Certificate in Genetics II

Transcription

1 Certificate in Genetics II Course code: 1112CCR105 COURSE SPECIFICATION University of Cambridge Institute of Continuing Education, Madingley Hall, Cambridge, CB23 8AQ Tel

2 CONTENTS This course specification is in three sections: Welcome, general information and resources (pp.2 7) Syllabus and reading list for each term (pp.8 17) Timetable of teaching dates for the year (p. 18) Welcome to the Certificate in Genetics II, a University of Cambridge award offered by the Institute of Continuing Education (ICE). The Certificate is taught and awarded at FHEQ level 4 (i.e. first-year undergraduate level) and attracts 60 credits. The award is completed in one academic year and each unit (term) is equally weighted, in terms of credits. For further information about academic credit please see our website, The Certificate in Genetics is made up of two free-standing, complementary pathways, each leading to the award of the Certificate and each made up of three units. One pathway is focused on the science of inheritance, while the other focuses on evolutionary genetics. The complementary character of the pathways allows students to combine the award of two 60-credit Certificates in Genetics into the 120- credit Certificate of Higher Education in Genetics. The Certificate in Genetics will introduce this fascinating and rapidly expanding subject of genetics, by discussing the basic concepts and also addressing recent advances in the area. The course will examine the history of genetics and how the subject has progressed to our current understanding of genetic inheritance and evolution. This course will promote an understanding of the mechanisms of inheritance in families and then an appreciation of the distribution of variation within populations and the interaction between genes and environment. Each unit will introduce a different aspect of genetics. The weekly classes will be supported by a Saturday session, which will allow the students to apply the knowledge they have gained from the weekly lectures. Where possible hands-on practical work will give students the opportunity to set up experiments, analyse and interpret results. Visits to local museums and the Sanger Centre will also allow students to gain a better insight into the topics that are taught during the lectures. Class discussions will also allow students to discuss the ethical issues which are associated with genetics. The syllabus and reading and resource list for each of the units in the pathway you are following are included in this handbook. The programme aims to: introduce students to the core concepts of what genes are and how they work, enabling students to appreciate the transfer of genetic information in living cells; introduce how genes function together and how we can manipulate them in the laboratory; promote an understanding of the mechanisms of inheritance in families and an appreciation of the distribution of variation within populations; introduce students to our current understanding of evolution using genetic evidence. This will include examining human evolution and migrations patterns. 2

3 Teaching staff Tutors Neil Shailer gained a BSc with a double major in Genetics and Microbiology. He went on to do an MSc in genetic engineering. After a short project using genetics to control mosquitoes at Mahidol University in Thailand, Neil moved to the Molecular Biology Unit at the Natural History Museum. There he invented techniques to extract ancient DNA from a variety of museum specimens. The main project involved sequencing and constructing phylogenetic trees to study evolution in a group of parthenogenetic mites from the order Oribatida. This was part of a larger study into the evolution of sex. Moving to a post in Biological Anthropology in Cambridge he turned his attention to the use of ancient DNA to trace human migrations, animal domestication, other archaeology and forensics. Neil has also contributed the DNA work to several high profile forensic cases in the UK, Norway, Germany and Israel. Neil s PhD involved studying genes for cereal proteins. Although rice was the main species under investigation, the domestication of maize also featured in the work. Dr David Applin obtained his BSc in Zoology from the University of Leeds before moving to Imperial College, London, where he obtained his M.Sc. in applied entomology. Research into reproductive physiology of the sheep blowfly Lucilia Sericata began at Imperial College and became the subject of his Ph.D. thesis (awarded in 1976) at Birkbeck College, London. Since then, Dr Applin has published a number of papers on blowfly reproductive physiology and with Professor John Cloudsley-Thompson on the molecular and physiological mechanisms of biological clocks. As head of department, Dr Applin has taught biology for many years and is author of many highly successful biology course-books for all levels. At present, he is writing books that cover Science for public understanding. Currently, he is a freelance author and tutor who continues to pursue his interests in biology and communicating those interests through books and on-line to a wide audience in the UK and overseas. He was elected a Fellow of the Linnean Society in Dr Douglas Palmer has been a freelance science writer and lecturer, based in Cambridge for the last 20 years. Mostly he writes books on human and fossil evolution but also contributes science news pieces and reviews to a variety of publications from Science to the New Scientist. Previously he was a researcher and lecturer in Palaeontology in the University of Dublin, Ireland. Administrative staff Academic Programme Manager: Dr Liz Morfoot, Institute of Continuing Education, University of Cambridge, Madingley Hall, Madingley, Cambridge CB23 8AQ, , emm30@ice.cam.ac.uk Programme Administrator: Mrs Clare Kerr, Institute of Continuing Education, University of Cambridge, Madingley Hall, Madingley, Cambridge,CB23 8AQ, cak34@ice.cam.ac.uk Course fees The fee for the course is 1,200 for the year and you can pay in one of two ways: in full on enrolment (by credit or debit card or by cheque made payable to University of Cambridge) in three instalments (credit or debit card only): the first on enrolment, the second on 1 November 2011 and the third on 1 February

4 Venue The Science Education Centre at Homerton College offers excellent laboratory facilities and is situated at the back of the College site, beside the main car park. To access the Science Education Centre by car, take Harrison Drive from Hills Road (Harrison Drive runs along the boundary of the College site) and the car park is at the end of this road on the left. The Science Education Centre is within 25 minutes walking distance from Cambridge railway station. Facilities for students with disabilities The teaching rooms at the Science Education Centre are on the ground floor and are accessible for wheelchair users. Resources for students Student Handbook The Institute s Handbook for students contains much useful information relating to studying with the Institute. You will receive a copy of the Student Handbook at your first face-to-face teaching session and it will also be accessible via the VLE. Prior to the course the Handbook is available on our website at Virtual Learning Environment (VLE) The course is supported by online resources accessible within the Institute s VLE and all students will be expected to upload their assignments into the VLE. Any assignments not suitable for uploading into the VLE will be clearly identified. If you did not supply an address on enrolment, or have changed your address please contact elearning@ice.cam.ac.uk ( ) University cards If you are studying with the Institute for 3 terms, you will be eligible to carry a University card ( which will also act as your library card. If you did not submit a passport style photograph with your application then please to studentsupport@ice.cam.ac.uk or post to the Registry, Madingley Hall, Madingley, Cambridge CB23 8AQ. Your card should be ready for you at your first face to face teaching session. University Library While studying at the Institute you will be able to access the resources of the University Library ( both remotely, via the Institute VLE and in person, on presentation of your University card. You will have the same borrowing rights as undergraduate students. If you are studying with the Institute for fewer than 3 terms, please request a letter of introduction to the University Library from the Academic Programme Manager (contact details given above). Cambridge University Press Students of the Institute of Continuing Education are entitled to 20% discount on books published by Cambridge University Press (CUP) which are purchased at the Press bookshop, 1 Trinity Street, Cambridge (Mon-Sat 9am 5:30pm, Sun 11am 5pm). A letter or confirming acceptance on to a current Institute course should be presented as evidence of enrolment. 4

5 Student participation All students are expected to take an active part in this university-level (FHEQ Level 4) award by handing in work for assessment to provide evidence of their learning on the unit. Therefore, all students will be expected to: (i) attend at least two-thirds of the classes and any fieldtrips and day-schools; (ii) participate actively in class work; (iii) undertake reading and assignments set by the tutors. The award of the qualification depends upon the satisfactory completion of the above. The assignments will be assessed against the outcomes for each unit and the generic pass criteria given in the Student Handbook. The dates of the teaching sessions for the year are given at the end of this course specification. Pass/fail criteria Each term s assignment(s) must be passed in order to complete the programme of study successfully. A student will be allowed to resubmit, once only, failed elements of up to two of the three terms assignments within the one year Certificate. Tutors recommendations regarding the pass / fail status of assignments remain provisional until moderation has been completed. Constructive feedback in the form of one 30 minute supervision provided by the Tutor or Academic/Course Director, as appropriate, will be given on failed elements to allow the student to improve on his/her initial submission. A student who fails again on resubmission may opt to continue to study on a not for credit basis and receive a certificate of attendance. Submission deadlines The submission date for each term s work is no later than three weeks after the final teaching session of that term (bank holidays permitting) and these dates are given below, within each syllabus. Please note that assignments should be uploaded into the VLE by 12 noon on the due date, so that if difficulties are experienced, elearning staff will be on hand to help you. In exceptional circumstances, students may negotiate an extension of up to two weeks. To request an extension, students should submit an extension request form to the Academic Programme Manager (contact details given above) in advance of the submission date. Forms are available from the VLE and from your tutor. Examples of exceptional circumstances would include illness of students or their close relatives or unanticipated changes in personal circumstances, but would not include holiday arrangements, workload or social commitments. In extreme circumstances, a longer extension may be possible at the joint discretion of the Academic Programme Manager and Course Director / tutor. Please see the Student Handbook for further details. Moderation procedures and the award of credit The moderation of assessed work is an important element in assuring the quality of programmes. Samples of assessed work from each unit are first moderated by an internal subject assessor. 5

6 Samples of work, the tutors assessments, and the reports of internal assessors on the level and quality of teaching, learning and assessment on each unit are submitted to a Moderation Panel. In each subject area the Panel consists of a University Moderator, usually a member of the University s academic staff, and an External Examiner, usually an academic member of staff from another university. This Panel is responsible for determining that the work reaches the required standard for the level of the programme, that the tutor s marking is fair, and that the standard achieved is commensurate with that of other higher education providers elsewhere in the country. The report of the Moderation Panel is considered by the Institute s Academic Operations Committee for the approval of the award of University credit. Students who have negotiated extensions for the submission of work should be aware that the marking and moderation of their work may fall behind that of their fellow-students. Guidance on plagiarism Students are expected to make sure that their assignments are supported by appropriate referencing and that there is no danger their work could be suspected of plagiarism. They should familiarise themselves with the guidance issued by the University of Cambridge, available in the Student Handbook, within the Virtual Learning Environment (VLE) and at: Students should attach to each assignment a signed and dated statement of authorship, stating that the work is their own, that they are familiar with the scholarly conventions for submitted work and that they have read the Institute s guidance notes on plagiarism. This statement of authorship is given below and can also be downloaded from the VLE or copied from Appendix I in the Student Handbook. Statement of authorship Pages should be numbered and should include a title page stating: full title of the assignment, followed by the statement: The title of this assignment was (select from one of the following options:) taken from the course syllabus/handbook as set up on the VLE discussed and agreed with my tutor, tutor name. your full name course name and code submission date a word count (including footnotes but excluding bibliography) the following declaration: I (your name), in submitting this assignment, confirm that I have read the guidance on the relevant scholarly conventions for submitted work and the guidance notes on Plagiarism and how to avoid it and that the work I have submitted for assessment is my own work and contains no unreferenced or unattributed work of others. I understand that the University reserves the right to include this piece of work for use in the detection of plagiarism. Contact details of ICE Institute of Continuing Education University of Cambridge Madingley Hall 6

7 Madingley Cambridge CB23 8AQ. Website: Switchboard at Madingley Hall:

8 CERTIFICATE IN GENETICS II Syllabus for first unit Michaelmas term 2011 Genes and evolution Start date 5 October 2011 End date 14 December 2011 Day Wednesday Time 7.15pm 9.15pm Venue ACE Science Education Centre, Homerton College, Hills Road, Cambridge Tutors Dr David Applin, Neil No of meetings 11 meetings and 1 combined day- Shailer, Douglas / classes school and fieldtrip (22 October Palmer 2011) Aims This unit aims to develop an understanding of the development of the theory of evolution by natural selection and then an appreciation of the role that our understanding of genetics has subsequently played in the widespread acceptance of Darwin s theory. We will go on to consider the insights that current research gives us into the mechanisms of evolution, taking some particular topics as examples or case studies. Content The unit is structured within a historical framework and will begin by setting the scene with Darwin and Wallace. A consideration of how Darwin s life experiences and friendships contributed to the development of his ideas will be set against the framework of contemporary ideas about evolution. The fossil record and Darwin s sophisticated understanding of it will be discussed as well as Darwin s observations of the diversity of living creatures. When Darwin first proposed natural selection as the major driving force of evolution he had no idea of the mechanism by which the variations between individuals were determined or passed on to subsequent generations. The development of Neo- Darwinism with the demonstration of Mendelian inheritance and the recognition of variation within populations will be discussed, taking the history of evolutionary ideas up to the 1970 s. We will then consider how our modern understanding of genetics has supported Darwin s ideas about evolution and suggested refinements to his original hypothesis. Specific consideration will be given to some particular topics, including, evolution in action, and the role of particular genes in development and evolutionary biology. Presentation of the unit The 11 evening sessions will consist of lectures illustrated by Powerpoint. 8

9 Diagrams, models, video, clips and animations will be used to illustrate concepts and molecular mechanisms wherever possible. Discussion in class will facilitate an appreciation of the concepts being taught. All students will be expected to access the online Virtual Learning Environment (VLE) and to submit assignments by uploading them to the VLE. Provisional weekly lecture list DA = David Applin NS = Neil Shailer DP = Douglas Palmer Session Date Content Lecture 1 05/10/2011 Evolution through natural selection: the growth of an idea (DA) Lecture 2 12/10/2011 Evolutionary molecular clock Time, pattern and evolution (DP) Lecture 3 19/10/2011 Darwin, the geological record and its fossil contents (DP) Saturday Session 22/10/2011 Discussion about Darwin s letters. Students will read through some selected letters and have a class discussion about their content and meaning. (NS / DA) Galapagos Tales beak shape in Darwin s finches (DA) Tour of Darwin sites in Cambridge Christ s College, Darwin College, Sedgewick museum Darwin exhibition, Zoology museum Finches and other specific items (NS) Lecture 4 26/10/2011 Mendelian genetics and modern theories of evolution (DA) Lecture 5 02/11/2011 What is DNA and what are genes? (NS) Lecture 6 09/11/2011 Introduction to Mendelian genetics (NS) Lecture 7 16/11/2011 How do we study evolution using genetics? (NS) Lecture 8 23/11/2011 Evolution in action: How has DNA helped evolutionary theory? (NS) Lecture 9 30/11/2011 Evolution in action part 2: Evolutionary tress and Phylogenetic networks (NS) Lecture 10 07/12/2011 Evolution of development (DA) Lecture 11 14/12/2011 Comparative biology (DA) Outcomes As a result of the unit, within the constraints of the time available, students should be able to: 1. demonstrate an understanding of the theory of evolution by natural selection and the supporting evidence 2. demonstrate an appreciation of the role of Mendelian inheritance and the generation of variation in the process of natural selection 3. develop and demonstrate a deeper understanding of molecular evolution in action. 9

10 Student assignments The course requires a commitment to reading and pre-class preparation, including some specific reading between class sessions. There is a large number of eminently readable introductions to various aspects of genetics and students are recommended to select those of particular personal interest from the reading list, as selected background reading will greatly increase appreciation of the course. The assignments for this unit will consist of two pieces of written work, equally weighted within the unit, which together should come to a total of 3,000-4,000 words. An exercise begun in class and completed independently, considering molecular evolution. This will assess learning outcome 3. An essay (1,500-2,000 words), essay title: Genes and evolution: the contribution of modern genetics to the theory of evolution by natural selection. This will assess learning outcomes 1 and 2. Students who wish to create their own essay topic must discuss and agree the title with the tutor beforehand. Closing date for the submission of assignments: 12 noon on Wednesday 4 January Reading and resource list AUTHOR TITLE PUBLISHER & DATE Bowler, PJ. & Knight, D. Charles Darwin: the man and his influence CUP, 1996 Brown, W. (Editor) & Fabian, AC. (Editor) Darwin (Darwin College Lectures) CUP, 2010 Morris, SC. Life s Solution CUP, 2004 Darwin, C. The Origin of Species: Or the Preservation of Favoured Races in the Struggle for Life Available in many editions inc. Penguin classics Darwin, C. The Descent of Man: Selection in Relation to Sex Available in many editions inc. Penguin classics Dennet, D. Darwin s Dangerous Idea Penguin, 1996 Fabian, A. (Editor) Evolution: Society Science and the Universe CUP,

11 Fortey, R. Life: an unauthorised biography Paperback, 1998 Glass, B. Temkin, O. & Straus, WL. Forerunners of Darwin Princeton Press, 1959 Gould, SJ. Wonderful Life Available in many editions Gould, SJ. Gould, SJ. Hens Teeth and Horses Toes Ever since Darwin Available in many editions Krude, T. (Editor) DNA: changing Science & Society CUP, 2003 Leakey, RE.(Editor) & Darwin, C. The Illustrated Origin of species Faber & Faber, 1979 Meyr, E. What Evolution is: From theory to Fact Phoenix Mass Market pb, 2002 Ridley, M. Evolution Blackwell Science Inc Stove, D. Darwinian Fairytales selfish genes, errors and heredity and other fables of evolution Encounter Books, 2009 Weiner, J. The Beak of the Finch: Evolution in real time Vintage,

12 CERTIFICATE IN GENETICS II Syllabus for second unit Lent term 2012 Genetic ancestry and human migration Start date 18 January 2012 End date 28 March 2012 Day Wednesday Time pm Venue ACE Science Education Centre, Homerton College, Hills Road, Cambridge Tutors Dr David Applin, No of meetings / 11 meetings and 1 Saturday day-school Neil Shailer, classes (3 March 2012) Douglas Palmer Aims To introduce and examine human ancestry through the study of genetics. To examine mitochondrial DNA and Y chromosome DNA and show how we can study these to further our understanding of human ancestry and migration across the world. To demonstrate the importance of multidisciplinary study when examining human migrations. We mainly concentrate on the genetic research, but to put this research into context we will also have to examine archaeological, climate and anthropological research. Content This unit will start with an introduction to the evolution of the human species. This will introduce the ancestors of homo sapiens, through the study of palaeontology and examination of fossil evidence. This unit will then go on to examine how the study of genetics has aided our understanding of human evolution. It is thought that humans and Neanderthals shared a common ancestor 500,000 years ago. The complete Neanderthal genome has been sequenced, it was been found to be 99.5% similar to modern humans. This course will compare the Neanderthal DNA sequence to the DNA of modern humans to see what can be learned about both species. DNA studies indicate that all modern humans share a common female ancestor who lived in Africa about 140,000 years ago, and all men share a common male ancestor who lived in Africa about 60,000 years ago. This course will examine mitochondrial DNA (mtdna) an Y chromosomal DNA, and show how they can be used to trace human ancestry and human migration. Mitochondrial DNA is inherited from a mother to her offspring and the Y chromosome is inherited from father to sons. Mutations which occur in mtdna and the Y chromosomes are a valuable tool which can be used to trace human migration. By studying the DNA of different indigenous populations, scientists can trace where a particular mutation arose. This unit will examine the mtdna lineages that we see in 12

13 humans today, and show how they represent human migration across the world. It will also discuss case studies of populations to show what we can learn from different populations. This unit will also show how we can calculate DNA mutation rates. It will also show how we can apply these mutations rates to calculate when mutations occurred and date events in human genetic history. Presentation of the unit The 11 evening sessions will consist of lectures illustrated by Powerpoint. Diagrams, models, video, clips and animations will be used to illustrate concepts and molecular mechanisms wherever possible. Discussion in class will facilitate an appreciation of the concepts being taught. All students will be expected to access the online Virtual Learning Environment (VLE) and to submit assignments by uploading them to the VLE. Provisional weekly lecture list Session Date Content Lecture 1 18/01/2012 Introduction to human evolution Lecture 2 25/01/2012 Introduction to human evolution Lecture 3 01/02/2012 Introduction to mtdna and how we study ancient DNA in the laboratory Lecture 4 08/02/2012 Neanderthals vs Humans genetic similarities and differences Lecture 5 15/02/2012 Out of Africa what does mtdna tell us? Lecture 6 22/02/2012 Migration across the world (NS) Lecture 7 29/02/2012 Migration across the world using mtdna as a molecular clock to date events Saturday session 03/03/2012 Farming communities Session 1: The evolution and spread of languages Session 2: Can we apply genetic network techniques to the evolution of language? Session 3: Publishing papers How do you read a journal article? How do you write a journal article. (Important for the assignment) Students will be given examples of papers and be shown how to examine published data and how a review article is written. Lecture 8 07/03/2012 Does the genetic data fit with what the archaeologists have found? Lecture 9 14/03/2012 Drawing and examining evolutionary trees and networks Lecture 10 21/03/2012 YDNA What does it well us about human ancestry and migration Lecture 11 28/03/2012 Are we still evolving human evolution in action 13

14 Outcomes As a result of the unit, within the constraints of the time available, students should be able to: 1. demonstrate an understanding of the similarities and differences between modern humans and Neanderthals. 2. demonstrate knowledge of how genetics can be used to trace human migration. 3. demonstrate an understanding of how genetics can be used to understand human migration, but this has to be in considered in collaboration with archaeological evidence. Student assignments The course requires a commitment to reading and pre-class preparation, including some specific reading between class sessions. There is a large number of eminently readable introductions to various aspects of genetics and students are recommended to select those of particular personal interest from the reading list, as selected background reading will greatly increase appreciation of the course. The assignments for this unit will consist of two pieces of written work. 1. In the style of a journal article review, describe the similarities and differences between modern humans and Neanderthals. (1,500-2,000 words). This assignment will access learning outcome Essay. Why has mitochondrial DNA been such a useful tool in understanding human migrations, and what knowledge have we gained from studying it? (1,500-2,000 words). This assignment will access learning outcomes 2 and 3. Students who wish to create their own essay topic must discuss and agree the title with the tutor beforehand. Closing date for the submission of assignments: 12 noon on Wednesday 18 April Reading and resource list Author Title Publisher and date Burnie, D. Prehistoric: The Definitive Visual History of Life on Earth Dorling Kindersley, 2009 Cavalli-Sforza, LL. Genes, People and Languages Penguin, 2001 Cavalli-Sforza, LL & The Great Human Diasporas Perseus,1993 Parker, L. Carrol, Sean B. Remarkable Creatures: Epic adventures in the search for the origins of species. Quercus,

15 Carrol, Sean B. Jobling, M, Hurles M, Tyler- Smith C. The Making of the Fittest: DNA and the ultimate forensic record of evolution Human Evolutionary Genetics: Origins, Peoples and Disease Quercus, 2006 Garland Science 2003 Lewin, R. Origin of Modern Human Scientific American Library, 1993 Oppenheimer, S. Out of Eden: The Peopling of the World Robinson Publishing 2004 Oppenheimer, S. The Origins of the British: A Genetic Detective Story Robinson 2007 Publishing Oppenheimer, S. Out of Eden: The peopling of the world Constable, 2003 Palmer, D. Palmer, D. The Origins of Man: An Illustrated History of Human Evolution Origins: Human Evolution Revealed New Holland Publishers 2007 Mitchell Beazley 2010 Palmer, D. Evolution: the story of life. this is in fact an illustrated history of life ie the fossil record Mitchell Beazley, 2009 Roberts, A. The incredible human journal Bloomsbury Publishing PLC 2009 Wells, S. The Journey of Man: A Genetic Odyssey Penguin,

16 CERTIFICATE IN GENETICS II Syllabus for third unit Easter term 2011 Project-based course Start date 25 April 2012 End date 31 July 2012 Day Wednesday Time pm Venue ACE Science Education Centre, Homerton College, Hills Road, Cambridge (for the opening seminar) Tutor Neil Shailer No of meetings / classes 1 seminar and 3 individual supervisions Aims This unit aims to: assist the student to choose a viable project of personal research; enable the student to identify research approaches applicable to the project; develop the student s understanding of the appropriate research methodology; encourage the student to submit a sustained and well-argued piece of writing about a scientific topic for a specified audience. Content Students may work on a topic of personal research, the topic should be chosen to extend the student s knowledge and understanding of subject area already covered in Genetics Certificate units. The student should choose a topic of particular interest and relevance to themselves. All projects must be discussed with the tutor and titles approved before students begin their independent study. A laboratory-based project will only be a suitable choice if the student can demonstrate independent access to appropriate resources. Alternative projects could involve investigating a particular aspect of a well-defined subject area, for example, the preparation of teaching materials, magazine articles or webbased information resources. Investigations of public opinion on genetics-related topics would also be welcomed. Presentation of the unit This unit is based on one group session, 3 supervisions and independent study. In the group session we will discuss possible research topics and consider how they might be most successfully undertaken, 16

17 paying particular attention to the resources and information required to successfully complete the project within the available timeframe (April to July 2012). After this session, each student will send the tutor a research proposal on one side of an A4 sheet of paper. This will lead to the first supervision where, if the project is approved, the student will be given advice on methodology, information sources etc. by a supervisor appointed by the Institute of Continuing Education. As the student progresses with the project, the supervisor will monitor progress and give support to the student, read drafts and make constructive comments. A second meeting with the supervisor will review work in progress over the summer months and a final supervision will advise on the project write-up. Students are also required to maintain a personal Reflective Learning Log throughout the unit within which they record their personal reflections on how their investigation is progressing. This is intended to help you develop your personal study skills, a particularly relevant component of this unit which aims to develop your ability to investigate new topics independently. Outcomes As a result of the unit, within the constraints of the time available, students should be able to: 1. develop a viable project of personal research and the strategy to complete this; 2. evaluate and discuss information sources available/experimental approaches/results obtained etc. as appropriate; 3. complete the research and submit a written project which shows evidence of an understanding of research methods, access and application of information sources, evaluation of results and an ability to write an account of a scientific topic for a specified audience. Student assignment The project report must take the form of a sustained and well-argued piece of writing for an identified audience. The reflective log should be compiled as the research progresses. While the written work submitted for this project unit should amount to about 4,000 words, the relative word counts of the project report and the reflective learning log will be agreed with the supervisor and Certificate Course Director, and may vary in individual cases depending on the subject matter and the type of work involved. Closing date for the submission of the project: 12 noon on Tuesday 31 July

18 TEACHING TIMETABLE Term 1 Date Lecture 1 05/10/2011 Lecture 2 12/10/2011 Lecture 3 19/10/2011 Saturday Session 22/10/2011 Lecture 4 26/10/2011 Lecture 5 02/11/2011 Lecture 6 09/11/2011 Lecture 7 16/11/2011 Lecture 8 23/11/2011 Lecture 9 30/11/2011 Lecture 10 07/12/2011 Lecture 11 14/12/2011 Term 2 Date Lecture 1 18/01/2012 Lecture 2 25/01/2012 Lecture 3 01/02/2012 Lecture 4 08/02/2012 Lecture 5 15/02/2012 Lecture 6 22/02/2012 Lecture 7 29/02/2012 Saturday Session 03/03/2012 Lecture 8 07/03/2012 Lecture 9 14/03/2012 Lecture 10 21/03/2012 Lecture 11 28/03/2012 Term 3 Date Seminar 25/04/2012 University of Cambridge Institute of Continuing Education, Madingley Hall, Cambridge, CB23 8AQ Tel Information correct as at 9 September