Department of Life Sciences
Final Year Biology Handbook 2014/15
Life Sciences Undergraduate Office
Room 202, Sir Ernst Chain Building
South Kensington Campus
London SW7 2AZ
Tel: +44 (0) 20 7594 5399
[email protected]
Dates of term 2014-2015



Autumn Term: Saturday 4 October to Friday 19 December 2014
Spring Term: Saturday 10 January to Friday 27 March 2015
Summer Term: Saturday 25 April to Friday 26 June 2015
Disclaimer
The information given in these notes is current at the time of distribution/printing, but may be subject to alteration.
The Department reserves the right to cancel a course or course component if it is not sufficiently well supported.
Contents
Dates of term 2014-2015 .................................................................................................................................................. 1
Disclaimer.......................................................................................................................................................................... 1
Contents ............................................................................................................................................................................ 2
Introduction ...................................................................................................................................................................... 3
Important Information ...................................................................................................................................................... 3
Examinations ..................................................................................................................................................................... 5
Coursework ....................................................................................................................................................................... 5
Plagiarism .......................................................................................................................................................................... 5
Mitigating Circumstances ................................................................................................................................................. 5
Reference Lists .................................................................................................................................................................. 5
Advanced Topics in Infection & Immunity ........................................................................................................................ 6
Advanced Topics in Parasitology and Vector Biology ....................................................................................................... 7
Biodiversity and Conservation Biology ............................................................................................................................. 8
Biodiversity Genomics....................................................................................................................................................... 9
Bioinformatics ................................................................................................................................................................. 10
Biotechnology Applications of Proteins .......................................................................................................................... 11
Cancer ............................................................................................................................................................................. 12
Damage and Repair in Biological Systems ...................................................................................................................... 13
Epidemiology................................................................................................................................................................... 14
Evolutionary Biology ....................................................................................................................................................... 15
Global Change Biology .................................................................................................................................................... 16
Integrative Systems Biology ............................................................................................................................................ 17
Macromolecules in 3D .................................................................................................................................................... 18
Mechanisms of Gene Expression .................................................................................................................................... 19
Medical Glycobiology ...................................................................................................................................................... 20
Medical Microbiology ..................................................................................................................................................... 21
Molecular Basis of Bacterial Infection ............................................................................................................................ 22
Population and Community Ecology ............................................................................................................................... 25
Stem cells, regeneration and ageing ............................................................................................................................... 26
Symbiosis, Plant Immunity and Disease.......................................................................................................................... 27
Synthetic Biology............................................................................................................................................................. 28
Systems Neuroscience Exploring the Brain in Health & Disease............................................................................... 29
Tropical Biology Field Course .......................................................................................................................................... 30
Final Year Undergraduate Projects ................................................................................................................................. 31
Biology Degrees – Department of Life Sciences – Imperial College London
2
Introduction
Third Year students (Fourth Year for Biology with a Year in Industry/Research and Biology with a Year in Europe
students) must take either three approved courses in the Autumn and Spring term or a Final Year Field Course and
two approved courses. The 3rd year grid is divided into the following (i) Biology Stream only, (ii) Open to both Biology
and Biochemistry students and (iii) Biochemistry students take priority. With some exceptions (see below) Biology
students can take any course from (i) or (ii) and may be able to take a course from (iii) subject to availability.
Exceptions are as follows:
No more than one option can be taken from Medical Microbiology and Mol. Basis of Bacterial Infection
(Microbiology students can take both).
No more than one option can be taken from Cellular Signalling Neurobiology and Adv. Topics in Neuroscience
Research.
It is not recommended that biology students take either Medical Glycobiology or Macromolecules in 3D due to a
heavy structural biology content.
You must also perform either (i) a supervised Research Project or (ii) a Research Dissertation AND a Science
Communication course in the Spring and Summer Terms.
Your course selection must be relevant to your final degree and details of these regulations are given in the Scheme
for Honours document, which you must consult. If you wish to make a subsequent change to your selection you
must inform the UGO by 1pm on the Thursday before the course begins by completing the online form on
Blackboard: is not sufficient to notify your Personal Tutor or the convenors. Failure to do this will result in your
being omitted from the correct examination list. It will not be possible to change to an alternative course within one
week of the commencement of that course except in very special circumstances, and only then with the approval of
both the convenors concerned and the Director of Undergraduate Studies.
Important Information
Important information regarding your degree can be found in the Life Sciences General Information folder on
Blackboard. It includes the Scheme for Honours, Marking Criteria, Placement/Joint Honours Handbooks and the
Mitigating Circumstances and Change of Degree forms. There is also information regarding careers, the minutes
from the Student Staff Committee meetings, exam timetables and advice on using the college computer systems.
Biology Degrees – Department of Life Sciences – Imperial College London
3
Final Year Biochemistry and Biology Degrees Grid 2014-15
Biochemistry students take
priority
Vac
Au
Au
Au
Au
1
2
3
4
Au
5
10 Nov – 14 Nov
Au
6
Please note ISB starts
on 14th Nov
Au
Au
Au
Au
7
8
9
10
Au
11
Sp
12
Sp
Sp
Sp
Sp
13
14
15
16
Sp
17
th
Sp
18
th
Sp
Sp
Sp
Sp
Su
Su
Su
Su
Su
Su
Su
Su
19
20
21
22
23
24
25
26
27
28
29
30
SU
31
th
th
6 Oct – 7 Nov
th
th
th
th
17 Nov – 19 Dec
th
th
12 Jan – 14 Jan
th
st
15 Jan – 20 Feb
rd
23 Feb – 27 Feb
nd
2 Mar – 27 Mar
th
th
27 Apr –5 June
th
th
8 June – 12 June
nd
th
22 June – 26
June
Damage &
Repair in Biol.
Systems
(Gounaris)
1
Open to all students (with equal preference given to both streams)
Stem Cells,
Macromolecules
Regeneration &
in 3-D
Ageing
(Matthews)
(Hall &
Lo Celso)
4
Zo 1
+Medical
Microbiology
(Filloux)
Mi
2
*Neuroscience
Research: From
Molecules to Mind
(Djamgoz)
Zo 1
Biology stream only
Marine Microbiology Field Course
(Microbiologist Only)
Tropical Biology
Field Course
(Savolainen)
Ec Zo
Population &
Community
Ecology
(Banks-Leite)
Ec Zo
Adv Topics in
Infection &
Immunity
(Christophides)
Mi Zo 2
Biodiversity &
Conservation
Biology
(Bastos Araujo)
Ec Zo
Evolutionary
Biology
(Koufopanou)
Zo
Biodiversity
Genomics
(Leroi)
Ec Zo 2
Epidemiology
(Aanensen &
Shirreff)
Ec Mi Zo
Global Change
Biology
(Woodward)
Ec
Plant Biotechnology
and Development
(Buck)
3
Reading week
Cancer
(Mann)
2
Mechanisms of
Gene
Expression
(Weinzierl)
3
Integrative
Systems
Biology
(Endres)
Zo 5
Metabolic
and Network
Engineering
(Jones)
5
Adv Topics in
Parasitology &
Vector Biology
(Crisanti)
Zo 2
Symbiosis, Plant
Immunity and
Disease
(Bidartondo)
Mi Ec 1
Exams
Medical
Glycobiology
(Drickamer &
Taylor)
3
Biotech
Applications of
Proteins
(Polizzi)
5
+Mol Basis of
Bacterial
Infection
(Frankel)
Mi 3
Bioinformatics
(Pinney &
Stumpf)
3
Synthetic
Biology
(Baldwin)
Mi 5
*Systems
Neuroscience
Exploring the
Brain in Health &
Disease
(Brickley)
Zo 1
Revision & Exam
Research Projects (continue after Easter) or Science Communication
Research Projects (continued from Spring term) or Dissertation Projects
Project vivas
Moderation vivas
+Students cannot take both the Medical Microbiology and Molecular Basis of Bacterial Infection courses unless doing a Microbiology degree.
*Students cannot take both the Neuroscience Research and Systems Neuroscience courses.
Examinations
Examinations for all third year courses will consist of one written paper, and will be held either during the first week
of the Spring Term (for courses taken during Autumn term) or in the middle of Spring term (for courses taken at the
start of Spring term). Usually 75% of the marks for the course will come from the exam, and 25% from the in-course
coursework. The following courses are assessed 80% exam and 20% coursework as follows: Cancer, Damage and
Repair in Biological Systems and Molecular Basis of Bacterial Infection. An exam timetable can be found in the
General folder of Blackboard.
Coursework
You must submit all your coursework in hard copy to the Life Sciences Undergraduate Office and online to
Blackboard (unless otherwise stated), where its arrival will be timed and recorded. The college operates zero
tolerance for late coursework and any item submitted after the specified deadline will receive 0%. If you require an
extension please submit a mitigating circumstances form to the [email protected] .
Plagiarism
Imperial College has explicit rules concerning plagiarism. You are reminded that all work submitted as part of the
requirements for any examination (including coursework) of Imperial College must be expressed in your own words
and incorporate your own ideas and judgements. All of you who have completed the First Year should be well
aware of the rules; however, if you are at all unsure what plagiarism is and the penalties it will incur, you must
consult the college web page http://www3.imperial.ac.uk/library/subjectsandsupport/plagiarism/undergrads
The Tutored Dissertation is a single item of work that comprises an entire course. If plagiarism is detected in your
submission (and especially if you have plagiarised in previous coursework), this could lead to your submission
being given 0%, and therefore lead to the most serious possible consequences, including being asked to withdraw
from your degree.
Mitigating Circumstances
If you miss an examination through illness, you must complete a mitigating circumstances form and send it along
with a medical certificate to the Life Sciences Undergraduate Office within one week of the missed exam. You should
email the Education Office before the start of the exam and see a doctor on the same day to get the medical
certificate.
If you miss any part of a course, and especially if you can’t submit coursework, through illness or other personal
issues you must notify the Life Sciences Education Office before the deadline by completing a mitigating
circumstances form and emailing it to [email protected]
This information is required to avoid penalties for late hand in of work and importantly for second and third year
moderation in cases of more serious disruption to your work. All information will be kept to the minimum number
of people within the Life Sciences staff but you must state if the information is to be kept completely confidential. It
is also advisable to keep your personal tutor informed of any issues that may affect your performance.
Please do not contact the course convenor directly regarding extensions or absence from other sessions. Once you
have submitted the form it will be sent to the convenor by the Education Office for a suitable extension to be
decided upon.
Reference Lists
By this stage in your career, all lecturers will expect you to be using primary literature (journals) in preference to
textbooks as sources of reliable and up-to=-date information. The reference reading lists in the course descriptions
should be taken as guides only.
Advanced Topics in Infection & Immunity
Convenor: Professor George K. Christophides
Lectures: Prof George K. Christophides, Dr Laurence Bugeon (Life Sciences), Prof Murray Selkirk (Life Sciences), Dr
Hugh Brady (Life Sciences), Dr Jake Baum (Life Sciences), Dr Gloria Rudenko (Life Sciences) and Dr Fiona Culley
(Medicine). Invited seminars are given by Dr Tom P. W. Ford (Medicine) and Dr Philip J. Bergin (Medicine).
Aims
The course builds upon the fundamental knowledge on immunology covered in 2nd year courses and aims to
provide students with an appreciation of how basic paradigms of immunological research are being developed to
address specific problems of infections by pathogens including bacteria, viruses and parasites. This will be achieved
by focusing on selected topics that exemplify some of the most recent advances in the field. A key aim of the course
is to provide insights of the state-of-the-art immunological research, in terms of technologies, methodologies and
experimental designs; and how experimental evidence are interpreted and integrated to lead to the current
synthesis. There are five focus sections covered by lectures, essays and a practical: (I) State-of-the-art technologies
used in immunological research, accompanied by a practical. (II) Immune responses, specificity and integration, with
emphasis on signalling and innate lymphoid cells, and their role in inflammation and immunity; (III) Gut infection and
immunity dealing with the very important area of mucosal immunity, and largely focusing on immune reactions and
homeostasis; and (IV) Immunity to human diseases and immune evasion including respiratory and lung viral
infections, HIV infections, and malaria and helminth parasitic infections.
Objectives
•
•
•
•
To discuss critically and answer questions on the topics covered in the lectures.
To describe the state-of-the-art methodology and design research on specific topics of Infections and Immunity.
To provide a critique of a seminal research paper and discuss its broader significance.
To write a research article based on actual experimental data, by introducing the background to the problem,
describing the methodology, interpreting the results, and discussing their broader significance.
• To develop a research proposal for an early career development fellowship using actual experimental data as a
proof-of-concept and aiming at revealing important insights into specific topics of Infections and Immunity.
Who should take this course?
In general, the course will better suit students who have taken a number of other molecular courses, in particular
Immunology.
Course components and assessment
The course consists of about 28 lectures, 15 hours of laboratory practicals, one 3-hour of computer-based practical,
and two 2-hour tutorials. Each student is also required to write a report of the practical in the form of a publication
in a peer reviewed journal (10% of the mark). They are also required to development and write a proposal for a 3year early stage career development fellowship to undertake advanced molecular and cell biological research related
to the course and by incorporating the procedures and data obtained from the Practical as preliminary data (10% of
the total mark). Finally they asked to write news and views article of a seminal recent paper of their own choice that
falls within a broad topic provided by the convenor at the beginning of the course (e.g. mucosal immunity), fitting it
into the wider context of how the research impacts the relevant scientific field (5% of the total mark). Assessment is
completed with a 3-hour written exam (75% of the total mark). In the exams, students will be asked to answer 3
questions from a total of 6. Each answer will count 25% towards the full 75% of the exam mark.
References
 Current Biology, BioEssays. Journals of the Current Opinion series (Cell Biology; Genetics; Cell Biology &
Development; Immunology). Journals of the Trends series (Biochemical Sciences; Genetics).
Biology Degrees – Department of Life Sciences – Imperial College London
6
Advanced Topics in Parasitology and Vector Biology
Convener: Prof. Andrea Crisanti
Dr Tony Nolan and Others.
Aims
The course deals with a selected range of examples of parasites and their hosts (mostly man) and introduces current
research in the basic molecular biology and immunology of parasites and their insect vectors. State of the art
information is provided on parasite-host and parasite-vector molecular interactions as well as on parasite specific
metabolic pathways to provide the rationale for the development of anti parasitic drugs, vaccine and anti-vector
control strategies.
Objectives
• Describe and explain the molecular strategies that some parasite species (e.g. Plasmodium and Trypanosoma)
have developed to generate antigenic diversity.
• Describe specific molecular interactions that allow parasites to carry out their life cycle in the host and in the
vector.
• Describe both the differences and the similarities of insect and vertebrate immune systems.
• Explain the concept of coevolution and its implication in understanding parasite-host and parasite-vector
molecular interactions.
• Evaluate existing and proposed vector control programs.
• Explain how metabolic pathways of parasites can be used to design selective drugs.
• Apply the above examples as a model for an understanding of host parasite relationships in general.
• Use your knowledge of current methodology and techniques to propose experimental approaches to
answering topical research questions in this field
Who should take this course?
Students with an interest in parasitology, and the biology of parasite vectors. It will appeal to those with an interest
in how to formulate an experimental approach relevant for research into disease control.
Course components and assessment
The course consists of lectures on selected topics of general interest, seminars on the biology, epidemiology and
vaccine development of some of the major groups of parasites as well as on vector molecular biology; a practical to
introduce you to crucial steps of the malaria parasite life cycle and molecular analysis of mosquito vectors at the
laboratory bench; critical appraisal, in the role of scientific referee for a journal, of a topical scientific article; a
research project written in the form of a grant proposal (describing state of the art, experimental design and
methodology) on a subject chosen for you among parasitology topics of biological and medical relevance, to be
prepared in collaboration with two of your course colleagues; tutorials on topics related to paper review and grant
proposals.
Assessed coursework includes the practical (10%), the article review (40%) and the mock grant proposal (50%). There
will also be a three hour written examination.
References
• Eldridge, B.F et al. (2004) Medical Entomology: A Textbook on Public Health and Veterinary Problems. Springer
• Marquardt, W.H. (2004) Biology of Disease Vectors. Academic Press
• Kierszbaum, F. (1994) The impact of major parasitic diseases on the immune system. Academic Press.
• Scott, M. E. (1994). Parasitic Epidemiology. Academic Press.
• Journals of the Current Opinion series and Journals of the Trends series
Biology Degrees – Department of Life Sciences – Imperial College London
7
Biodiversity and Conservation Biology
Convener: Miguel Araújo
Aims
The course will provide an overview of what biodiversity is and how large-scale patterns in biodiversity have arisen.
It will provide an introduction to a wide range of research methodologies for the study of biological diversity, and
guide students through a discussion the how biological knowledge and theory can be used to help conserve
biodiversity in the face of human activities, including some indirect impacts like climate change. The course will be
taught through a mixture of lectures and computer-based practicals and workshops involving simulation and
statistical analysis; the practicals are heavily based on the use of R, and provide a refresher that should be of use
prior to that start of Honours projects.
Objectives
• Define biodiversity and give an account of major patterns on the distribution of life on earth through time and
space;
• Describe mechanisms that might have shaped these patterns and, where applicable, how these proposed
mechanisms may be tested;
• Analyse phylogenies, taxonomies and other data to test hypotheses about the evolution of biodiversity, and
about current extinction risk.
• Give an account of the main threatening processes behind the current extinction crisis, and explain why taxa
differ in their vulnerability to extinction;
• Form and be able to argue for opinions on the practical usefulness of several recent theoretical developments
in conservation biology;
• Gain experience in performing and presenting statistical analyses using R, which will be useful preparation for
Honours projects;
• Link together ideas from disparate parts of the course;
• Work successfully in pairs and small groups;
• Present their work in a conference-style setting.
Who should take this course?
This course will be of particular interest to students taking the Ecology stream in their Final Year, and will also appeal
to organismal evolutionary biologists, but there are no prerequisites.
Course components and assessment
The course consists of about 24 lectures, 5 computer-based practicals, 3 workshops, one trip to the Natural History
Museum (scheduling permitting), one macroecological analysis and one conservation plan.
Assessed coursework includes a written macroecological analysis and a conservation plan presented in a conference
setting. There will also be a 3 hour written examination.
References
• Gaston, K. J. & Spicer, J. I. (1998). Biodiversity: An introduction. Blackwell Science.
• Pullin, A. S. (2002). Conservation Biology. Cambridge University Press.
• The Biodiversity chapter of the Millennium Ecosystem Assessment
(http://ma.caudillweb.com//en/products.global.condition.aspx ) provides an authoritative technical
overview of both the major patterns in biodiversity and how human actions are affecting it.
Biology Degrees – Department of Life Sciences – Imperial College London
8
Biodiversity Genomics
Convener: Prof. Armand Leroi
Aims
Sequencing genomes has become cheap – and they are flooding the journals. This course is about how we can use
them to explain the diversity of living things. It isn't about genomes per se in the sense of the structure of DNA
sequences – though that will come into it. Rather, it is about the use of genomes to shed light on phenotypes. So we
will see how genomics (and all the other 'omics – transcriptomics, proteomics, metabolomics etc.) can be used to
unravel evolutionary history of life at scales that range from phyla to breeds. We'll pay a lot of attention to the
genomic history of the human species. We will see how genomes illuminate development and metabolism. We will
discuss the genes responsible for adaptation, speciation, domestication, plasticity, behaviour and ageing. We'll see
how the concepts and tools of systems biology can be applied to evolution. In short, if there is an evolutionary
problem, and if genomics sheds light on it, it could be in this course.
Objectives
By the end of this course you should have a good grasp of:
• the mechanisms of genomic evolution;
• the basic developmental genetic architecture of plants and animals – and how they have evolved;
• how to detect selection in genomes;
• how to using genomic information to identify genes responsible for phenotypic variation;
• the genomics of adaptation, plasticity, domestication, life-history and speciation;
• the analysis of genomic information in terms of networks;
• the genomic history of our species.
Who should take this course?
You should have a grounding in cell, developmental and evolutionary biology. You should have an interest in natural
history, genomics, systems biology.
Course components and assessment
~30 lectures, an essay, seminars and project.
Assessment: (i) essay (10%); (ii) seminar (5%); (iii) project (15%); (iv) 3 hour examination (75%).
There is no coursebook. The following may be useful.
References
• Stern, D. 2010. Evolution, Development, and the Predictable Genome, Robert & Co.
• Gilbert, S. 2009. Developmental Biology, 9th ed, Sinauer
• Wagner, A. 2007. Robustness and Evolvability in Living Systems
, Princeton
th
• Freeman, A. and J.C. Herron 2006. Evolutionary Analysis (4 ed), Benjamin Cummings
• Kirschner, M.W. and Gerhart, J.C. 2005. The Plausibility of Life: Resolving Darwin’s Dilemma. New Haven: Yale
University Press, 2005.
• Leroi, A.M. 2004. Mutants: on the form, variety and errors of the human body. HarperCollins
• Wilkins, A. 2002. The evolution of developmental pathways. Sinauer
Biology Degrees – Department of Life Sciences – Imperial College London
9
Bioinformatics
Course convenors: Dr John Pinney and Prof Michael Stumpf
Course aims
This course aims to provide a solid theoretical foundation in the algorithms and methods used for computational
analysis of macromolecular sequences and structures, complemented by extensive hands-on experience working
with the software and data types likely to be encountered in a research project. The programming skills acquired
should give students confidence to further extend their bioinformatics skill base through self-directed study.
Course objectives
By the end of the course, students should be better able to
 write simple programs in a high-level programming language (Python), used widely in the biosciences.
 compare the major databases for protein sequences and structures and select a data source appropriate to a
bioinformatics task.
 use models of molecular evolution within a phylogenetic analysis.
 integrate commonly used tools in protein sequence and structure bioinformatics to answer biological
questions.
 summarise the resources available for retrieval of genome sequences, RNAs and transcriptomic data.
 make use of software for genome assembly, genefinding and transcriptome analysis.
 assess the value of contemporary computational biology to the wider biosciences and the relationships
between different specialisms.
Who should take this course?
There are no formal prerequisites for the course and no prior experience of computer programming is required.
However, students are expected to be competent with basic maths and statistics and to be willing to apply
themselves to learning the fundamental concepts of programming.
Course structure
The course is organized across four complementary strands:
 Programming will be taught through hands-on tutorials (5h) and in practical sessions (20h) focusing on
finding solutions to real biological problems. The Python programming language will be used throughout the
course.
 Proteins (10h lectures) examines the algorithms behind sequence alignment, phylogenetics and structure
prediction.
 Nucleic acids (10h lectures) covers genome assembly, genefinding and the analysis of high-throughput
sequence data.
 Topics (10h tutorials) introduces several areas of current research within computational biology.
Assessment


Coursework (25% of final mark) comprising
o Topic presentation (5%)
o 2x reports on practical exercises (10% each)
Written examination (75% of final mark) comprising
o A short programming question,(5%)
o Short answer questions based on Topics tutorials (20%)
o 2x problem questions or essay titles from a choice of about 5 (25% each)
Biology Degrees – Department of Life Sciences – Imperial College London
10
Biotechnology Applications of Proteins
Convener: Dr Karen Polizzi.
Course Aims
This course is designed for third year undergraduates who are interested in developing a deeper understanding of
the industries that rely on protein products including the pharmaceutical and biocatalysis industries. The content
covers both biotechnological aspects of large scale protein production and specific biochemical concepts important
in the application areas (protein secretion, enzyme kinetics, applied biochemistry).
Learning Outcomes
Develop an understanding of the major classes of protein products and their importance
Understand the industrial processes behind the production of proteins on a large scale with an appreciation of both
biochemical and engineering constraints
Describe various methods of engineering proteins for novel properties and discuss the advantages and
disadvantages of each
Understand the process of drug design with specific application to membrane proteins
Course Content
The first set of lectures deals with biotechnology fundamentals that lie at the base of all of the application areas such
as the production of proteins on the large scale in bioreactors and selected topics in protein engineering.
Subsequently, specific biochemical topics in different application areas including therapeutic proteins, small
molecule drug discovery, and biocatalysis are covered.
Timetabling
30 hours of lectures
2 sets of tutorials (Fermentation Calculations and Enzyme Discovery)
1 laboratory practical on protein engineering held over 4 days
1 field trip to UCL Pilot Plant
A weekly office hour is held to answer one-on-one any questions that arise
Assessments
Enzyme Discovery Coursework (Written), 5%
Protein Product Datasheet Group Presentation (Oral), 5%
Protein Engineering Lab Practical (Written), 15%
Written Examination, 75%
-4 Questions Total: 1 or 2 calculation questions plus 2 or 3 essays
Skills acquired
Students will develop an appreciation of bioprocess engineering aspects and confidence in basic calculations
associated with developing industrial processes for protein production. The practical will introduce basic protein
engineering skills (molecular biology). The pilot plant tour will give students a glimpse into what industrial protein
production facilities look like and how these are operated. The course is especially suited to those who are
considering employment in industry.
Core biochemistry content
Enzyme kinetics, protein biochemistry, metabolism
Biology Degrees – Department of Life Sciences – Imperial College London
11
Cancer
Convenor: Dr David Mann
Course Aims:
The aim of this course is to give undergraduate students an understanding of the molecular causes of cancer. General
requirements of cancer cells as well as specific forms of cancer will be analysed in detail from the perspective of the
underlying molecular lesions. The course will emphasize the biochemical interactions involved and potential therapies
arising from our molecular insights. By the end of this course, students should appreciate the enormous scope of this
research area and be able to make informed decisions about the future career prospects it offers.
Course Objectives:
Students should gain an up-to-date perspective of our knowledge of the molecular changes underlying cancer. They
should understand the interrelationships between different signalling pathways in relation to this group of diseases.
Students should appreciate the use of model experimental systems for evaluating changes in protein function which
may lead to disease. They should become able to critically analyse data and assess the prospects for therapy and
research into cancer using knowledge gained from the fundamental biochemical and cell biological pathways which
are disrupted.
Course Content:
Lectures will include the following areas: general characteristics of cancer; cell cycle control; mitogenic signalling;
oncogenes and tumour suppressors; viral infection and cancer; angiogenesis; adhesion: DNA damage/repair; cancer
genetics; protein structural changes through mutation; tumour stem cells; molecular therapies.
External speakers will be used where appropriate to provide information from the front line of biomedical research
and to give alternative perspectives on common themes.
Students will take one laboratory practical class lasting which will allow student input into experimental design and
data interpretation.
Lectures approximately 32
Practical 1 (approximately 5 days)
Problem Classes 2 in which published results are analysed and discussed.
Assessment:
A) Coursework 20%
1 practical report (70% of the coursework mark)
1 problem paper (30% of the coursework mark)
B) Examination 80%
Two section paper with section A comprising two problem questions and section B comprising about five essay style
questions; three questions to be answered in three hours with at least one answer coming from each section.
Key Skills Required:
The ability to integrate and critically evaluate information from different scientific sources.
Written and oral presentation skills.
Core Biochemistry Content:
Molecular biology, metabolism, molecular cell biology
Biology Degrees – Department of Life Sciences – Imperial College London
12
Damage and Repair in Biological Systems
Convenor: Dr Niki Gounaris
Course Aims:
The aim of the course is to provide students with an understanding of the involvement of free radicals, partially
reduced products of oxygen and reactive nitrogen species in the damage and repair processes of various biological
systems. Emphasis is placed on human health and disease and particular attention paid to aging, neurological
disorders and the immune system.
Course Objectives:
Students should understand the nature of oxidative damage and the antioxidant defence afforded by mammalian
cells (bacteria and yeast are also briefly discussed). They should be familiar with both constitutive and inducible
defence systems, appreciate the mode of damage and repair mechanisms for macromolecules (with particular
emphasis on DNA damage and repair) and the role of oxidative damage in disease. Students should understand the
mechanisms of directed cytotoxicity in the immune system, the generation of the oxidative burst, and mechanisms
which promote apoptosis and programmed cell death.. Students should have an understanding of the involvement
of free radicals in signalling cascades, diabetes, neurological disorders, cystic fibrosis, carcinogenesis and the process
of ageing.
Course Content:
Lectures focus on recent research which has involved free radicals in a variety of macromolecular damage processes
and the mechanisms of repair. Emphasis is placed on work relating to human health and disease. Discussion on
contradictory theories and ideas is encouraged. Extensive practical classes allow the students to have their own
input in experimental design and interpretation of data. Seminars given by the students in small groups are designed
to ensure that students are able to communicate scientific ideas and critically assess published scientific data.
Lectures 30
Practical 1 (five days)
Seminar presentations 1 per student. Each student presents a recent research publication to a member of staff and
a group of about 6-7 other students and discussion follows the presentation.
Assessment:
A) Coursework 20%
1 practical report
1 seminar presentation.
B) Examination 80%.
Three essay style questions to be answered from a choice of about seven in three hours.
Key skills acquired:
The ability to understand complex biological phenomena, appreciate the limitations of experimental systems and
critically assess data. The ability to extract and process information from different sources.
The ability to comprehensively present scientific literature is assessed through oral presentations. Thorough practical
work planning, teamwork, time management and understanding of the scientific method are encouraged.
Core Biochemistry content: Molecular cell biology, molecular biology.
Biology Degrees – Department of Life Sciences – Imperial College London
13
Epidemiology
Conveners: Dr George Shirreff and Dr David Aanensen
Prof. Alan Fenwick, Prof. Joanne Webster and others.
Aim
The course aims to provide students with a deeper insight into the epidemiology of human infectious diseases with
selected pathogens (microparasites and macroparasites) and a different way of thinking (population-based) in
controlling human infectious diseases.
Objectives
• The course hopes to integrate the relevant topics in infectious disease epidemiology and then highlight their
uses within current approaches taken to control important diseases as implemented through national control
programme-level interventions.
• Understand the biology and transmission dynamics of several key parasitic and infectious diseases.
• Become familiar with the role that recent developments (from molecular to mathematical methods) play in
furthering our understanding of epidemiology.
• Integrate current knowledge of molecular and population genetics, population and community ecology, and
evolutionary biology into an understanding of the dynamic nature of epidemiological patterns and processes.
• Use the above to understand the principles underlying infectious disease control strategies, from hygiene and
vaccination to vector control, chemotherapy, and genetic manipulation.
• To gain an ability to perform essential computer-based (prevalence/intensity data analysis, principles of
infectious disease modelling and basic bioinformatics, phylogenetics and genomic analysis) techniques.
• Critically evaluate epidemiological data and published papers in infectious disease research.
• Assess the impact of human infectious disease and its control on society as a whole, as well as the impact of
demographic, climatic, and environmental change with increasing globalisation, on the evolution and spread
of infectious diseases.
Who should take this course?
There is no strict pre-requisite, but the course hopes to build upon students’ previous knowledge of statistics,
genetics, population ecology and molecular cellular parasitology gained during years 1 & 2. The course is strongly
multi-disciplinary in that a broad approach to epidemiology is taken spanning from the laboratory to the field. The
course will be a good springboard for students wishing to gain future post-graduate training (at MSc and PhD levels)
or a career in disease control/global health related fields. There is some necessarily some mathematical content to
this module, but all of the required mathematics is covered in the course material (and a maths refresher session),
so while A-Level Maths (or equivalent) would be useful, it is certainly not essential.
Course components and assessment
There are 22 lectures and 4 practical sessions, as well as a journal club and weekly Q&A sessions. Students will attain
a theoretical and practical insight into the following topics: methods of pathogen diagnosis and associated
epidemiological data collection, pathogen population biology and genetics, infectious disease transmission
dynamics, mathematical and statistical descriptors of diseases, spatial distributions, evolution and co-evolution,
control interventions of selected infectious diseases and genomic epidemiology.
Formal assessment will be by a three-hour exam (75%) and coursework (25%). The coursework consists of two
problem solving exercises (40% each), and a student presentation (20%).
References
• Soderbergh, S (2011) Contagion. Warner Bros.
• Anderson, R.M. & May, R.M. (1991). Infectious diseases of humans. Oxford University Press.
• Woodward, M. (1999). Epidemiology: study design and data analysis. Chapman & Hall.
Biology Degrees – Department of Life Sciences – Imperial College London
14
Evolutionary Biology
Convener: Dr Vassiliki Koufopanou
Lectures: Dr Vassiliki Koufopanou, Prof. Austin Burt, Drs Chris Wilson, Samantha O’Loughlin, Jason Hodgson
Aims
Evolutionary theory provides a framework that helps us understand the enormous diversity of life. In this course we
aim to consolidate on previous knowledge, by using simple theory and examples to illustrate the main principles of
evolution, namely, the generation of variation by mutation and evolution of adaptation by natural selection. The
focus will be initially on main principles, and then selected topics will be discussed in some detail, with case studies,
to illustrate principles. Topics will include the generation of variation by mutation, the evolution and maintenance of
adaptation, evolution of novelty, evolution with and without sex, evolution of resistance to pesticides and
antibiotics, experimental evolution and design improvement by natural selection, use of genetic engineering to
control populations and disease, trade-offs and constraints, senescence etc. etc. Traits will be examined at the
phenotypic and molecular levels.
Objectives
Understand the process of evolution, how to study it and how to use basic principles to address theoretical and
applied problems of interest.
Understand the nature of phenotypic and molecular traits and their variation.
Learn how to use DNA sequences to study evolution and to deduce past selective history of populations.
Explain the evolution of selected topics in biology.
Understand the scientific method, formulating questions and testing hypotheses - a written research proposal will
contribute towards that goal.
Who should take this course?
The course will appeal to those interested in understanding the process of evolution in some depth. Also to those
keen on applying the scientific method to address problems of interest and test hypotheses.
Course components and assessment
Approximately 28 lectures; two or three sessions of problem sets; a computer-based practical, three sessions of
discussions/tutorials, and a research proposal.
Assessed coursework (25%) includes a written report on the practical (7%), a written research proposal (14%) and
its oral presentation (4%). There will also be a 3 hour written examination.
References
Barton, N. et al. 2007. Evolution. Cold Spring Harbor Laboratory Press, N.Y.
Futuyma, D. J. (2013). Evolution. Sinauer.
Zimmer, C. and Emlen, D..J. 2012. Evolution: making sense of life. Roberts and Company, Greenwood Village,
Colorado.
Freeman, S. & Herron, J. C. (2013). Evolutionary analysis. Prentice Hall.
Ridley, M. (2004). Evolution. Blackwell Publishing.
Maynard Smith, J. (1998). Evolutionary Genetics. Oxford University Press.
Biology Degrees – Department of Life Sciences – Imperial College London
15
Global Change Biology
Convener: Dr Guy Woodward
Prof. Colin Prentice, Dr Eoin O’Gorman, Dr Rebecca Kordas, Dr Samraat Pawar + selected expert Guest Lecturers (tbc)
Aims
To provide an overview of the biological and socio-economic consequences of the major drivers of global change in
natural ecosystems. In this course, students will learn why it is critical to study systems across multiple
organizational levels, from genes to ecosystems, and how theory and data can be combined to improve our
predictive capacity to anticipate and cope with future change. The syllabus includes:
12345678-
The Sixth Great Extinction
The collapse of global fisheries: cause, consequences and solutions
Acidification in marine and freshwater ecosystems
Climate change as a compound stressor
Pesticides and other toxins: direct and indirect effects in complex systems
Ecological consequences of land-use change: from local to global scales
Dangerous synergies: interactive effects of multiple stressors in multispecies systems
From ecology to society and back again: global change in the real world
Students will be provided with a selection of references, drawn primarily from the state-of-the-art scientific
literature, to guide the extensive background reading they are expected to do in their spare time. These papers will
introduce students to the key bodies of theory, as well as the practical applications of monitoring, modeling and
management of natural systems in a changing world.
Objectives
This course is designed to enable students to:
1- Understand how structure links to function across multiple organizational levels, and how these
relationships change in the face of environmental stress
2- Appreciate the need to integrate theory with data and the challenges this creates when trying to predict
ecological responses to anticipated future scenarios.
3- Critically assess scientific papers, including data collection and statistical analyses
4- Construct specific hypotheses and to collect and analyse appropriate data to test them in the context of GCB
5- Carry out a literature review, and design a poster summarizing the research conducted
Who should take this course?
There are no formal prerequisites but a background in ecology would be very useful. The Population and Community
Ecology module in particular is highly recommended as many of the concepts covered in GCB follow a natural
extension of the main areas covered in PCE: thus, although we are not requesting it as a compulsory prerequisite,
students will be expected to have familiarised themselves with the broad concepts in general ecology (as covered in
PCE and/or the Begon, Harper & Townsend recommended textbook) before the start of GCB. A moderate level of
proficiency in R is expected for the practical exercises.
Course components and assessment
The course consists of 27 lectures and 2 practicals, including a one-day field/lab exercise in Silwood Park collecting
and analysing data. Assessed work includes two practical reports (15%), a poster presentation (10%) and a written
examination (75%).
References
• Begon, M., Harper, J. L. & Townsend, C. A. (2005). Ecology: From individuals to ecosystems. Wiley-Blackwell.
• Woodward, G., et al. Ecological networks in a changing climate. Advances in Ecological Research 42 (2010): 71-
138.
• Selected journal articles (e.g. from Nature Climate Change, Global Change Biology etc) – to be announced
during the lectures – pdfs etc will be provided during the module.
Biology Degrees – Department of Life Sciences – Imperial College London
16
Integrative Systems Biology
Convenor: Dr Robert Endres
Course Aims:
To introduce quantitative analytical thinking in life sciences and to provide an overview over quantitative
experimental methodologies and computational/theoretical methods for their interpretation in order to study
biological processes holistically at the systems level.
Course Objectives:
After taking the course students will have gained basic understanding for overcoming previous reductionist
approaches in favour of an integrated analysis of biological systems. Students should become familiar with a range of
experimental techniques used in integrated systems biology. These include high-throughput methodologies from
genomics, proteomics, metabolomics and interactomics. These technologies produce enormous amounts of data,
which cannot be understood without a detailed statistical and mathematical analysis. Furthermore, to guide
experiments, mathematical models can be developed to predict biological behaviour or concentrations of molecules
inside cells. Therefore students will receive an introduction to computational modelling and data analysis; this will
include a survey over mathematical and statistical approaches used in analysing system level and biological network
data. Overall, a quantitative perspective to life sciences will also be promoted, similar to how physicists think about
non-living matter.
Who should take the course: The course is open to all students in biology and biochemistry degrees. Given the
importance of system-level approaches in all parts of biology, this course should be a useful foundation especially for
those students, who are interested in pursuing graduate studies in quantitative or medical biology. There is a
substantial quantitative component in this course, so some knowledge of and basic training in mathematics and
programming will be useful, but no formal requirements are being set.
Course Content:
The course consists of approximately 36 lectures, 16 hours problem-based learning/tutorials, 18 hours practicals, an
essay and an oral presentation. The bulk of the course is a combination of lectures and problem-based learning,
supported by practicals to provide opportunity for structured personal study and feedback
Assessment: there will be a 3-hour written examination that counts for 75% of the marks. The remaining 25% mark
will be divided between 2 practical reports (10% each), 1 presentation (2.5%), and an essay based on the
presentation (2.5%).
Textbooks: We will not follow a single textbook on systems biology. Some relevant materials can be found in
1. Physical Biology of the Cell, Rob Phillips, Jane Kondev, Julie Theriot, Garland 2008
2. Physical Principles in Sensing and Signaling, Robert Endres, Oxford 2013
3. An Introduction to Systems Biology, Uri Alon, Chapman & Hall/CRC 2006
In the lectures we will refer extensively to original research literature and review articles.
Biology Degrees – Department of Life Sciences – Imperial College London
17
Macromolecules in 3D
Convenor: Prof. Steve Matthews
Course Aims:
This course has been designed to develop an in depth understanding of the principles of macromolecular structure
determination. Furthermore, the impact that structural information can have on functional interpretation is
emphasised. Finally, students should be in a position to follow strategies and conclusions from articles published in
Nature Structure Biology.
Course Objectives:
At the end of the course the students should be able to understand the methodology involved in obtaining 3D
structural and dynamic information. They should be aware of the strengths and weaknesses of NMR, X-ray
crystallography and electron microscopy for 3D structure determination. They should be able to design sensible
strategies for a given structural problem and discuss the latest developments in the field. They should be familiar with
practical aspects of the NMR technique and have a good understanding of how to interpret NMR data.
Course Content:
The lectures cover the modern aspects of macromolecular three-dimensional (3D) structure. Topics include the
following : The application of ‘state of the art’ techniques for the elucidation of 3D structures of proteins and their
complexes - nuclear magnetic resonance, X-ray crystallography and electron microscopy; computational aspects of
structure prediction and comparison methods; the methodology involved in obtaining high resolution structural
information using these techniques; comparisons between the different disciplines; macromolecular stability,
dynamics and folding; applications of modern structural biochemistry in medicine and the pharmaceutical industry.
The practical takes the students through a complete structural biochemical problem. This includes: secondary
structure prediction, analysis of 3D NMR data, interpretation of structural information from NMR data and comparison
of NMR/X-ray structures. Finally a function model is proposed.
Lectures 30
Practical 1 (2 weeks long)
Tutorials 8
Assessment:
A) Coursework 25%
Assessed presentations
Project style write-up
B) Examination (75%)
Three essay and/or problem answers from a choice of about eight in three hours.
Key skills acquired:
Confidence in interpretation and communication of research papers and assessment of research strategy.
The ability to work with UNIX based operating systems.
The competent use of internet-based algorithms for structure prediction and database manipulation. Independent operation
of INSIGHT modeling and NMR packages.
The ability to devise appropriate strategies for solving structural problems.
Core Biochemistry content:
Protein structure and function, structural biochemistry, applied biochemistry.
Biology Degrees – Department of Life Sciences – Imperial College London
18
Mechanisms of Gene Expression
Convenor: Dr Robert Weinzierl
Course Aims:
This course aims at making students aware of the molecular events underlying controlled gene expression patterns
during many different types of biological events. By the end of the course, they should be familiar with the current
concepts and models of gene expression in organisms from all evolutionary domains and should develop an
appreciation of the applications of such knowledge in many fields of contemporary biology and medicine.
Course Objectives:
Students should become familiar with the structure and function of the basal transcriptional machineries in archaea,
bacteria and eukaryotes, and how gene-specific transcription factors interact with them. They should develop a level
of understanding that allows them to integrate the various molecular models with the results obtained from genetic
and cell biological studies. They should be aware of the profound effect of chromatin structure, nuclear environment
and post-transcriptional processing events on the expression of individual genes and gene families. Students should
also develop an understanding of the large variety of in vitro and in vivo methods that are used to study gene
expression. They should become familiar with practical applications of the knowledge gained about transcriptional
control mechanisms in medicine and functional genome studies.
Course Content:
The various lectures focus on individual topics and experimental model systems to illustrate the fundamental
principles of gene expression. The lectures are designed to cover all the major aspects of the field in a
comprehensive and up-to-date manner. In controversial subject areas the different points of views, and their
theoretical implications, are presented. Students are provided with a selection of timely references to the original
research literature, to encourage them to carry out extensive background reading in their spare time. The lectures
and background reading provide them with the theoretical framework for several discussion-based small group
tutorials, a computer-based practical and a literature research project of a carefully chosen topic. The laboratorybased practical introduces the students to several in vitro techniques used for studying the function of transcription
factors.
Lectures 30
Practicals 1 laboratory-based and 1 computer-based practical (10-12 days in total)
Tutorials 1 per student involving presentation of a topical original research paper.
Assessment:
A) Coursework 25 %
2 practical write-ups
1 tutorial presentation.
B) Written Examination 75 %
Three essay style questions to be answered from a choice of eight in three hours.
Key skills acquired:
An ability to synthesize and distil information from different (and occasionally conflicting) sources into a balanced
and coherently-argued view.
An improved understanding of the general nature of the scientific process through exposure to original research
publications, current reviews and laboratory-based practicals.
An enhanced ability to research a topic in depth using various library facilities, electronic databases and the
resources available on the world-wide web.
Written and oral presentation skills.
Graphic analysis and display of molecular structures.
Core Biochemistry content: Molecular biology, protein structure and function.
Biology Degrees – Department of Life Sciences – Imperial College London
19
Medical Glycobiology
Course Convenor: Prof Kurt Drickamer and Dr Maureen Taylor
Course Aims:
The aim of this course is to give undergraduate students in-depth knowledge of the field of glycobiology, with an
emphasis in on biomedically related topics. The goal is to develop a molecular understanding of carbohydrate-receptor
interactions in cell-cell, cell-matrix and cell-pathogen interactions. Students will also be introduced to therapeutic
applications and techniques used for the characterisation of glycosylation.
Course Objectives:
Students should be familiar with the structures and functions of mammalian glycoproteins with a specific focus on
glycans that are important in recognition and which have roles in leukocyte recruitment, clearance of pathogens,
cancer and inflammation. They should have a detailed understanding of the way sugar-binding receptors function in
intracellular protein targeting, cell-cell adhesion and the innate immune response. They should be familiar with the
roles of proteoglycans in control of development through interaction with growth factors. They should be familiar with
genetic diseases involving glycosylation and they should have a good understanding of mucins in the context of cancer.
They should be aware of the potential for development of glycotherapeutics. They should understand the unusual
aspects of cytoplasmic and nuclear glycosylation. Students should have a grasp of methods used for glycan analysis.
They should know how to use molecular graphics to examine protein-carbohydrate interactions.
Course Content:
Lectures cover the following major areas: overview of glycoprotein structure, biosynthesis and function; structure and
function of the main classes of receptors that bind glycoproteins; molecular mechanisms of carbohydrate recognition;
mucins and changes in patterns of glycosylation in breast cancer; structural roles of proteoglycans and their
involvement in regulating the activity of growth factors; diseases resulting from genetic defects in glycosylation;
cytoplasmic glycosylation. Lecture topics are reinforced and supplemented by a practical in which a pharmaceutically
important recombinant glycoprotein is characterised and by a modelling exercise with an associated essay.
Lectures: 30
Practicals: One computer-based (about five half days) and one laboratory-based (one week).
Mini-conference: Students present talks based on the recent literature to their colleagues in a conference format.
Assessment:
A) Coursework (25%)
1 practical report in the style of a research journal
1 review based on the computer practical
1 mini-conference presentation
B) Examination (75%)
Three essay-style questions to be answered from a choice of about eight questions in three hours.
Key skills acquired:
An understanding of the structures of mammalian glycoproteins and proteoglycans and the roles they play in
recognition events.
The ability to interpret and critically appraise the research literature.
Practical skills associated with glycoprotein characterisation.
Experience of molecular graphics.
Written and oral presentation skills.
The writing of practical reports in the style of a research journal.
Core Biochemistry content:
Structural biochemistry, molecular cell biology, applied biochemistry.
Biology Degrees – Department of Life Sciences – Imperial College London
20
Medical Microbiology
Convener: Prof. Alain Filloux
Lecturers from the Department of Life Sciences and Faculty of Medicine
Aims
a)
b)
b)
c)
To describe the nature of some of the most significant causes of infections in human, how they are
transmitted and how they cause disease.
To outline the nature of the immune response to selected infectious agents.
To explain the principles of diagnostic microbiology as they apply to selected bacteria and viruses.
To discuss the spread of infections in communities and the strategies required to control infections (vaccines;
chemotherapy).
Objectives
The framework of knowledge provided by this course will enable students to appreciate more fully the fine balance
that exists between infectious agents and their human hosts. By the end of the course, students should be able to: • Describe the structure, route of entry and virulence factors of the main human pathogens.
• Understand the principles of resistance to infection and the nature of immunocompromise.
• Describe and discuss the different ways in which the infectious causes of disease are diagnosed and identified.
• Discuss the principles of prevention by vaccination and treatment with antibiotic and antiviral agents.
• Describe the principles of the epidemiology of infection in the community at large and in institutions such as
hospitals
Who should take this course?
A background in microbiology with virology is essential. All students who have not had virology lectures in previous
years of study should have read free online chapter in Encyclopedia of Virology (Third Edition), Replication of
Viruses, Pages 406-412, A.J. Cann for background information
Course components and assessment
There are 31 lectures, 2 laboratory practicals and 1 dry. The virology practicals (wet and dry) consist of exercises
directly relevant to the diagnosis of respiratory viruses, and the bacteriology practical introduces the methods used
for the routine diagnosis of bacterial infections in a diagnostic laboratory.
Formal assessment will be by a three-hour exam (75%) and coursework (25%). Students are required to submit a
written account of the dry virology practical and the bacteriology practical in the style of a short journal article (10%
each). Additionally, students will prepare a short oral presentation (5 minutes with maximum 5 slides) on a topic
chosen from a list provided (5%).
References
• The Encyclopedia of Life Sciences www.els.net
• Society for General Microbiology review articles www.sgm.ac.uk
• Eureka Bioscience Collection www.ncbi.nlm.nih.gov/books
• Wilson M., McNab, R. & Henderson B. (2002). Bacterial disease mechanisms. Cambridge University Press.
• Goering, R. V., Dockrell, H. M., Zuckerman, M. & Wakelin, D. (2007). Mims' medical microbiology. Elsevier.
• Murray, P. R., Pfaller, M. & Rosenthal, K. (2005). Medical microbiology. Mosby.
• Flint, S. J., Enquist, L., Racaniello, V. R. & Skalka, A. M. (2004). Principles of virology. ASM Press.
• Collier, L. & Oxford, J. (2006). Human virology. Oxford University Press.
• Sherris Medical Microbiology, Kenneth, Ray, Ahmad, Drew & Plorde.
Biology Degrees – Department of Life Sciences – Imperial College London
21
Molecular Basis of Bacterial Infection
Convenor: Prof. Gad Frankel
Course Aims:
This course aims to develop an understanding, by undergraduate students, of some of the fundamental principles of
infectious diseases. They will learn the basic mechanisms that determine the outcome of bacterial pathogen – host cell
interactions. Bacterial infections and diseases result from a “dialogue” between the bacterial and eukaryotic cells
rather than being a bacterial “monologue”. This phenomenon will be at the heat of the course. The students will be
exposed to biochemical, molecular and cellular technologies.
Course Objectives:
Students should gain an understanding of modern studies on the molecular basis of bacterial infection. They will use
examples of different bacterial infections to appreciate the subtle interplay between the host and the pathogen during
infection. They should understand how the genetics of both the pathogen and the host affect the outcome of
particular infectious events. They should be able to put this information into the context of the modern world. They
should appreciate how knowledge of the molecular basis of infection can be used to design novel drug therapies both
from man and farm animals. They should understand the importance of genomics in this area of science.
Course Content:
Lectures focus on recent developments in studies on the molecular basis of infections caused by bacteria. In the first
lectures the emphasis is on molecular mechanisms. These are later put into context using specific disease examples.
Enterohaemorrhagic E. coli is used as a model to explore host/pathogen interactions, including genetics and immunity.
The final lectures focus on the cellular responses to infection.
Lectures 30
Practicals Over a four day period with 16-20 hours of contact time.
Assessment:
A) Coursework 20%
1 practical write-up
B) Examination 80%
Three essay style questions to be answered from a choice of about eight in three hours.
Key Skills Acquired:
Practical skills associated with handling infectious pathogens and employing immunological methodology in scientific
research.
The ability to interpret and critically appraise the research literature.
Written and oral presentation skills.
Written presentation skills in reporting complex practical experiments.
Core Biochemistry content:
Molecular biology, applied biochemistry.
Biology Degrees – Department of Life Sciences – Imperial College London
22
Neuroscience Research: From Molecules to Mind
Convener: Prof. Mustafa Djamgoz
Dr Stephen Brickley, Prof. Nick Franks, Dr Scott Fraser, Dr Giorgio Gilestro, Dr Anita Hall, and Prof. Bill Wisden
Aims
To illustrate in some detail the variety of ways in which neurones generate signals to interact with each other during
development and in the adult; the emphasis is upon electro-physiological signalling and plasticity.
Objectives
• Describe and explain the variety of electrophysiological and biochemical signalling mechanisms that
‘excitable’ cells use for interacting with each other.
• Conceptualise, in terms of signalling components, how cells may interact generally in networks.
• Decide what method(s) to use if asked to elucidate some aspect of signalling in a cellular system.
• Explain how different behavioural parameters and patterns are generated (from transduction to muscle
control).
• Understand how signalling can be ‘modulated’ as a result of learning and memory.
• Know where to look (and how) in given a group of cells to elucidate possible signalling malfunction in a
disease state.
Who should take this course?
There is no strict pre-requisite but a background in cell biology and physiology would be useful. The course is
strongly ‘cellular’ (with a molecular inclination) in its core and would be useful to molecular biologists and those
interested in physiology and behaviour.
Course components and assessment
This course deals with central nervous system, including its development. Model systems are used extensively to
illustrate key phenomena. Neuronal signalling may be intracellular (e.g. via second messengers), intercellular (e.g. via
neurotransmitters, growth factors, hormones), or occur by means of physical contact (gap junctions). An important
type of signal is a change in the membrane potential. Cellular signalling involving several different molecular
components such as receptors, G-proteins, enzymes (e.g. protein kinases/phosphatases), second messengers, ion
channels (including their macro-molecular complexes), pumps, exchangers are covered. In particular, signalling
mechanisms involved in neuronal generation of behaviour are studied by analysing the stages of signal transmission
from input to output, including consciousness. Ionotropic and metabotropic receptor signalling and adult synaptic
plasticity and networks are covered in detail. Examples are given, wherever possible, of disease states that result
when some component(s) of signalling goes wrong. The course strives to relate cellular function/dysfunction to
behaviour/disease on the one hand, and to the molecular level on the other.
The ‘climax’ of the course is a workshop when everything you will have learnt about cell signalling will be applied to
a disease state in the form of a critical report based upon 5 recent primary research papers (derived from a
computer-based literature search) and short presentation.
Assessed coursework includes one essay (25%); and a critical workshop report (50%) and its presentation (25%).
There will also be a 3 hour written examination.
References
 Catterall WA, Raman IM, Robinson HP, Sejnowski TJ & Paulsen O (2012). The Hodgkin-Huxley heritage: from
channels to circuits. Journal of Neuroscience. 32(41):14064-73.
 Kandel ER, Dudai Y & Mayford MR (2014). The molecular and systems biology of memory. Cell, Volume
157(1), pages 163-86.
 Sheng M & Triller A (2012) Synaptic structure and function. Current Opinion in Neurobiology, Volume 22,
Issue 3, Pages 363-564.
Biology Degrees – Department of Life Sciences – Imperial College London
23
Plant Development and Biotechnology
Convener: Prof. Martin Buck
Lecturers : Colin Turnbull, Stuart Dunbar (Syngenta), Giovanni Sena, Jie Song, Peter Nixon,
James Murray.
Aims
The aim of this joint course for biochemistry and biology students is to provide an account of how plant molecular
biology is being used to unravel how plants grow and develop, and affords the opportunity to develop
biotechnological solutions to crop improvement and solar energy capture.
Objectives
• Provide accounts of selected techniques in plant molecular biology.
• Provides critical exemplars of current issues in plant developmental biology
• Make critical assessment of plant molecular biology literature.
• Demonstrate knowledge of how plant molecular biology can be utilised to enhance the growth and quality of
both food and non-food crops.
• Provides an Industry led perspective on plant biotechnology.
• Provides an up to date critical perspective on how photosynthesis might be exploited for sustainable energy
capture.
Who should take the course?
This course is aimed at biologists and biochemists that are interested in molecular approaches to understand plant
science including paradigms of plant development, and wish to see how these approaches and knowledge are
applied in plant biotechnology.
Course components and assessment
The course consists of about 30 lectures, with workshops for literature reviews and research project writing, plus a
lab practical. The course highlights the importance of plants in society when food and energy security are key. Plant
genome structure and basic genomic techniques and bioinformatics will be presented along with an introduction to
the basics of plant hormones and signalling in development. This will include:
• Plant hormone synthesis and signalling in development.
• Epigenetic control in plant development.
• Control of flowering and shoot architecture.
• Root architecture and plant nutrition.
• Molecular biology of the chloroplast.
• Crop modification by genetic engineering
A workshop on writing a perspective on a plant molecular biology research paper will be carried out. A series of
interactive discussions and presentations leads to the formulation of a research proposal around a topic of current
importance to plant science research. A practical will include use of the GUS reporter gene to reveal sites of
promoter activity.
Formal assessment will be by a three-hour exam (75%) and coursework (25%). Assessed coursework includes a
practical write up (33.3%) , writing a perspective on a plant molecular biology paper (33.3%) and formulating a
research proposal (33.3%).
References
Lists of references for each lecture set will be provided on Blackboard.
• Smith et al. (2009). Plant Biology. Garland Science.
Biology Degrees – Department of Life Sciences – Imperial College London
24
Population and Community Ecology
Convener: Dr Cristina Banks-Leite
Dr Lauren Cator, Dr Samraat Pawar, Dr Tom Bell
Aims
To provide an overview of the foundations of population and community ecology, coupled with case studies of
conservation and management examples. In this course, students will learn that processes occurring within
populations can be used to understand community dynamics, as well as the drivers of species interactions and
community assembly. The syllabus includes:
9- Basis of demography, population growth, intraspecific interactions and Allee effects
10- Predation, competition, mutualisms, temporal variation
11- Parasites, regulation within a host, regulation at the population level, regulation of host populations, dilution
effects
12- How to measure and describe communities and community processes
13- Multi-species models of competition, food webs and trophic cascades, interactions networks, drift, dispersal,
speciation and temporal variation
14- Community assembly, ecosystem functioning and metabolic theory
Students will be provided with a selection of references to encourage them to carry out extensive background
reading in their spare time. The suggested literature will allow students to understand how fundamental concepts in
population and community ecology can be applied to understand the effects of climate and habitat, as well as
manage and conserve biodiversity.
Objectives
This course is designed to enable students to:
6- Gain an overview of fundamental concepts in population and community ecology, how they link together
and how they can be used to solve real world problems
7- Understand the (often no so obvious) link between theory and empirical data, and what constitutes
evidence for the existence of a process.
8- Critically assess scientific papers, including data collection and statistical analyses
9- Collect and analyse population and community data
10- Carry out a literature review, and design a poster summarizing the research conducted
Who should take this course?
There are no prerequisites but a background in ecology and data analysis would be very useful. The course will not
rely heavily on statistics and mathematics, but students will need to use and analyse matrices and perform some
analyses in R.
Course components and assessment
The course consists of 27 lectures and 3 computer-based practicals, including a full day in Silwood Park collecting and
analysing data. Assessed work includes three practical reports (15%), a poster presentation (10%) and a written
examination (75%).
References
• Begon, M., Harper, J. L. & Townsend, C. A. (2005). Ecology: From individuals to ecosystems. Wiley-Blackwell.
• Legendre, P. & Legendre, L. 1998. Numerical Ecology. Elsevier Science.
• Borcard, D., Gillet, F. & Legendre P. 2011. Numerical Ecology with R. Springer.
• Hubbell, S. P. 2001. The unified neutral theory of biodiversity and biogeography. Princeton University Press.
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Stem cells, regeneration and ageing
Convenor: Dr Anita Hall & Dr Cristina Lo Celso
Course Aims: Research into stem cells, regeneration and ageing has huge potential for understanding basic
biochemistry as well as offering novel and improved medical therapies. This course reflects the great interest in
these areas; it aims to equip students with the fundamental and cutting edge knowledge and critical understanding
necessary to take part in this research at the bench, bedside or business level. The syllabus will include: An
introduction to the types of stem cells and their characteristics, molecular regulation of stem cell fate, stem cell
niches and behaviour, the cell biology of differentiation, the genetics and epigenetics of stem cells and how people
work with them in vitro and in vivo. You will learn about stem cells from skin, the blood, muscle, heart, lung, gut,
eye, pancreas, fat, the nervous system and germline and the possible stem cell basis of human diseases. Also
covered will be current regenerative medicine research including several example tissue targets, bioscaffolds and
future aims. We will then teach you what is known about the cell biology of ageing. This course will build on
previous molecular and cell biology teaching.
Course Objectives: This course is designed to enable students to:
1: gain both fundamental and cutting edge knowledge and critical understanding of the cell and molecular biology of
stem cells, regeneration and ageing
2: understand the techniques and experimental models used in these research fields
3: realise the potential of these fields to treat human diseases
4. improve their critical understanding of primary scientific literature and refine their independent research,
analytical, communication and teamwork skills (through a student-led research seminar)
5: understand more about good experimental design, stem cell culture and analysis, teamwork, time management,
how to keep a good laboratory notebook, data analysis and how to write-up scientific research
6. gain an insight into possible careers available in these fields (e.g. through exposure to a guest Lecturer from a bio
start-up company and, timetable permitting, an open-access research community meeting)
Course content: Lectures: 23 (+ guest Lecture), 3 tutorials, a student-led research seminar, a lab-based practical,
online learning support.
Assessment: Coursework: 1 practical write-up (12.5%) + 1 peer and academic assessed oral presentation and written
work (8%, 4.5%) Examination: one three hour exam paper with 3/8 essay questions (75%)
Key skills acquired: see course objectives
Core biochemistry content: Molecular cell biology, molecular biology, applied biochemistry
Biology Degrees – Department of Life Sciences – Imperial College London
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Symbiosis, Plant Immunity and Disease
Convener: Dr Martin Bidartondo
Lecturers: Dr Martin Bidartondo, Dr Tolga Bozkurt, Prof. Martin Buck and Prof. Pietro Spanu. Invited seminars
by Dr. Sian Deller (Syngenta), Dr. Catalina Estrada (Smithsonian Tropical Research Institute & Imperial
College), Prof. Giles Oldroyd (John Innes Centre) and Dr. Tom Prescott (Royal Botanic Gardens, Kew).
Aims
This course focuses on the molecular features of a number of model plant-microbe interactions. Emphasis will
be given to fungal and bacterial diseases, rhizobial legume nodulation and arbuscular mycorrhizas. The course
will comprise a series of lectures that develop themes relative to each particular type of interaction. Students
will produce a review essay and a research proposal, which will require knowledge from lectures and
information from outside reading. Tutorials will be held to discuss the essay and proposal. A laboratory
practical will develop research skills.
Objectives
The course presents our current understanding of plant-microbe interactions, ranging from antagonism to
mutualism, at the molecular level. By the end of the course the student will understand microbial biotrophy,
the mechanisms by which plants respond and protect themselves against attack, the mechanisms used by
microbes to infect, and the pathways involved in the establishment of mutualisms. The course builds on a prior
understanding of basic molecular biology, bacteriology and mycology attained in second year courses, it
provides a sound knowledge base for a final year project in any area of plant-microbe interactions and a
suitable background for advanced studies in this or related fields.
Who should take this course?
There are no pre-requisites and students from all branches of biology and biochemistry with an interest in
plant and/or microbes are encouraged to join the course.
Course components and assessment
The course consists of 27 hours of lectures, 8 hours of seminars and tutorials, and 11 hours of a practical
project. A proposal to investigate a microbe-host interaction will be written-up as a research grant application
and presented orally. Assessed work includes a review essay (25%), a practical write-up (30%) and a research
proposal (45%). There will also be a 3 hour written examination.
References





Aroca, R. 2013. Symbiotic Endophytes. Springer.
Perotto, S. & Baluška, F. 2011. Signaling & Communication in Plant Symbiosis. Elsevier.
Sessa, G. 2012. Molecular Plant Immunity. Wiley-Blackwell.
Smith, S. & Read, D. J. 2008. Mycorrhizal Symbiosis, 3rd ed. Elsevier.
Walters, D. R. 2011. Plant Defense. Wiley-Blackwell.
Biology Degrees – Department of Life Sciences – Imperial College London
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Synthetic Biology
Convenor: Dr Geoff Baldwin
Background & Aims: The advent of the molecular biology age in the 1970s was brought about by the ability to
construct recombinant DNA molecules. This has completely revolutionised biology and enabled the development of
‘synthetic biology’, where new gene arrangements can be constructed and evaluated. This has been tremendously
successful, leading to a wide range of biotechnological applications. However, the engineering of useful synthetic
biological systems is still undertaken on an individual ad hoc basis, which is expensive and inefficient. Synthetic
biology as a discipline is now attempting to apply the principles of engineering and develop foundation technologies
that make the design and construction of engineered biological systems easier, facilitating future development in
biotechnology. This course will explore the challenges, problems and approaches to engineering biological systems.
Objectives: After taking the course you should be able to:
1. Understand the design approach in engineering and the concept of abstraction hierarchies; standardisation
and optimisation.
2. Understand the engineering process at work and how hierarchical systems produce functional devices.
3. Develop a computer model and simulate a simple system.
4. Understand how biological components can be considered as parts and characterised as an engineered
component (biobrick).
5. Analyse a biological system from a system perspective to understand how the biobricks interact to give rise
to the observed biological behaviour.
6. Be able to design a simple biological system from a series of characterised biological parts (biobricks).
Who should take the course: This course will suit biochemists and biologists who have an interest in biotechnology
and systems biology. There are no pre-requisites, but it will suit those with a strong molecular background with good
computing skills. You should enjoy teamwork and being challenged.
Course components:
Reflecting the inter-disciplinary nature of the subject, this course is run jointly with Bioengineering. Students from
the biology and biochemistry degrees will receive lectures on engineering and a computer modelling practical, while
the bioengineers will receive separate lectures on biochemistry. Students from both disciplines will then come
together for the common part of the course. It will involve approximately 20 lectures, but a large component of the
course will use problem based learning and practicals, and students will participate in teamwork and be encouraged
to think creatively; the final two weeks will involve a team mini IGEM project. Students will work in teams with
weekly group feedback roundtables.
Assessment: 75% of the assessment will be an examination with two parts. The first will assess the engineering
component, and the second will assess the common course components. 25% will be based on assessed coursework
with lab practical (5%), wet practical (5%), report presentation (5%) miniIGEM report (10%).
References: The primary sources will be published literature and open access web databases. For an overview see
Endy, 2005, Nature 438, p449.
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Systems Neuroscience Exploring the Brain in Health & Disease
Convener: Dr Stephen Brickley
Aims
This course will show how some of the basic concepts and principles of biophysics can be applied to the mammalian
nervous system to gain an understanding of how neurons function. It will then show how this information can be
utilised to aid understanding of complex neuronal processing with relevance to human health.
Objectives
• Discuss the electrical basis of neuronal excitability, and understand the fundamental processes underlying
learning, memory and pain pathways and relate this information to advances in clinical research.
• Describe and explain the rationale underlying experimental strategies used at the forefront of neuroscience
research.
• Develop skills in communication (writing reports and presentations; group work; self-assessment; in-depth
learning (literature searching, reading and summarising); information gathering and creativity.
• Gain an appreciation of the intellectual rigour required to pursue scientific research at the highest level.
Who should take this course?
Students interested in neurobiology and neuroscience.
Course components and assessment
The course comprises a general overview of neuronal excitability and neurophysiological techniques; followed by an
examination of neurological disorders including schizophrenia, depression, chronic pain and sleep disorders.
Assessed coursework includes an essay (70% of coursework) and a group presentation (30%). There will also be a 3
hour written examination.
References
• Kandel, E. R., Schwartz, J. H. & Jessell, T. M. (2000). Principles of neural science. McGraw-Hill.
• Squire, L. R., Bloom, F. E., McConnell, S.K , Roberts, J.L & Spitzer, N.C. & Zigmond, M.J. (2002). Fundamental
neuroscience. Academic Press.
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Tropical Biology Field Course
Convenors: Prof. Vincent Savolainen
11ECTS
This course is divided in two parts. The first two weeks will be held at Klipbokkop Mountain Reserve in South Africa,
at the start of the first term of the 3rd year; itforms the field element of this course. The next three weeks will be
held at Imperialand include clinics for writing up projects, complementary lectures and visits at peerinstitutes
involved in tropical biology.
Aims:

•
•
Introduce participants to the excitement, challenges and opportunities for biological research and
conservation in tropical and subtroppical habitats
Provide first-hand experience of biodiversity research and conservation intropical forests through taught
exercises and mini-projects with a special emphasis on tropical and subtroppical ecology and biodiversity
Highlight current projects at Imperial as exemplars of the different types ofbiodiversity and conservation
research.
Location:
The course will be based at the Klipbokkop Mountain Reserve, where Fynbosdominates. Fynbos is the natural
shrubland or heathland vegetation occurring in asmall belt of the Western Cape of South Africa, mainly in winter
rainfall coastal andmountainous areas with a Mediterranean climate. The Fynbos ecoregion is within the
Mediterranean forests, woodlands, and scrub biome. In fields related tobiogeography, fynbos is known for its
exceptional degree of biodiversity andendemism. http://en.wikipedia.org/wiki/Fynbos
There will also be a two day stay in Knysna Phantom Forest. On route there, we will also visit a private game reserve
that hosts the ‘Big 5’ (elephants, lions, buffalos, rhinos, leopards). The Knysna-Amatole montane forests ecoregion,
of the tropical and subtropical moist broadleaf forests Biome, is in South Africa. It covers an Afromontane area of
3,100 square kilometers (1,200 sq mi) in South Africa's Eastern Cape and Western Cape provinces.
http://en.wikipedia.org/wiki/Knysna-Amatole_montane_forests
Compulsory Training:
The first week of the field course is dedicated to practical training in tropical ecology and biodiversity. Activities such
as orientation, introductions to field equipment, health & safety and security will be conducted. There will be
identification workshops in the forest and guided walks on tropical plants, birds, primates and insects (including
night walks to look for bushbabies and moths). Students will prepare their own herbarium samples, ring tropical
birds and mount tropical insects that they will have captured. Morning and evening lectures on ornithology,
primatology, tropical botany, entomology, venoms biochemistry, collecting techniques, etc, will complete the
training.
The second week will be dedicated to students' personal research projects (see below) and training in conservation
biology. There will be lectures on tropical medicine, tropical demography, conservation policies, bushmeat trade,
etc, as well as conservation workshops run by local scientists.
The next three weeks will be dedicated to writing up reports and receiving complementary training in tropical
biology (e.g. via journal club, visits to Kew Gardens, London Zoo, Natural History Museum, etc).
Assessment
The assessment will consist of a three hour written examination plus three coursework components, a field report,
ID test and mini project.
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Final Year Undergraduate Projects
The Final Year Project carries considerable weight in the calculation of the final class of honours. Placed at the end of
the degree programme, it provides you with an opportunity to demonstrate your understanding of biological
concepts and your ability to generate new ideas and/or experimental results. It allows you to show that you can
contribute to the sum of biological knowledge. You need to put in some careful thought and a considerable amount
of preparation if you are to use this opportunity effectively
The project may take the form of:
• An individual practical research investigation.
• A bioinformatic, meta-analysis or modelling project
• A literature research dissertation.
The first two options start toward the end of the Spring term and then carry on during the Summer term. The final
option starts at the beginning of the Summer term and must be taken in conjunction with a Science Communication
course. Science communication is a new course that ran for the first time in 2012. We will provide you with details of
the course when we release the list of projects later this year.
All Projects must be supervised by a member of the academic staff or a recognised teacher normally in Imperial
College of London. In exceptional circumstances students can be supervised by other recognised scientists but in this
case they must also identify an academic staff member who can oversee progress of the project. Some Projects may
be undertaken at the Silwood Park campus. The Department will compensate for accommodation costs at Silwood
where students have to maintain accommodation in London due to lease agreements (see below).
Project work may not be commenced until after the end of the Final Year examinations in the middle of Spring Term.
However, some initial planning and reading can be started before that date.
Choice of Project
An extensive list of projects that members of staff are able to supervise will be posted on Blackboard. You will then
have about 2 weeks to think about these (consult with staff as required) and choose 8 in order of preference. You
must not choose more than one research and one literature project from the same supervisor. Neither must you
approach a member of staff within the Department of Life Sciences to arrange a project privately. Projects arranged
outside the Department may be allowed subject to discussion between the proposed supervisor and the Project
Coordinator. The system for allocation aims to provide the best possible choice for the greatest number of students.
The great majority of students will receive one of their first few choices; some degree of iteration may be possible
following allocation.
Whichever kind of project/dissertation you do, it is essential to discuss it fully with your supervisor before you
start, and to agree with him/her the broad outline of what is to be achieved. Advance preparation is essential if you
are to use the time available to its best advantage.
Arrangements for projects based at Silwood Park
The Ecology & Evolution Section of the Division of Biology is based at Silwood Park and has extensive modern
laboratories there. Silwood Park is also particularly appropriate for many types of field and labwork. If you propose
to carry out your project at Silwood Park you may wish to give up or let your London accommodation from the start
of the project period. However you must check the terms and conditions of your tenancy agreement with the
Student Accommodation Office if you are in college accommodation (or the agent, if in private accommodation)
since you may not escape easily and may have to find someone to replace you. You are responsible for making
arrangements with the Student Accommodation Office for your accommodation at Silwood Park.
The Life Sciences Undergraduate Office will cover the cost of your accommodation at Silwood during the project
period provided you can show that you have entered into an agreement with a landlord or letting agency which
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commits you to pay rent up until the end of the Summer Term and precludes sub-letting your accommodation
during the project period. You will need to cover your normal living expenses (food, etc) and will be asked to make a
small contribution to the Silwood Park Fund to cover your use of the facilities at Silwood. Please seek advice from the
Senior Tutor if you have problems with accommodation during the project period.
Alternatively, if you wish to commute to Silwood Park each day the Faculty will pay your travel expenses provided
you use a travel card. Travel costs by private car may be refunded subject to specific agreement.
Illness or accidents during the Project period
If you become ill or have an accident which prevents you from working during the period of the projects you must
notify the Life Sciences Undergraduate Office as soon as possible specifying the date from which you were unable to
continue working on your project. When you return to College you must give the Life Sciences Undergraduate Office
a medical certificate signed by a doctor (preferably from the Student Health Centre) stating the dates between
which you were unable to work. Failure to produce a medical certificate will mean that you will not be allowed any
extra time to complete your project. Any claim for extra experimental or writing-up time must be made through
the Final Year Project Coordinator in the first instance.
Conduct of the project and writing it up
Your supervisor will monitor the progress of your project and will report to the Project Assessors on its difficulty and
on your conduct while carrying it out. It is in your interest to keep your supervisor up-to-date with your progress and
with any difficulties you encounter while carrying it out (failure of experiments, inaccessibility of key references,
failure of arrangements for getting materials) so that she/he can include them in the report to the marker and
assessor.
You will find that writing up the report takes longer than you think. Allow at least a week, but start writing drafts of
the different sections in spare moments while you are carrying out the Project. If you are writing a critical review
you should start writing almost as soon as the project starts. You will probably wish to map out the structure of your
report and prepare drafts of the various sections before compiling the final version for submission. The section on
research methodology is usually the most straightforward to write and is where many students start.
Keep at least two copies of your project report on separate media (CDs/USB bars), and maintain hard copy printouts of your drafts which could be handed-in if necessary. This will avoid last minute panics due to computer
crashes.
The Project Report
Details on the format of the project report will be provided with the project lists in February.
Three copies of the completed, bound report must be handed in either to the Life Sciences Undergraduate Office
(Wolfson) or to the Teaching Office at Silwood Park. One percent of the agreed final mark for the project will be
deducted for each hour's delay in submission after the deadline. Several years ago, two students had hefty
deductions for late submissions.
Your project report will be assessed independently by a marker nominated by your supervisor as being
knowledgeable in the subject area, and by an assessor with interests in the same general area of biology. Their
agreed mark will form one component of the project assessment. A second component will be provided by your
supervisor, who will give an appraisal of your performance during the course of the project and also mark the project
report, and the third will be based on your ability to present your work and answer questions in a viva voce. More
details will be provided at ‘Writing Up Your Project talks’ in the Spring Term. Your supervisor’s appraisal is seen by
the nominated marker and by the assessor after they have both read the report and given it an initial mark but prior
to their agreeing a final mark.
Whatever its form, the project will be assessed according to a common set of criteria, made available to the
examiners and assessors. You should pay particular attention to the following aspects of your report write-up:
• Scientific rigor: your report must be objective and logical in its analysis of the problem and your data.
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• Understanding: your report should make clear that you understand the implications of your project and how
your results and conclusions fit into a broader framework of knowledge.
• Originality: the project must indicate some originality of thought and an ability to synthesize and develop
ideas. Paraphrasing other people's work, whether published or unpublished, is not enough, and
straightforward copying without a proper attribution and acknowledgement will be severely penalised.
Your viva voce oral exam will be held 7 days after project report submission. A timetable will be distributed nearer
the time. The examination will consist of a presentation followed by a discussion with the project marker and
assessor and will test your understanding of your project and your report. You may be asked specific questions
arising from your project report and more general questions relating your project work to wider issues in biology.
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