nanostructures

Describe the use semiconductor nanostructures in light emitters and labels in medicine and bioscience

Understand the basic concepts of optical trapping and manipulation and describe typical applications in bioscience.


Understand how a potential well of one and three dimensions (quantum well, quantum dot) is used to tailor the optical transition energy and state distribution

Describe the material structure of typical quantum wells, self assembled dots and colloidal dots.

Describe methods used to fabricate quantum wells, self assembled dots and colloidal dots.

Know how wells and dots are used in semiconductor diode light emitters

Understand the distinction between light emitting diodes and laser diodes

Describe the merits of such devices particularly with reference to the emission wavelength, output power and pulse generation.


Describe typical applications of such emitters in bioscience.

Describe the requirements for quantum dots as labels.

Understand the basic physical principals of optical trapping Intellectual Skills:

Match the characteristics of particular devices to the requirements for particular applications


Demonstrate the ability to select a suitable diode emitter for a particular application

Contribute to the basic design of an optical trapping system Transferable Skills:

Experience of matching devices to requirements for experiments.

Syllabus Review of the solution of Schrodinger’s equation for semiconductor nanostructures: Quantum wells and dots

Description of methods of epitaxial growth for wells and self assembled dots, methods of formation of colloidal dots.

Review of optical properties.

Principles of light emitting diodes and lasers:

Typical device structures characteristics: wavelengths, output power etc.

Applications, eg photodynamic therapy, Optical coherence tomography, Optical Biochips

colloidal dot materials and structures

Optical properties of colloidal dots, Metallic nanoparticles

Basic concept of optical trapping: origin of the forces.

Realisation of optical trapping


1. W T Silfast: Laser Fundamentals, Cambridge 2. P N Prasad Introduction to Biophotonics, Wiley 3. L A Coldren and S W Corzine Diode lasers and Photonic

Integrated Circuits, Wiley (Chapts 1,2, 4) 4. M Fox Optical Properties of Solids, Oxford

Study Skills in Biophotonics

Code: BIT009 Credits: 10 Semester(s):

Autumn and Spring

Methods of Teaching

Students will receive a presentation of the subjects available for the projects and will discuss their choice of project with the Project Tutor and academic supervisor. Students will receive introductory lectures and electronic material on: literature search, plagiarism, Intellectual property rights, patents, Safety legislation, ethics, research records, data analysis, project planning, report writing and presentation skills. Some of this material will be accessed via Graduate School programmes. Attendance at research colloquia and seminars. Directed self study in preparation for summer project


Introduction to practical techniques where appropriate. 10 hours of contact with staff (including lectures and guided study) and 90 self-study hours

Contact Time Lectures / Guided Study: 10hrs

Assessment Written Report – 50% Presentation – 50% Formative: during the first phase of the module dealing with generic skills there will be group discussions with the lecturers when student opinion and views will be sought on examples of good and bad practice. Feedback will be given to the students during these sessions on their level of understanding. Research colloquia will be attended and participation in scientific debate with specialist invited speakers will be oncouraged. Presentation rehearsals with project supervisors will be required to encourage the practical implementation of theoretical presentation concepts. Summative: At the end of the module, the assessments will be a written report and an oral presentation to the group about the background, aims, objectives and methodology of the project to be carried out. Both forms of assessment should demonstrate self-sufficiency in the learning process and development of presentation skills. The report should display awareness of the generic issues covered in the module including the identification of a clear hypothesis and purpose of the proposed project, a concise background of existing relevant literature and a structured research plan incorporating the presentation principles covered in the introductory lectures.

Aims

This module provides an introduction to the generic skills necessary to conduct a research project in biophotonics, including risk assessment and circumstances where ethical approval is required. It is designed to provide support for the development of research practice and to encourage initiative and self-sufficiency in the learning process. As part of the self-training development, students will have the possibility to attend seminars held in the university from both internal and external speakers in the field of biophotonics. The module also provides an introduction to the project work to be undertaken in the project module. For the industrial project work, students will have the possibility to make contacts with the industrial partners.

This is an activity in which presentation skills are in particular developed and will be assessed by a written report and an oral presentation to the whole group.

Learning outcomes


Be aware of fundamental issues of research project risk and ethical aspects, intellectual properties and commercialisation.

Start the dissertation module with a properly chosen and planned research project


Know and understand the scientific background as well as the aims, objectives and methodology of the project to be carried out in the dissertation module

Understand how to formulate a hypothesis

Understand the project ethical aspects, intellectual properties and commercialisation issues.

Experience of, and participations in, high level research colloquia and seminars


Have self-sufficiency in the learning process

Plan the structure of the project work


Evaluation of results and comparison with literature Discipline Specific (including practical) Skills:

Basic practical techniques in bioscience and optics

Recording research work

Data analysis Transferable Skills:

Communication skills: Report writing and presentation,

Safety and research ethics, plagiarism

Perform a critical literature search

Have good time management and organization skills

Preparation of an oral presentation

Syllabus Key skills in research practice:

Techniques for literature search and documentation

Plagiarism

Intellectual property rights, patents

Safety legislations and risk assessment

Research ethics

Maintaining research notes and records

Techniques for data analysis

Project planning

Report writing

Preparation and presentation of talks

Attendance at research talks in the Schools of Bioscience and Physics

Commercialisation and Business Start-up.

Preparation for the summer project, to include Survey of the background literature Development of project aims and methodology Risk and ethical assessment Evaluation of facilities required Outline project plans with timescales.

Leading to

Report describing intended project aims, methodology, plan and initial risk assessment

Oral presentation of proposed project.


Biophotonics Project

Code: PXT006 Credits: 60 Semester(s): Summer and Autumn

Methods of Teaching

Each student will undertake independently a supervised research project either within the Schools of Bioscience or Physics and Astronomy, another school in the university, or in an external placement arranged by the Project Co-ordinator and approved by the Board of Studies. Each project will have an academic supervisor; external projects will have a local supervisor also. Where possible a PhD student or post doctoral member of staff will be associated with internal projects. Wherever possible students will be expected to work as a member of the local research team and participate in the activities of the group. Teaching will be through self-directed reading and learning, and interaction with the supervisor and the research team.

Assessment Project Work – 100% Formative: Formative assessment will be through regular meetings with the project supervisor, based on research notebooks and other records kept by the student and on one-to one discussions. For external projects day-to day advice will be provided by the local supervisor. The academic supervisor will make at least two visits to the student’s workplace to provide feedback on progress in consultation with the local supervisor. The student should provide his academic supervisor with a draft of the final report for comment and feedback. The oral presentation should be rehearsed within the research group and comment and feedback given by collaborators. Summative: Summative assessment will be through three routes.

1. Evaluation of the student’s performance in the conduct of the project by the supervisor. It the case of placements this will be done by the local supervisor and endorsed by the academic supervisor. (weighting 30%)

2. The Project Report will be assessed independently by two members of academic staff: using a standard evaluation form. Normally these staff will be the supervisor and one other not directly involved with the project. This report should be a substantial piece of independent writing which displays the student’s understanding of the science underlying the project and documents the aims, methodologies, outcomes and conclusions. It should include the risk assessment as an appendix. Major differences in marking of the report will be referred to a third assessor. (weighting 40%)

3. An oral examination comprising a presentation of the report, questions and discussion. Normally the assessment will be done by a panel of at least three academic staff:, the project co-ordinator and one other, not normally the supervisor, and may include an external examiner. The supervisor and other members of the Examining Board may attend the presentation and offer advice as requested but may not formally take part in the assessment. Students will be required to bring their notebook to the oral examination. (weighting 30%)

These three assessments will be combined as specified, together with information on any extenuating circumstances (eg unanticipated changes in priorities in external organisations, equipment failure etc) by the Examining Board to produce a final Project Assessment mark

Aims To carry out an summer project with agreed aims


To write a project report

To prepare al presentation on the project and outcomes. The overall aim should be that some or all of work could constitute or contribute to a referred journal publication.

Learning outcomes


Organise and carry out a programme of research to agreed aims and carry out a risk assessment

Work in a team

Write a project report and present its findings orally. Knowledge and Understanding:

Understand the operating principles of equipment used

Know how to operate the equipment used in the project

Assess the current state of the art in the project area from the literature, and incorporate new features into the work.

Evaluate results, interpret them and put them in context with other published work and accepted knowledge

Identify appropriate follow-on research Intellectual Skills:

Design, or contribute to the design of, a research investigation

Evaluate the outcomes and report on an investigation Discipline Specific (including practical) Skills:

Conduct and document a valid research investigation

Engage in discussion of research results Transferable Skills:

Evaluate the safety and ethical issues of an investigation

Organise and document an investigation

Analyse data

Determine the outcomes of an investigation

Report in written and oral formats on an investigation

Respond to questions on a report.

Research and survey the literature

Syllabus The student selects a project from a list compiled by the Project Co-ordinator. The project topic will normally be in the student’s area of primary expertise, but should have “bio” and “photonics” components. The student will develop the background skills necessary for the project, and conduct a literature search in module PXT005 “Study Skills”

Discussion with the supervisor (and local supervisor if an external placement) will identify the project aims

The student will conduct a risk assessment, and identify any ethical issues. If necessary ethical approval must be sought prior to commencement of the project.

The student will conduct the project, with support from the supervisor and others. This activity will include some or all of:

Maintain full records of the all activities associated with the project, including meetings and discussions Design of the investigation Assembly and construction of necessary equipment Execution of the investigation Analysis of data and evaluation of results Relating results to other published work Formulating conclusions Contribute to the preparation of any publications or presentations involving the research Preparation of a report and presentation

Oral delivery of the report and answering questions.


Reading as advised by the supervisor


Appendix 2 –Guidance On The Avoidance Of Plagiarism

The following notes provide more information on avoidance of plagiarism. The practice adopted in Physics and in Bioscience differs slightly and, usually, any cases of plagiarism will be treated according to the practice of the school responsible for the module, or primarily responsibility for a project. More details can be found under http://www.cardiff.ac.uk/regis/ifs/plag/index.html

Below two documents giving general guidance are reproduced,

Guidance issued by the School of Physics and Astronomy, which is reproduced from the Keele University Physics Handbook

Guidance used in the School of Bioscience.

from the Keele University Physics Handbook

Submission of Written Work and the Avoidance of Plagiarism

It is implicitly assumed that all written work submitted for assessment is the individual work of the student submitting it. This important principle applies to all course work, for example solutions to problems sheets, tutorial essays, laboratory reports, interim and final project reports, dissertations, and posters. It makes no difference whether the work is handwritten or printed or submitted electronically. A student who includes in their submitted work another person’s work as if it is their own is guilty of plagiarism. The University, as do all Universities, treats plagiarism as CHEATING. Examiners will always penalise cases of plagiarism, and serious cases must be reported to the University for disciplinary action. Plagiarism can result in failed modules and suspension or expulsion from the University.

It should be very clearly understood that direct copying of one student’s work by another student, one of the more blatant examples of plagiarism, is completely unacceptable and both parties may be subject to penalty or even to disciplinary action.

However, it is also true that some instances of plagiarism are unintended examples of poor practice in which the students concerned have no intention to cheat but do not realise the extent to which sources must be declared and do not know the appropriate forms such declarations may take. Such situations can arise in the context of assessed problem sheets where the underlying Physics has been discussed with other students, laboratory reports where pairs of students have worked together in the laboratory in collecting data, in reports and presentations on team projects, and in laboratory and project work in which the student has been supervised by academic staff. You should be particularly careful about compiling and adapting information from web sites. The following guidelines are intended to illustrate the kind of acknowledgements that may be required in written course work.

Acknowledgement of Sources and Avoidance of Plagiarism

The golden rule is that AUTHORS MUST ACKNOWLEDGE ALL SOURCES AND INPUTS TO THEIR WORK. This rule is both a matter of good

http://www.cardiff.ac.uk/regis/ifs/plag/index.html


professional practice and of fairness in the context of an assessed piece of academic work. Sir Isaac Newton wrote, “If I have seen further it is by standing on the shoulders of giants.” (reference 1 on page 55). So even great scientists must use the work of predecessor and contemporary scientists.

The full disclosure of sources is a positive attribute in scientific writing because it demonstrates knowledge of the context, and because the selection, use and presentation of appropriate theory and data is itself a creative process. Above all, the proper use of sources and references is helpful to the reader of the work and is an important aspect of good working relationships with professional colleagues.

Sadly, there are known cases of scientists who have plagiarised the work of others or who have “invented” data; where the discovery occurred after they had become famous, their reputation suffered grievously. Scientific plagiarism is viewed as deeply unfair and unprofessional.

Plagiarism is often unintended, and some care and judgement must be exercised. Matters which require citation are anything (text, data or illustrations) reproduced directly as the originator will own the copyright in this, ideas or analyses that are being followed or modified, and anything which inspires or supports or contradicts the work being reported. If in doubt, the author should err on the side of caution and cite the source. The relationship between the student’s work and the cited source is indicated by the words used to cite the source; “reproduced from”, “following”, “from”, etc., all give a different sense.

Reference (2) on page 55 lists some types of plagiarism. Four of these are reproduced below in (the subheadings) and advice on how to proceed is given in each case.

Use of data, even if adapted in presentation, from a source which is not acknowledged This might occur if data, a table or graph or best-fit expression found in the literature is being used. The source must be given, usually by including the source in the list of references and by citing the reference at the point of use in the text. If there are only one or two sources of data, and there are no other references (an unlikely scenario!), the source could be given in the text or a footnote could be used.

This case is applicable to a laboratory report being written on an experiment carried out jointly. Reference should be made to the person or people who made the measurements, even if the author participated. For example:

Table 4: Variation of diode voltage drop with temperature (measurements made by Amanda N. Other and the author, 21st February 1999).

Repeating another person’s particularly apt phrase without acknowledgement


Generally, we do not need to acknowledge the originator of the name ‘electron’ (by the physicist G. Johnstone Stoney in 1891), or the term ‘black hole’ (coined by John Wheeler, Princeton Physicist in 1967), because they have become universally adopted as part of the language of science. However, more recent or less well known coined terms or apt phrases might well require acknowledgement. Staff will be able to advise on these matters.

Repeating as one’s own someone else’s sentences, more or less verbatim and/or Paraphrasing another person’s argument as if it were one’s own The area or greatest danger is in the quotation or paraphrasing of an appropriate text from the work of another student or scientist. An example follows. Suppose that in a dissertation a student wishes to include a review of time-reversal symmetry including the violation of time-reversal symmetry by kaon decay, and to make use of an explanation given by Davies (reference 3 on page 55). One option is to quote the original text verbatim (i.e. word for word, exactly, with the author’s punctuation, spelling and emphases, and in quotation marks) and to cite the source, as below in italic font:

Davies offers the following explanation, “A possible way to think about how the kaon violates T symmetry is this. The K1 and K2 states arise, as I have explained, as a sort of hybrid or mixture of kaon and antikaon. Envisage the particle rapidly flipping back and forth in identity: kaon – antikaon – kaon – antikaon … One can ask whether these flips are perfectly symmetric – i.e., whether the rate of going from kaon to antikaon is exactly the same as the rate of going from antikaon to kaon. If not, the hybrid entity might linger longer as a kaon than an antikaon, or vice versa. Everyone assumed that, as the laws that induce kaon-antikaon flips should be exactly symmetric in time, nature ought not distinguish one process from its inverse, and the two rates should match precisely. But there is a tendency for the kaon to spend

more time as a 0K than as a 0K .

‘This unexpected behaviour implies that the kaon possesses an intrinsic sense of “past-future”. Although the effect is tiny, it is deeply significant, and deeply mysterious – hence, the wild speculation by Russell Standard to explain it in terms of the kaon popping off to visit temporarily a time-reversed parallel universe.’ (Reference 3)

However, it may be necessary to paraphrase this text in order to extract the essential meaning, to use the minimum number of words, and to make the dissertation read smoothly. An example of an acknowledged paraphrase is given below in italic font:

Davies (reference 3) has explained that the kaon possesses an intrinsic sense of the direction of time, tiny but significant, because the two states of the kaon arise as a hybrid of kaon and antikaon. The hybrid can be thought of as a rapid flipping back and forth in identity: kaon – antikaon –kaon – antikaon …, but there is a tendency for the kaon to

spend more time as a 0K than as a 0K ..


The foregoing example is acceptable because the source of the line of thought and key phrases has been cited. It would not be acceptable for the author of the dissertation simply to write without attribution the following:

The kaon possesses an intrinsic sense of the direction of time, tiny but significant, because the two states of the kaon arise as a hybrid of kaon and antikaon. The hybrid can be thought of as a rapid flipping back and forth in identity: kaon – antikaon – kaon – antikaon…, but there is a

tendency for the kaon to spend more time as a 0K than as a 0K ..

because the line of thought and phraseology of another author is being reproduced without acknowledgement of the source. Implicitly, the author of the dissertation is pretending that this discussion is their own when it is not. Such a deceit is plagiarism and academically dishonest.

Some books and papers are published free of copyright. However, the copyright-free status of a source does not remove the obligation to cite the source if material from it is used.

The copyright status (and accuracy!) of material available on the Internet or World Wide Web is often uncertain. Even if material that is quoted or used is in the public domain, the source must be cited, as URL and date of access.

In team project work, a student may wish to include, either directly or in redrawn or re-written form, strategic specifications, diagrams, etc., prepared wholly or in part by other students. This is acceptable provided that the sources are acknowledged in the references.

Presenting another person’s line of thinking in the development of an idea as though it is one’s own This case includes situations where a student has engaged in a discussion of questions from assessed problems sheets prior to sitting down and doing them, where students have discussed the interpretation of data from an experiment with students or staff and an approach has been suggested. The source and the nature of the suggestion should be cited. For example:

The author is grateful to Dr J Cobbleigh (Widdicombe University) for drawing her attention to the explanation of this phenomenon given by Marks and Spencer (reference 4).

In team project work, as in ordinary pair-worked laboratory experiments, some shared interpretations, as well as data, graphs, theory, etc., may be needed in a student’s individual report. This does not remove the obligation to acknowledge the inputs of others. For example:

Graph 2: The data of Table 4 together with a least-squares best fit line corresponding to 5.1 (computation carried out by Amanda N. Other, 22nd

February 1999).

Unintended plagiarism often occurs in student work in connection with diagrams and illustrations. It should be noted that the author or publisher of text, a tabulation, a photograph or a piece of artwork owns the copyright in this


as well as having a moral right to be identified as the originator. Some examples:

A photograph is taken especially for the work concerned. The caption should name the photographer (even if it is the author of the report or dissertation) and give the date.

A diagram is photocopied and cut-and-pasted into the report. The caption should include the words ‘reproduced from reference x’ or ’reproduced with permission from reference x’. Note that, in the case of a document intended for publication, permission for reproduction would be required from the owner of the copyright.

A diagram from a book or other work is re-drawn or adapted by the author. In this case the words ‘after reference <x>’ or ‘adapted from reference <x>’ or similar in the citation would be an appropriate acknowledgement.

A derivation, argument or description is adapted from, or summarised from, or extended from another work (a book, paper, or even a note from the supervisor). In such a case, the citation should include the phrase ‘adapted from reference <x>’, ‘summarised from reference <x>’, ‘based upon the approach of reference <x>’, as is appropriate.

Finally, if more than one or two sources have been cited, a Reference section should be compiled. Laboratory classes will generally provide guidance on this as well as other aspects of report writing. The References section is compiled by listing the publications, data sheets, www pages, unpublished documents or private communications, etc., in the References section, and by referring to them at appropriate points in the text of the Report or in figure captions. It is to be expected that a marking penalty will be applied to written work in which the References section is inadequate.

Each reference should include sufficient information to enable a reader of the work to trace it.

Papers should have author, title of paper, title of Journal, volume, pages, date/year.

Books should have author, title, publisher, date/year.

Internet sources should have author and address/organisation (if known), full URL, date of access.

Unpublished material should be referred to as such or as “private communication” and the source’s name and address should be given together with title and date if appropriate.

The precise format to be adopted is at the discretion of the author, but a consistent format must be used. Examples will be seen in the literature, and below. References must be cited either by number (if they are numbered) or by author and date.


References

1. Letter to Robert Hooke, 5 February 1676, in H. W. Turnbull (ed.) “Correspondence of Isaac Newton” Vol. 1 (1959) p.4.

2. Keele University Students’ Handbook 1999/2000.

3. “About Time”, P C W Davies, Penguin 1995, p. 212.

4. A B Marks and C D Spencer, Journal of Unreproducible Studies 18, pp. 200-210 (Non Existent Press plc, 1851).

Guidance used in the Cardiff School of Bioscience Unfair Practice: Plagiarism and its Avoidance 1. Definition: what is plagiarism? Plagiarism is defined in the Academic Regulations Handbook as work that “uses the words or ideas of others without acknowledging them as such” . 2. Introduction Plagiarism falls within the definition of ‘Unfair Practices’ in the Cardiff University Academic Regulations that apply to assessment matters. These regulations and general guidance on how to avoid plagiarism are to be found in the University Academic Regulations Handbook which is issued to all students (http://www.cardiff.ac.uk/regis/sfs/regs/) The purposes of this document are to help students understand what constitutes plagiarism in the context of Biosciences degree schemes and to indicate ways in which to avoid it. This is necessary for a number of reasons: increasing variety of methods of assessment, increasing use of collaborative course work investigations, increasing use of IT in course work and the perception that plagiarism (both intentional and inadvertent) is increasing. Sometimes the distinction between acceptable and unacceptable practice is unclear. What follows is intended to clarify this distinction for Biosciences students. 3. Extensions of the Definition What work may not be plagiarised?

Anything written by another person in any format

Published or unpublished material

Other students’ work

Notes distributed by academic staff

Material from the world wide web

Material from information retrieval systems What is proper citation of source Whenever you use a source of information other than your own you should indicate this by:

including the source in a reference list at the end of your piece of work;

http://www.cardiff.ac.uk/regis/sfs/regs/


indicating at the appropriate point in the text that you are referring to this work;

enclosing in quotation marks (“”) any material greater than 4 or 5 consecutive words quoted verbatim from the source, even if it is unpublished

ANNEX 1 (below) also provides guidance for proper citation of source. In what assessed (and non-assessed) work might plagiarism occur?

Essays and other written course work

Practical reports / exercises

Field course reports

Professional Training Year reports

Final Year course work assignments

Final Year project reports

Open book examinations

Where there is team and group work (e.g. production of posters or PowerPoint presentations)

4. How to avoid plagiarism

By remembering the simple rule that plagiarism is work that “uses the words or ideas of others without acknowledging them as such”.

By familiarising yourself with what is meant by plagiarism A number of aspects of your programme aim to develop a variety of proper scientific communication skills. Part of this process is learning the normally accepted methods of attribution and reference citation (see also ANNEX 1). Another very important skill in this context is the ability to assimilate and précis information from other sources. In addition, your tutors will be able to give guidance on any general uncertainties you may have.

Through liaison with your personal and/or academic tutor.

Through discussion with academic staff involved in the assessment process. Staff will be prepared to discuss with you any specific doubts or problems you may have in relation to course work that you are preparing for them.

By always ensuring that you use your own words in written work.

By not asking to borrow other students’ assessed work nor lending your own for the purposes of cheating.

By not leaving the completion of course work, project reports, etc to the last minute, thereby increasing the pressure to cheat. This is the reason given most commonly by students who are found guilty of unfair practice.

By reading the guidance notes supplied by INSRV. By visiting the Cardiff University web site and following the link

https://www.cardiff.ac.uk/regis/sfs/academic/index.html

If in doubt, ask an academic member of staff. Claiming ignorance of the rules will not protect you from the consequences of being found guilty of plagiarism.

https://www.cardiff.ac.uk/regis/sfs/academic/index.html


5. Examples of plagiarism Essay type assessments

The inclusion of unattributed sentences unmodified, or only slightly modified, from a textbook, information retrieval system or internet source into the essay, whether the source is included in the reference list or not.

The inclusion of material written collaboratively with another student(s).

The inclusion of material copied, with or without permission, from another student.

Project and Poster work

Heavy reliance on a review article or internet source in writing the introduction of a desk project or developing an analytical approach in it.

The use of numerical data from another source, published or not, as if it were your own.

Reliance on a previous project dissertation in a similar area for textual material in your dissertation.

The inclusion of material written collaboratively with another student(s) (unless within the group or team assembled together to produce the project report or poster).

Practical class reports / exercises Here there is a need to distinguish between proper collaboration among students in gathering data from practical work, etc. and the extension of this data gathering into collaborative analysis and report writing where the contribution of individuals is unclear. There are particular difficulties in relation to computer based or calculation based exercises where it is not uncommon for students to work together to solve a problem. Submission of an original computer output file by both students, or submission of the copied calculations will almost certainly be seen to constitute plagiarism. The best way to avoid this is for the students concerned to redo the exercise for submission independently at a later time. In cases of doubt it is essential to clarify matters with the member of academic staff responsible. In the absence of any indication to the contrary you should assume that identical or near identical analyses and interpretations will be treated as plagiarism. 6. The consequences of being found guilty of plagiarism Although the emphasis of this document is very clearly to help you avoid plagiarism, it is as well for you to be aware of the consequences of engaging in this form of cheating. The Academic Regulations covering unfair practice clearly indicate the procedure to be followed for cases of suspected plagiarism and the penalties involved for cases of proven plagiarism. For details you should refer to the University Academic Regulations handbook, issued to all students. Here it is sufficient to emphasize that the penalties for proven plagiarism are severe and could lead to substantial loss of marks, failure of the module or even exclusion from the programme.

Regrettably, these University procedures have been used recently for students in Biosciences.


7. Samples of submitted work will be checked for plagiarism. Cardiff University is committed to helping students understand and identify ways in which plagiarism might occur and to helping them avoid accidentally plagiarising any sources of information during their studies. A of undergraduate course work submitted for assessment will be tested for plagiarism. This will be done both manually and electronically. The University is committed to the elimination of all unfair practices in this respect, thereby protecting the standard of the degrees it awards. The software searches the World Wide Web and extensive databases of reference material to identify duplication. The software makes no decisions on whether a student has plagiarised, it simply highlights sections of text that have been found in other sources. In most cases this will be text that has been correctly cited. Work submitted by students will be stored electronically in a database or databases used for the study and may be compared against work submitted by the students within this University or from other institutions taking part in this study. It will therefore be necessary to take electronic copies of your materials for transmission, storage and comparison purposes and for the operational back-up process ANNEX 1 How to Reference and Acknowledge Previous Reports in Written Work, including Final Year Projects NB This is also repeated earlier in this section of the Handbook. When you give results or ideas obtained from a previous publication, you must give enough information to enable readers to find the publication themselves. This information is called a “Reference” or a “Citation”. Referencing This is usually done by citing the names of the authors in the main text, together with the publication date, thus: Smith & Jones (2006) or (Smith & Jones, 2006). Where a paper has three or more authors, use the form Jones et al. (2006) or (Jones et al., 2006). Two works published by the same author in one year should be cited as in this example: Jones (2006a) and Jones (2006b) (if referred to simultaneously, they should be cited as Jones (2006a,b) or (Jones, 2006a,b)). Then put the complete reference in the reference list at the end of the essay. Here, the references should be in alphabetical order of the surname of the first author and take the formats shown in the following examples: Paper in a journal: Screaton RA, Kiessling S, Sansom OJ, Millar C, Maddison K, Bird A, Clarke

AR and Frisch SM. (2003) FAS-Associated Death Domain Protein (FADD) interacts with the Methyl CpG-Binding Domain Protein 4 (MBD4): a novel link between genome surveillance and apoptosis. Proc. Natl. Acad. Sci. USA. 100, 5211-5216 (epub available online).


(It is better not to abbreviate title of journals unless specifically requested to do so. If you do abbreviate the titles, the style used in the World List of Scientific Periodicals (available in the Science Library) should be adhered to, but note that other styles are also used in the scientific literature).

A book: Fawcett JW, Rosser AE and Dunnett SB (2001) Brain Damage, Brain Repair,

Oxford University Press, Oxford. [Note that in the book’s title some, but not all, initial letters are written as

capitals.] Chapter in a book: Heywood, C.A., Rickard, D., Fry, J.C., Webster, G.A. and Weightman, A.J.

(2004) Interactions between iron sulphide and DNA. In: Water-Rock Interaction, Vol 2, Proceedings of the 11th International Symposium on Water-Rock Interaction, Saratoga Springs, NY, USA (eds. R.B. Wanty & R.R. Seal II), pp. 1127-1130. A.A. Balkema, Leiden.

On the Internet Use of information from the Internet is rather recent and proper

referencing procedures have yet to be developed. As a general rule you should include the URL , the identity of the source and the date and time the web site was accessed.

e.g http://www.eurekalert.org/releases/2nd-alzgene.html (14.07, 22/03/05) George K H. (1997) Researchers locate second late-onset Alzheimer’s disease gene. Duke University Medical Center, Chicago, USA

How to Reference and Acknowledge Previous Reports in Talks When describing the specific results or work of others the first author should always be mentioned by name. Phrases such as '‘Smith reported….’; ‘It has been shown by Smith…’; According to the results of Smith …’ are usual. When describing the general state of knowledge in a particular area it is sufficient to say ‘Previous workers have shown….’ Or ‘it has been shown that…..’ if the number of different workers and publications involved is too large to mention individually. Slides, overhead projector transparencies, Powerpoint presentations and similar aids to talks should include a reference to any specific publications whose results are shown. This reference may be in abbreviated form e.g. ‘Smith AB et al 1950’, but you should always be prepared to produce the full reference (as above) if asked by a questioner.

http://www.eurekalert.org/releases/2nd-alzgene.html


Unfair Practice Procedure

You will be invited to attend a meeting with the School Unfair practice coordinator and the marker of the assessment.

This meeting will review the evidence and produce a statement, agreed and signed by all.

The Chair of the appropriate Examining Board will review the statement and if a case of unfair practice is established, will decide upon the nature of the penalty.

The penalties range from a warning only, to the loss of all marks for that submission. A note will also be made in your student records to indicate that a first offence has occurred (provided no second offence occurs, this note will not appear on your final transcript).

Note: should the Chair of the Examining Board deem the offence sufficiently serious, he can choose to send the details to the University Committee of Enquiry (UCE) to adjudicate. The UCE has a far greater range of penalties that it can impose, including in the most serious of cases, exclusion from the University. All second offences are sent straight to the UCE. STOP! Before you submit, have you:

Included a word count

Submitted both a hard and an electronic copy

Attached a declaration of your own work

Put your name on it!

Help, I’ve just been told my practical / essay write-up is

suspected of plagiarism, what happens now?

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