second year biological sciences handbook 2018-19 · beckerman, a. p. & petchey, o.l. (2012)...

Department of Life Sciences

Second Year Biological Sciences Handbook 2018-19

Life Sciences Education Office

Room 201, Sir Ernst Chain Building

South Kensington Campus

London SW7 2AZ

Tel: +44 (0) 20 7594 5399

[email protected]

Dates of term 2018-19

• Autumn Term: Saturday 29 September to Friday 14th December 2018

• Spring Term: Saturday 5th January to Friday 22nd March 2019

• Summer Term: Saturday 27th April to Friday 28th June 2019

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.

mailto:[email protected]

Biology Degrees – Department of Life Sciences – Imperial College London 2

Contents Dates of term 2018-19 ...................................................................................................................................................... 1

Disclaimer .......................................................................................................................................................................... 1

Contents ............................................................................................................................................................................ 2

Introduction ...................................................................................................................................................................... 3

Important Information ...................................................................................................................................................... 3

Second Year Grid 2017-18................................................................................................................................................. 4

Mitigating Circumstances ................................................................................................................................................. 5

Plagiarism ....................................................................................................................................................................... 5

Applied Molecular Biology with Bioinformatics ..................................................................................................... 6

Bacterial Physiology .......................................................................................................................................................... 7

Behavioural Ecology .......................................................................................................................................................... 8

Cell and Developmental Biology ................................................................................................................................ 9

Ecology ............................................................................................................................................................................ 10

Genetics with Statistics for 18-19 ................................................................................................................................... 11

Immunology ................................................................................................................................................................. 13

Vertebrate Form & Evolution .......................................................................................................................................... 14

Resource Management ................................................................................................................................................... 15

Tutored Dissertation .................................................................................................................................................. 16

Virology ........................................................................................................................................................................... 17

Supplementary Course .................................................................................................................................................... 18


Introduction Applied Molecular Biology, Genetics, and the Tutored Dissertation are compulsory courses taken by all students in

the Second Year.

Other course selections 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 Education Office by 1pm on the Thursday before the course begins by completing the online

form on Blackboard: it is not sufficient just 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. You must also attend

and pass a supplementary course with either the Centre for Co-Curricular Studies or the Business School.

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.

Second Year Grid 2017-18


Mitigating Circumstances If you miss an examination through illness, you must complete a major mitigating circumstances form and send it

along with a medical certificate to the Life Sciences Education 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 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.

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.

mailto:[email protected]

http://www3.imperial.ac.uk/library/subjectsandsupport/plagiarism/undergrads


Applied Molecular Biology with Bioinformatics

Convenor: Dr Pietro Spanu

Course Aims

AMB is a compulsory course. For preparation, students will have taken the First Year Cell Biology and Biological

Chemistry courses, or equivalent courses for direct entry/Erasmus students. The first aim of this course is to enable

all biology students to gain a fundamental understanding of the theoretical and practical basis of modern molecular

and cell biology techniques and to appreciate how such techniques are used in a wide range of biological disciplines.

The second aim is to ensure that all students gain knowledge of bioinformatics and understand its role in genomics

and molecular biology.

Learning Outcomes

After taking this course students should be able to design suitable strategies for (a) the cloning of cDNAs and genes,

(b) the manipulation of DNA in order to study the function and regulation of a given protein, and (c) finding,

extracting and manipulating biological information derived from sequence databases. Students will also be able to

display competence in performing and interpreting basic molecular and cell biology experiments.

Teaching methods

AMB: 21 Lectures, 8 Practicals, Team Based and Problem Based Learning sessions, Bioinformatics sessions and

project,

Statistical Modelling: 1 overview lecture, 8 computer-based practical sessions in total with 3 during AMB.

Assessment

AMB: Students will take a 3 hour examination in the Spring Term which carries 60% of the marks: this comprises a

multiple choice section and two essays. Of the remaining 40%, 20% by Team Based and Problem Based Learning

sessions and 20% by a bioinformatics project.

Reading List

http://www.ncbi.nih.gov/entrez/query.fcgi?db=Books Brown, T. A. (2006). Gene Cloning & DNA Analysis. An Introduction. Blackwell. Watson, J. et al. (1992). Recombinant DNA. W.H. Freeman and Co. Lewin, B. (2013). Genes XI. Oxford University Press. Alberts, B. et al. (2013). Molecular Biology of the Cell. Garland Publishing. Lodish, H. et al. (2007). Molecular Cell Biology. Freeman and Co. Beckerman, A. P. & Petchey, O.L. (2012) Getting Started with R: An introduction for biologists. OUP


Bacterial Physiology

Convenor: Dr Huw Williams

Course Aims

The aim of this course is to elucidate the principles of bacterial physiology and the common themes that underpin

the biology of all bacteria. This course is a foundation course for the Microbiology stream and is important for

students intending to take third year Microbiology Courses. This course starts with the assumption that students

have a general familiarity with the main metabolic pathways (Embden-Meyerhof, TCA cycle etc) from their first year

courses. The course will also draw extensively on the molecular genetic topics taught in the second year Applied

Molecular Biology Course.

Learning outcomes

At the end of the course, students should be able to explain in general terms the workings of a “typical” bacterial

cell. The student should understand the importance to a bacterium of optimising its growth rate and adapting and

controlling its main catabolic pathways to achieve this and what bacteria do when growth can no longer proceed.

Students should be able to explain using appropriate examples, the biochemical and molecular genetic detail of what

occurs when bacteria adapt to changes in their environment. Students will gain an appreciation of the diversity of

physiological processes of bacteria and how these allow bacteria to survive in a wide range of ecological niches.

Teaching Methods

Teaching will be by a combination of lectures (~ 30), practical classes (15-18 hours), and tutorials/problem solving

sessions. Students will be provided with detailed handouts of key biochemical and genetic pathways to leave time in

lectures to discuss the underlying principles and important detail of such processes. Particular emphasis will be given

to explaining the types of experimental approaches currently used to investigate physiological and genetic processes

in bacteria. Tutorials will complement lectures and students’ progress and understanding of lecture material will be

followed by interactive problem sessions. Towards the end of the course students will work in small groups to

research the physiology of a specialist group of bacteria. The group will present their research in a short seminar and

individuals will then write a short dissertation on the topic. Practicals are designed to expand on the principles

studied in lectures, to give students confidence in handling bacteria and give the opportunity for students to plan

their own experimental strategies within a flexible practical framework.

Assessment

Student understanding and progress will also be assessed by discussing topics with individuals or small groups of

students during practical classes and tutorial sessions. Formal assessment will be by a three-hour exam (75%) and

coursework (25%). The coursework consists of 4 or 5 assessments that comprise 2 or 3 practical write-ups, research

project and presentation and an end of course test.

Reading list

Schaechter, M. et al. (2005). Microbe. American Society for Microbiology Press. Madigan, M. T. et al. (2008). Brock Biology of Microorganisms. Pearson Education. Slonczewski, J. W. and Foster, J. L. (2008) Microbiology: An Evolving Science. W. W. Norton & Co.


Behavioural Ecology

Convenor: Dr Magda Charalambous

Course Aim

Behavioural Ecology is an evolutionary approach to the study of animal behaviour; the rationale being that

behaviour evolves through natural selection to increase fitness within given ecological, social and historical

constraints. The course aims to give an understanding of behaviour using a theoretical framework to study the

interaction between behaviour, ecology and evolution. After an initial brief consideration of some of the

proximal causes of behaviour, the lectures will consider how theoretical concepts (such as optimality models,

game theory and comparative methods) are applied to key areas of animal behaviour such as foraging,

communication, where to live/dispersal/migration, fighting/competition, reproductive behaviour (including

sexual selection, sexual conflict, alternative mating behaviours), parental care, sex ratios and social behaviour.

The lectures will be complemented by an emphasis on practical work and experimentation. Students will be

taught experimental design in animal behaviour. Practicals using insects, birds and fish will be used to

investigate movement, group behaviour, feeding, fighting, communication, and reproductive behaviour and a

trip to London Zoo will introduce students to the study of primate social behaviour. Students will be given the

opportunity to conduct a mini-project using the organisms used in the lab practicals and to write up their

research in the format of a poster (Primate Practical) and a published research paper (MiniProject).

Learning Outcomes

By the end of the course students should be able to 1) Evaluate key theoretical concepts to discuss the ultimate

(evolutionary) causes of, and variation in, animal behaviour, 2) Demonstrate an understanding of

experimentation used in animal behaviour by conducting a series of practical experiments, 3) Design, conduct

experiments and analyse data to test hypotheses formulated about the behaviour of one animal study system,

4). Evaluate and communicate research in various formats such as writing research papers and producing

posters.

Teaching Methods

Approx. 25 lectures, 2 lab practicals, 1 zoo practical, 2-day Mini-project, 1-2 tutorials/ workshop.

Assessment

A three-hour exam (75%) and course work (25%). The coursework consists of 2 assessments: Primate behaviour

practical poster (40%) and a MiniProject report (60%).

Reading List

Davies, N. B., Krebs, J.R. & West, S. A. (2012) An Introduction to Behavioural Ecology. Wiley-Blackwell. Martin, P. & Bateson, P. (2007) Measuring Behaviour. Cambridge University Press


Cell and Developmental Biology

Convenor: Dr Colin Turnbull

Course Aims

The course aims to provide an integrated understanding of eukaryotic cell biology and the regulation of

development in animals and plants. Studies will focus especially on the underlying physiological, cellular and

molecular biology processes. Particular attention will be given to the initiation and patterning of recognisable

developmental features of animal and plant body plans throughout their life cycles, including some evolutionary

perspectives. Functional aspects of cell physiology will also be emphasised. Selected case studies will highlight recent

research breakthroughs. Cell and Developmental Biology builds upon first year courses in Organisms and Cell

Biology. This course is suitable for all students with interests in the functioning of organisms at cellular and

molecular levels. The CDB course provides intermediate level understanding, and acts a valuable stepping-stone

towards several third year courses.

Leaning Outcomes

Upon completion of this course you should be able to (a) describe fundamental processes of cellular signalling and

cell growth, (b) explain the cellular and molecular regulation of body plans, organogenesis and pattern formation, (c)

interpret results of experiments using genetics to explore developmental regulation in animals and plants and (d)

confidently locate, analyse and present information on topics in cell and developmental biology that extend beyond

the formally taught materials.

Teaching methods

The taught components of this course include approx. 28 lectures, together with coursework comprising three

assessed elements. Two of these are laboratory practicals. In the third element, students undertake a literature

research exercise on a topic of their choice that culminates in group presentations at an end-of-course conference.

Assessment

The marks for this course will come from a 3-hour examination in the Summer Term (75% of the marks) and

coursework (25% of the marks: 15% for wet lab practical write-ups, 10% for conference presentation).

Reading List

Alberts. Essential Cell Biology, 3rd or 4th edition

Wolpert et al. Principles of Development, latest edition (4th or 5th)

Gilbert. Developmental Biology, latest edition (8th)

Squire et al. (2013) Fundamental Neuroscience (4th Ed.)

Eckert et al. (2002). Animal Physiology: Mechanisms and Adaptations (5th ed)

Smith et al. (2009). Plant Biology

Taiz & Zeiger (2010) Plant Physiology, latest edition (5th) or

Taiz et al. (2015) Plant Physiology & Development (6th)


Ecology

Convenor: Prof Jon Lloyd

Course Aims

The syllabus for this course is currently being developed and extended, what is here may be used as guidance, but

is not to be considered complete.

This course will expose students to the broad diversity of approaches and topics in modern ecology. Major aims are

to understand: (a) key ecological issues at different organisational levels: from individuals and populations to

communities and ecosystems; (b) how it is that the different vegetation types of the world differ in their structure

and function (c) how the major terrestrial biogeochemical cycles (C,N,P and K) interact with each across to define

ecosystem properties across range of scales; (d) the importance of evolutionary and taxonomic insights in ecology;

(e) the range of theories that explain how diversity is maintained.; Students will also be provided with practical

experience of carrying out field ecology during a one week field course held at Silwood Park. The course builds on

the very wide but shallow coverage of UG1 Ecology & Evolution by studying certain topics in more detail and by

adding new material and deeper analysis. It forms a natural link between EE and the more narrowly focused

ecological (Resource Management; Global Change Biology; Population & Community Ecology) and evolutionary

courses (Evolutionary Molecular Biodiversity) in Second and Third Year. The course is most suitable for those

interested in ecology and whole-organism biology (animals, plants and microbes).

Learning Outcomes

Students taking the course will achieve a fundamental understanding of the following topics: the ecology and

evolution of communities; the maintenance of diversity; patterns of global biodiversity. They will also have gained

experience in designing and conducting field data collection.

Teaching Methods

The course consists of a series of 24 formal lectures, a field course and practical sessions that will analyse the data

collected during the field course.

Assessment Performance will be assessed by a 3-hour written examination paper (75% of the marks) in the Summer Term and by assessed coursework (25%). The coursework consists of a practical write-up from the field course (17.5%) and a computer-based practical assessment (7.5%).

Reading List

Begon, M., Harper, C. A. & Townsend, J. L. (2006) Ecology. From individuals to ecosystems. Blackwell. Chapin III, F. S, Matson, P.A. and Vitousek. P ( 2011).Principles of terrestrial ecosystem ecology. Springer. Morin, P. J. (2011). Community Ecology. Blackwell. Walter, H., & Breckle, S. W. (2002). Walter's Vegetation of the Earth. Springer.


Genetics with Statistics for 18-19


Genetics with Statistics is a compulsory course. The Genetics component is taught first (weeks 7-10) followed by the

Statistics component (weeks 10 and 11). The Genetics component is worth 80% of the overall marks (60% exam, 20%

coursework) and the Statistics component is worth 20% of the overall mark (20% test).

Genetics:


Course Aims

Genetics builds upon (and assumes knowledge of) the First Year Cell Biology and Genetics lectures on transmission

genetics, chromosome inheritance, gene linkage & chromosome mapping to provide an intermediate level course

that considers a range of topics in a very expansive field of study. The aims of the course are (a) to provide an

overview of selected topics in genetics and as such provide a link to a number of third year courses; (b) to stress the

increasingly important applied use of genetics in the 21st Century; and to (c) to provide instruction in standard

genetics/molecular biology techniques.

Learning Outcomes

By the end of the Genetics course students should have an understanding of: (a) the origin and molecular basis of

mutations and how they are used to determine biochemical pathways; (b) factors affecting the expression of genes

in eukaryotes, epigenetics; (c) the origin of new genes, evolution of genes and factors affecting population gene

frequencies in time and space; (d) the inheritance of complex or quantitative traits, identification and use of

quantitative trait loci (QTL), QTL mapping; (e) how genetic techniques can be applied to natural history,

reconstructing relationships (phylogenies) and conservation.

Students will gain experience of a number of standard genetic techniques such as (a) inducing and scoring mutations

in Salmonella; and (b) conducting population genetics analysis of a given microsatellite dataset using standard

software such as GENEPOP.

Finally, students should also be able to write up their practical work in the form of a research paper and critically

evaluate and present research to a tutorial group.

Teaching Methods

Approx. 25 lectures, 1 laboratory practical, 2 computer practicals, a population genetics problem set, a tutorial,

flipped lecture on writing and presenting research papers.

Assessment

A three-hour Genetics exam (60%) at the start of the Spring term, Genetics coursework (20%). The Genetics

coursework consists of 3 assessments: an essay (8%), a practical written up as a research paper (8%), a tutorial group

presentation of a published research paper (4%).

Reading List: Genetics

Griffiths, A.J.F et al. (2012). Introduction to Genetics Analysis. 10th Ed. W.H. Freeman

Hartl, D. L. & Ruvolo, E. W. (2012). Genetics. Analysis of Genes and Genomes. 8th Ed. Jones and Bartlett.


Statistics:

Convenor: Dr Samraat Pawar

Course Aim

The course will be taught in one block over weeks 10 and 11. The main aim of the course is for students to build

upon their year 1 data management, visualization and statistical analysis training in R to develop a deeper

understanding of visualization, methods of statistical analyses & tests, and hypothesis testing (model fitting) for

different types of data, with particular focus on linear models. By the end of the course, students will have covered

the main visualization and statistical techniques they will require for most of the remaining year 2 and year 3

courses.

Learning Outcomes

• Obtain descriptive statistics of the data, produce meaningful visualizations the data by plotting them for exploration as well as model fitting.

• Test for certain properties of data, such as normality, log-normality, etc.

• For two samples, be able choose the appropriate test (e.g., t-test, paired t-test, Mann-Whitney u-test, randomization test etc).

• Understand linear models including linear regression and ANOVA, check model assumptions using QQ plots, residual plots etc.

• For data with non-normal errors or count data, be able to choose and perform appropriate tests especially generalised linear models (GLMs), and interpret the output.

Teaching Methods

8 days in weeks 10 and 11 comprising of two lectures and multiple computer-based practical sessions.

Assessment

A one hour computer-based test will contribute 20% of the coursework marks for Genetics with Statistics. It will take

place on the final day of the course in week 11.

Reading List: Statistics

Tufte, E. (2001). The visual display of quantitative information (2nd ed.). Cheshire, Conn.: Graphics Press.

Beckerman, A. P. & Petchey, O.L. (2012) Getting Started with R: An introduction for biologists. OUP

Crawley, R. (2013) The R book. 2nd edition. Chichester, Wiley. [The first edition is ok to use also. It is an enormous

reference book, with scripts and data available from http://www.bio.ic.ac.uk/research/mjcraw/therbook/index.htm]

http://www.bio.ic.ac.uk/research/mjcraw/therbook/index.htm


Immunology

Convenor: Dr Marc Dionne

Course Aims

The course provides a detailed overview of the organisation, development and regulation of the immune system in

health and disease. It assumes a basic knowledge of cell biology and immunology. The course builds on aspects of

immunology, cell biology, genetics and biochemistry from the first year. It is especially suited to students who may

be planning a career in any aspect of medical research and careers involving cellular or molecular biology.

Learning Outcomes Students should, by the end of the course, be able: (a) to describe the organisation and development of the immune

system in the context of lymphoid tissues and organs, T lymphocytes, B lymphocytes, antigen presenting cells and

the processing and handling of foreign antigens; (b) to distinguish between the cells and functions of the innate and

adaptive immune responses; (c) to describe the structure and function of B and T cell antigen receptors and NK cell

regulatory receptors; (d) to explain the mechanisms and pathways of lymphocyte activation, proliferation and

differentiation; (e) to describe the structure of products encoded by the MHC locus and to assess their function in

immune responsiveness; (f) to explain the mechanisms involved in the regulation of immune responses; (g) to list the

main effector mechanisms of immunity and describe how they provide protection for the host against viruses,

parasites and intracellular bacteria; (h) to describe the immunological mechanisms underlying allergy, chronic

respiratory disease, inflammation, autoimmunity, graft rejection and tumours.

Teaching Methods

The course consists of about 26 lectures, a workshop on flow cytometry, 1 day of practical work with assessment, an

assessed presentation of a state-of the-art research paper and a poster session. The lectures cover all aspects of

cellular and molecular immunology. This gives the opportunity for the student to gain a greater depth of up-to-date

information and insight into all aspects of immunology. The tutorial involves high profile recently published research

papers in the field and is designed to enable the student to exercise critical evaluation of basic immunology-related

research work. The poster topics are in selected subjects of current interest in immunology. Students prepare

posters in small groups on given immunology-related topics that highlight current areas of interest and/or

controversy. Each poster will be assessed for their presentation and coherence and the students questioned on its

content and related matters.

Assessment

Student performance is assessed by a combination of coursework and written examination as follows: Written exam

(Summer Term) essays, MCQs and short questions (75%), Research paper presentation (10%), Poster presentation

(7.5%) and Practical (assessed by computer-based test) (7.5%).

Reading List

Murphy and Weaver Janeway’s Immunobiology (9th edition, 2016), Garland Publishing Peter Parham, The Immune System (4th Edition 2015), Garland Publishing, this book is effectively a cut-down version of the Immunobiology textbook


Vertebrate Form & Evolution

Convenor: Dr Martin Brazeau

Course Aims

This course is about the morphological structure and evolution of vertebrate animals. In this course, we will take a

taxonomically broad look at vertebrate evolution over the course of Earth history. The course will build on your

background from Biology of Organisms in the first year, reviewing some of the essential topics from that course, and

expanding out from there. We will look at vertebrate anatomy and how it informs our understanding of the

phylogenetic relationships, structural adaptations for physiology, and how it relates to ecology and large-scale

patterns of evolution. The course focuses on both lectures and practical, hands-on learning. While lectures and

textbooks can give a summary or schematic understanding, the theory behind this course is that you should have first-

hand experience with specimens, allowing you to make your own independent and guided observations.

Learning Outcomes

By the end of this course, you should have a good overall understanding of the evolutionary history of the vertebrates

from a phylogenetic and morphological perspective. However, the objective is to help you develop critical and

transferrable skills and knowledge that will help you in future disciplines, whether you go on to studies in zoology,

ecology, or even cell and molecular biology. In this course, you will: • Know the detailed chronology and phylogeny of

vertebrate evolution • Develop an understanding of more advanced topics in phylogenetics (over and above OB). •

Learn how to understand and interpret anatomy through specimens and dissections. • Practice key dissection and

specimen preparation skills in animal morphology. • Understand morphological variables relating to function and

physiology in vertebrates (and animals generally). • Learn how to undertake comparative studies using real specimens

and critically referencing literature.

Teaching Methods

Lectures

Attend the lectures, take notes, and ask questions. This is examinable material.

Demonstrations & interactive sessions

Demonstrations and interactive sessions are not compulsory but are essential if you want to develop a deep

understanding of the subject matter. They may involve handling specimens, live dissections, or Q&A sessions. They

are intended to stimulate your interest and allow you the chance to work practically with the stuff we are learning in

lecture.

Practicals

Attend and participate in the practicals, most of which are not summatively assessed. However, you will need to know

how to dissect and draw specimens in order to produce an effective dissection guide.

Assessment Student performance is assessed by a combination of coursework and written examination as follows: Written exam

(70%), Practical (10%), Comparative Dissection Project (20%)

Reading List

Benton, M. J. 2015. Vertebrate Palaeontology.

Jollie, M. 1962. Chordate Morphology.

Romer, A.S. and Parsons, T.S. The Vertebrate Body. Saunders Publishing


Resource Management

Convenor: Dr Tilly Collins & Prof. John Mumford, Centre for Environmental Policy

Course Aims

To provide an introduction to the natural resources and ecosystem services used by people, and to the theories and

practices of how they might be managed sustainably. This course takes an applied approach by integrating the social

dimensions of economies and politics with ecology. Students will improve their understanding of applied aspects of

biology, especially those with an ecological or environmental interest. This course is also relevant to students who

may want to move into a business, management or policy career after their undergraduate degree.

Learning Outcomes

After completing this course, students should understand the drivers of problems that hinder sustainable

management of the major natural resources, and be able to apply this knowledge to explore practical resource

management contexts. They should be familiar with: human pressures on resources due to population, social and

economic demands; the ecology and economics of major resource problems in land use, agriculture, forestry,

recreation, conservation, and fresh and marine systems; the ways in which policy can assist in determining

management criteria, responses to risk, legal controls and in choosing management options.

Teaching Methods

The course consists of approximately 30 lectures together with several application-focussed practicals. Tutorials

examining current resource management problems promote a more nuanced understanding of major challenges.

Students are expected to build team-working skills and practise other ways of presenting material through the

various course activities. Each student will be expected to prepare and present a talk within the course structure.

Lectures form the major course with other sessions providing more practical experience of resource management

challenges. Lectures may also involve visiting staff from environmental agencies giving practical examples of the role,

duties and objectives of management in an environmental context.

Assessment

Student performance is measured by a 3-hour examination (75% of the marks) in the Summer Term together with

coursework: two assessed tutorials (2 x 2%), a demography practical report (5%), a modelling practical (9%) and an

Information report based on POST reports (7%).

Reading List

Defra (2012) The Natural Choice: Securing the Value of Nature. Defra, London. http://www.official-documents.gov.uk/document/cm80/8082/8082.asp UK National Ecosystem Assessment (2011). The UK National Ecosystem Assessment: Synthesis of the Key findings. UNEP-WCMC, Cambridge. http://uknea.unep-wcmc.org/Resources/tabid/82/Default.aspx Pretty, J. et al. (2010) The top 100 questions of importance to the future of global agriculture. International Journal of Agricultural Sustainability 8:219-236. http://www.ingentaconnect.com/content/earthscan/ijas/2010/00000008/00000004/art00001 United Nations. 2015. World Population Prospects The 2015 Revision. http://esa.un.org/unpd/wpp/

FAO. 2014. The State of World Fisheries and Aquaculture. FAO,

Rome. http://www.fao.org/fishery/publications/sofia/en

FAO. 2014. The State of Food and Agriculture. FAO, Rome. http://www.fao.org/publications/sofa/2014/en/

http://www.official-documents.gov.uk/document/cm80/8082/8082.asp

http://www.official-documents.gov.uk/document/cm80/8082/8082.asp

http://uknea.unep-wcmc.org/Resources/tabid/82/Default.aspx

http://www.ingentaconnect.com/content/earthscan/ijas/2010/00000008/00000004/art00001

http://esa.un.org/unpd/wpp/

http://www.fao.org/fishery/publications/sofia/en

http://www.fao.org/publications/sofa/2014/en/


Tutored Dissertation

Convenor: Dr Pietro Spanu

Course Aims

The Tutored Dissertation is a compulsory course. The aim of this dissertation is to provide you with experience of

literature-based projects outside the usual constraints of course modules. The experience gained will be of

considerable value for final year coursework (and placement year, if applicable), in particular the final-year project

report.

Course Components and Assessment

• You are asked to select six dissertation topics, in order of preference during the fourth week of the autumn term. A maximum of five students will do the same general topic and share their tutorial sessions, although each student must carry out the literature research and write the dissertation independently. Within the general topic, the exact title and direction of the dissertation may vary depending on the student’s interests and students are encouraged to explore these.

• Once allocated, students will meet with their Dissertation Tutor on Wednesday morning of week six of term for an initial discussion of the topic. A compulsory Plagiarism and RefWorks workshop will be scheduled for the same morning at which a register will be taken. You should conduct literature searches on the most recent primary research papers rather than reviews or books; use websites sparingly and only where absolutely necessary. Three further formal meetings are timetabled, the dates are below.

• This work should start immediately after the introductory meeting and will run alongside taught courses until the end of the Spring term. Students must then write a succinct synthesis of the topic of approximately 4 000 words (excluding the main title and the reference list only). References in the text must be cited by author name and year (e.g. Lee 2007; Li and Lee 2007; Lee et al 2007) using the Harvard System. Number-based reference systems (e.g.1,5,6-8) must not be used. Reports that substantially exceed the word limit will not meet the marking criteria.

• The completed work must be submitted by 10:00am on the first Monday of the summer term (30th April 2018). Submit two hard copies of the completed Dissertation to the Education Office in Sir Ernst Chain Building (neither copy to be bound but using the coversheet provided, stapled in the top-left hand corner, the front page bearing your name, the dissertation title, your tutor’s name, and the number of words contained in your text. Be very wary of attempting to print the dissertation in College that morning.

• You must also submit an electronic copy of the dissertation, identical to the one submitted in hard copy, by uploading to the Tutored Dissertation site in Blackboard as instructed on the site. A late hand-in penalty of 2% per hour will apply. Plagiarism penalties will apply.

• It is strongly advised that you do much of the work for the dissertation during term-time. Tutors will provide general guidance as to the structure of your dissertation and may assist you by correcting style and grammar in a sample paragraph. They will not provide detailed comments or any 'corrections' to drafts of students’ final submission.


Virology

Convenor: Dr Mike Tristem

Course Aims

1) To provide fundamental understanding of the nature of viruses, how they replicate, interact with their host cells,

cause disease, and how virus diseases can be controlled. To illustrate the experimental approaches which have been

used to gain our current knowledge and understanding of viruses and to impart skills in the interpretation of

experimental data.

2) To identify outstanding problems in virology and to impart skills in experimental design to test hypotheses and

develop new concepts and knowledge. To impart practical skills in modern molecular virology, including the writing

of practical reports. Students from all branches of biology, who have an interest in viruses, are encouraged to take

the course. The number of students on the course is limited to 90 due to laboratory constraints.

Learning Outcomes

Lectures and tutorials during the course will enable students to understand, describe and critically assess: (a)

structure, replication and expression strategies of bacterial, plant and animal viruses with different types of

genomes, including control processes and how virus particles are assembled; (b) contrasting interactions of bacterial,

plant and animal viruses with their different types of hosts; (c) evolutionary relationships between different types of

viruses (d) how viruses cause cancer and the central role of oncogenes in cell biology; (e) differences between

viruses and prions; (f) the development of virus vaccines and problems in the control of rapidly evolving viruses.

Problems will develop skills in Interpretation of experimental data and testing of hypotheses with examples taken

from animal virology. Practical sessions will develop skills in molecular methods in virology.

Teaching methods

27 lectures, 3 tutorials, 6 hours practical.

Assessment

A three-hour exam (75%) and coursework (25%). The coursework consists of a poster (12.5%) and a Viral

Fingerprinting practical report (12.5%).

Reading List

Flint, S. J. et al. Principles of Virology American Society for Microbiology Press.


Supplementary Course All second year students must take a mandatory supplementary course. This can either be a Horizons course or a BPES

course. Students will decide which course they wish to take, and apply via the relevant departments. We strongly

advise that you apply for courses that suit your timetable.

Horizons Programme

The Centre for Co-Curricular Studies provides Horizons/Humanities courses that offer you the opportunity to study

subjects, which can make important contributions to your general education. The courses aim to give you practice in

ways of thinking about human affairs and creative activity that are not always amenable to the quantitative techniques

of science and technology.

Language courses are designed to enable you to understand, speak, read and write in a foreign language (either

extending your ability in a language you have learnt before, or introducing you to a new language). In the more

advanced courses you will be introduced to scientific and technical forms of the language, and there is also some study

of the modern culture, history and institutions of the country or countries involved.

http://www.imperial.ac.uk/horizons/course-options/second-year-undergraduates/

Business School Programme

As an alternative to the above, the Imperial College Business School’s Business for Professional Engineers and Scientists

(BPES) Programme provides engineering and science undergraduate students with the opportunity to learn about

business and management. A number of these courses are available to you. However, the timetable for each course

below differs and can only be undertaken if they are scheduled between 1200h and 1400h to fit in with Biochemistry

teaching. Entry is in competition with all college students and you should have superior quantitative skills before

considering an application.

http://wwwf.imperial.ac.uk/business-school/programmes/undergraduate-study/bpes-programme/

http://www.imperial.ac.uk/horizons/course-options/second-year-undergraduates/

http://wwwf.imperial.ac.uk/business-school/programmes/undergraduate-study/bpes-programme/

second year biological sciences handbook 2018-19 · beckerman, a. p. & petchey, o.l. (2012)...

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