UoN UnderGrad StudySkills 2011

School of Biosciences
Study Skills
and other useful info A handy guide for new Undergraduates (1st Year, Direct Entry Years 2 & 3)
2011
This handbook is available in alternative formats. Please contact Kathy Wilson by emailing Kathy.Wilson@Nottingham.ac.uk or telephone 0115 951 6002 to request an alternative format. Paper made from FSC accredited material
Contents
Introduction and Welcome Background to Study and Social Life
1. The Educational Process 2. Social and Community Life 3. Student Commitment
Page No.
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10 11 13
Page No.
Study Skills
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Organising Your Time Tutorials Making Notes Efficient Reading Report Writing Essay Writing Virtual Writing Centre Plagiarism and Paraphrasing Working in Groups Giving Effective Presentations Revision and Exams Study Skills Books 70 75 77 80 83 90 105 112 121 127 130 137
Your School and Your Studies

1. 2. 3. 4. 5. 6. 7. 8. Teaching Staff Course Structure Module Codes Marking Conventions and Progression Extenuating Circumstances Key Staff List Complaints Procedure Office Hours 16 21 30 36 50 52 54 55
Introduction and Welcome
Support and Guidance

1. 2. 3. 4. 5. Academic Tutoring The Tutorial System Student Guild and Students Union The Counselling Service Academic and Disability Support: Information for Students with Disabilities 6. Student Advice and Representation Centre 7. Careers 138 141 150 151 153 155 156
Facilities
1. 2. 3. 4. 5. 6. 7. 8. Safety and Security The Libraries IT Facilities The Portal and Virtual Learning Environment (VLE) Amenities Sports Facilities Shuttle (Hopper) Bus Bonington Hall (Sutton Bonington) 56 57 59 62 63 64 67 67
Resources
Useful Contact Numbers 166 169
Index
Acknowledgments
Some of the material for this book originated in a project in the Faculty of Engineering, developed with finance from Enterprise in Higher Education and co-authored by Jon Binner, Mark Curry and Mark Dale. Editions for Biosciences, 1995-2008, were written and edited by Jeff Atherton, Mark Dale, Frances Gilbert and Martin Luck and included material adapted from items provided by Rob Clarke.
Thanks to all the students and staff who discussed the design and content with us for the 2011 edition. Students and staff of The University of Nottingham are allowed to make copies of these pages for teaching and personal research without prior permission. Designed in the U.K. by Eight Days a Week Print Solutions Ltd Printed in the U.K. by Ratcliff and Roper Print Group
Introduction and welcome

Welcome to the School of Biosciences at The University of Nottingham
We want you to make the most of your time at university, to feel at home in the School and to be successful in your studies here. This handbook has been prepared to help you understand the nature of the work ahead, to cope with some common problems of university life and to make the most of your time as a student. Many of the sections contain information which you will need to know straightaway. The value of other sections will become apparent after the semester has started. We have aimed to make this handbook a reasonably complete reference document that you can dip into for useful advice as and when you need it. We update it each year and would welcome your comments or suggestions. email to kathy.wilson@nottingham.ac.uk
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Health Warning
You can have too much of a good thing. If all the advice in this handbook seems rather daunting do not despair. You will soon get the hang of things at university and succeed like thousands of students before you. No matter what happens, dont panic! Also, this handbook gives general guidance only. You may well find you are required to do things in a slightly different way for different modules. Whenever this is the case the module conveners should tell you, but if in doubt, ask them!

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The School of Biosciences

The School of Biosciences is based within the Faculty of Science on the Sutton Bonington (SB) Campus and University Park Campus (UP). Sutton Bonington Campus is situated about 10 miles south of Nottingham and houses the Divisions of Agricultural and Environmental Sciences (Environmental Science students are located at the University Park Campus), Animal Sciences, Food Sciences, Nutritional Sciences and Plant and Crop Sciences. The School of Biosciences has over 800 undergraduate students and about 340 research and taught postgraduate students. The campus is shared with the School of Veterinary Medicine and Science. The School has a reputation for high quality research and teaching. In 2008 our research excellence was recognised independently as being of international importance, and we received a mark of 23 (from a possible 24) in the most recent HEFCE assessment of teaching quality. One of the first people you will meet is your Personal Tutor. Your Personal Tutor will be a member of academic staff with whom you have regular meetings, sometimes as part of a group. Your Tutor is there to give you help and support in person as well as guidance in academic matters. You should make every effort to establish a good working relationship. Your Tutor will provide you with details of your exam performance and it is essential that you discuss your progress, in confidence, with him/her at regular intervals.

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The University operates a modular system, taught over semesters. This is explained below, with further details in the Catalogue of Modules (available at modulecatalogue.nottingham.ac.uk/nottingham), and the Student Course Handbooks. Teaching is largely through lectures and practical classes but demonstrations, videos, essay writing, case studies, computer assignments, seminar presentation, tutorials, poster presentation and project work play an increasingly important role as the course progresses. Assessment is by examination and coursework; the proportions of these and the nature of the coursework vary from module to module. During your first year you will usually take two sets of examinations. Those at the end of Semester 1 will be the first indication to you and your university teachers of how you are progressing in your studies. However, you may find that some of your modules are year-long and therefore only formally assessed at the end of semester 2. Marks achieved in the exams at the end of Semester 2, together with those from Semester 1, will determine whether your progress is satisfactory and if any particular subject areas need strengthening. If your progress is unsatisfactory, you will be given one opportunity to resit any failed modules - both coursework and examinations. Marks from Semesters 1 and 2 do not contribute to final degree classification.

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Here are a few pieces of free advice; they come from fellow undergraduate students and from academic staff who helped us prepare this document.
Most lecturers teach at a faster pace than you may be used to from school or college. Develop good note-taking skills early in your university career. Lectures are progressive, i.e. each one builds on the last. Missing lectures is therefore dangerous, as is ignoring things that you didnt fully understand at the time. Module Conveners may issue a book list. Check with academic staff and 2nd and 3rd year students which are the most valuable to buy. You may not be able to afford them all. Books on your reading lists can be borrowed from the Libraries. You should expect to work outside of class time. This may include reading, rewriting your notes, doing coursework, writing reports, etc. Dont be afraid of asking questions in lectures. Lecturers like to know that students are following what they are saying. The question you ask may be exactly what other students were wondering but were afraid to ask. Most lecturers will provide opportunities for questions. You can also ask for help outside of lecture time. Dont be afraid to approach staff for help. Their offices are accessible to you (knock and wait) and they have telephones and email. They are busy people but a large part of their work involves dealing with students. Make use of their time, advice, experience and expertise. Remember that activities continue after the exams and that you are required to remain at the University until the end of each semester.

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Never hesitate to see the lecturer if you are having difficulty with his / her module or dont understand why you were given a particular mark. Handing in coursework late means losing marks. 5% will be lost for every working day late. The School has an undergraduate Learning Community Forum with staff and student representatives from each year. Use this system to make constructive comments about your course. If you become ill and have to miss more than a couple of days, or a coursework deadline, or if your performance in an exam is affected, go to see your tutor and complete an Extenuating Circumstances Form (forms available from outside the School Office at Sutton Bonington) and on the website: www.nottingham.ac.uk/academicsevices/quality-manual/ assessment/extenuatingcircumstances.aspx Missing an exam for any reason is extremely serious and should be avoided if at all possible. Let your Tutor know IMMEDIATELY and complete an extenuating circumstances form available as above. Read notice boards and check your pigeon hole and email daily; otherwise you may miss vital information.
Background to Study and Social Life

1. The Educational Process
Each student arrives here with a different background and with a range of skills and experience. Initially you may find that some lecture material is familiar but you should find that the information given is more detailed and differently presented. The pace of presentation should be such that new material predominates after the first few weeks. You may have particular difficulty with subjects not studied before. Feel free to question lecturers or practical class demonstrators. Alternatively, arrange to meet the lecturer in his/her office. Academic staff are there to be approached as often, within reason, as you need. It is impractical to rewrite your lecture notes each day. You need to develop the ability to note down the essentials in a lecture, despite the varying styles of the lecturer, so that only additions and corrections need to be made afterwards. Later parts of this handbook give advice on how you might do this. Written results from practicals are often used in the continuous assessment of progress and contribute to your mark for the module. For this reason, it is essential that you complete all assignments which are set and submit them on time. If you are unable to complete a piece of assessed work, through illness for example, be sure to report the reason to the member of staff involved and your tutor. You are expected to spend a fair proportion of your time each week in assimilating the meaning and content of lectures and practicals, and in gaining further understanding of the subjects you are studying. Continuity of effort leads to better results than a hectic revision of lecture notes in the few weeks immediately preceding the examinations.

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2. Social and Community Life Sutton 2. Social and Community Life atat Sutton Bonington and University Park Campuses Bonington and University Park Campuses
The student community at Sutton Bonington is a very active one. Full Bonington is a very is strongly urged because experience gained in taking participation is strongly urged because experience gained in taking part part and organising others helps to develop full full potential. and organising others helps to develop youryourpotential.
Sutton Bonington Campus has its own facilities for most sports (see Bonington Campus has its own facilities Facilities section), and social activities that all students in the School activities that all students in the can use. Every encouragement is also given to students to participate to participate in activities at University Park and to make contact with students in activities at University Park and to Faculties. shuttle service operates between other Faculties. A free shuttle bus service operates between the two campuses. The Enquiry Office in the Main Building, Sutton Bonington in the Main Building, Sutton Campus, has details of when this service Campus, has details of when this service runs; it also gives you details of public service bus times and routes. Transport details are also found public service bus times and routes. Transport details are also at www.nottingham.ac.uk/estate/transport.htm. A late A late night found at www.nottingham.ac.uk/estate/transport.htm. night minibus service service by the Students Union operates on request between minibusprovidedprovided by the Students Union operates on request the campuses each evening, Monday to Friday. between the campuses each evening, Monday to Friday. During the Autumn and Spring Semesters, Hall formal dinners are held the Autumn and Spring Semesters, Hall formal dinners to which Ins) are heldinvited. These events are not over-formal but tidy (Dining students are to which students are invited. These events are dress should be but smart dress should be worn; if evening gown then not over-formal worn; if you have a dinner jacket or you have a dinner wear it! Details of social activities atit! Details of social activitiescanthe jacket or evening gown then wear the University Park campus at be UniversityThe Student Union be found on The Student Union website found on Park campus can website www.su.nottingham.ac.uk. This www.su.nottingham.ac.uk. of services available to students. services website also gives details This website also gives details of
Background to Study and Social Life Background to Study and Social Life
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available to students.
The Old Kingstonian Association (OKA) Sutton Bonington Campus

Students graduating from the School of Biosciences, like other graduates, automatically become members of the University Association. In addition, they are invited to join, for a nominal annual sum, the Old Kingstonian Association. This is a local alumni association for students who studied at the Sutton Bonington Campus for all of their degree, or took individual modules taught in the School of Biosciences, including students of the original College which was situated at Kingston (hence the name of the Association). OKA aims to maintain contact between graduates and to promote their continuing interest in the activities of the School. You may be interested to know that the original Sports Hall was largely funded by an appeal to OKA members, who also contributed to the Student Amenities Centre. The all-weather pitch and Octagon were made possible by generous donations from former students. You should look out particularly for the November Reunion, attended by large numbers of recent graduates, and for the joint Student/Campus/OKA publication Agrimag. Agrimag is an important archive of campus activities and gives a flavour of changing student life over the 75 years or so of its existence. Student contributions to Agrimag are always very welcome. During your final Semester, OKA officers will contact you with an application form for membership. Dont miss the opportunity of keeping in touch with the close friends you have made here and with the continuing development of the campus.

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3. Student Commitment
Information on the Universitys regulations can be found at www.nottingham.ac.uk/academic-office/studentregistry/regulations.htm Students are expected to be regular and punctual in their attendance at the lectures, practical classes, seminars and tutorials which make up their course of study. Student attendance is formally monitored at various times throughout the year. Students are expected to access their e-mail accounts regularly as this is the main means of communication. Pease do not use any other personal email account which you may have for communication within the University. If you do, you risk losing out on important information.
You are required to:
Read this handbook and other documents referred to so that you are clear about the structure of your degree course and what is expected of you. Abide by University Ordinances, Regulations and other codes of practice (e.g. Computing, Safety etc.). Open and maintain a portfolio containing all information notes issued by module conveners and course lecturers, continuous assessment exercises (essays, projects, lab reports, field trip reports), staff comments on assignments, records of meetings with staff etc. The portfolio should be properly filed, classified and indexed. A separate coursework portfolio that contains your coursework completed during the course, including qualifying year work, will be submitted in your final year. This may be inspected by the External Examiner.
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Consider maintaining an electronic Personal Academic Record (ePAR) in collaboration with your tutor. It records details of exam performance but also records meetings and items discussed and any significant events occurring during the academic year. The record is important because it allows you to appreciate the progress you have made. It will also form your tutors record of your period at the University. Tutors are frequently asked to act as referees for their students in connection with applications for accommodation, summer employment and jobs in later years; the ePAR allows this information to be provided quickly and accurately. Read notices placed on official notice boards. These provide an important primary channel of general communication and may advertise such information as re-arrangements to the teaching timetable.
It is wise to carry a diary in which to note appointments with tutors, module conveners, course managers, etc.
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Your school and your studies

1. Teaching Staff
Lecturers are responsible for teaching components of modules and for setting and marking assignments and examinations. Each module has a Convener who is responsible for its organisation. At the start of the module, the Convener will issue to each student a document describing its aims, content, objectives, transferable skills, methods of assessment, dates for submission and return of coursework and penalties for late submission. Students will be given coursework turnaround details, see information at www.nottingham.ac.uk/academicservices/qualitymanual/ assessment/markingclassification.aspx S/he will also conduct a feedback exercise at the end of the module to gauge student opinion. Each course has a Course Manager, responsible for overseeing its structure and smooth running. The Course Manager ensures balance between modules and liaises regularly with other staff to ensure that appropriate teaching and learning are provided. The Course Managers are directly responsible to the Head of School for ensuring that all levels of the teaching management structure operate efficiently. They should be notified of any significant problems. Heads of Division are ultimately responsible for the services provided by their staff.

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The Director of Teaching overseas the organisation and management of teaching across the School. The Semester 1 Tutor is responsible for maintaining a balance of work between the core Semester 1 modules. S/he appoints student representatives and holds meetings at which any matters which students may wish to raise can be discussed. Dont be afraid to make your views known! A list of the staff who hold these positions is included in this handbook (see pages 18-20). Students should feel able to approach any of them with concerns they may have about aspects of their education. Your Personal Tutor can advise you and make the appropriate contacts. Courses undergo continual modification to keep up with modern developments in science and teaching methods. Mechanisms are in place to ensure that student opinions are taken into account when modules are reviewed from year to year. Constructive comments from students are most welcome; they help to maintain the very high national and international reputation in teaching and research which this School enjoys.

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Academic Staff Locations

Name
Alberio Alcocer Avery Bailey Barton Bennett Black Brameld Broadley Campbell Connerton Cook Crout Dickinson Dodd Elmes Foster Foulkes Fray Garnsworthy Gray Gregson Harding Halliday Hardy Harris Hill
Initial
R M A E A M J C R J M R K I F D N M J C E R M T M J R G P C D K S E V I J P J
Title
Dr Dr Mrs Dr Mrs Prof Prof Dr Dr Prof Prof Dr Prof Dr Prof Dr Dr Dr Dr Prof Dr Dr Prof Dr Dr Dr Dr
Room
B223, South Laboratory 60, North Laboratory Building 49D, North Laboratory Building C21, Gateway Building 28 North Laboratory Building A04, Plant and Crop Sciences Building C06, Plant and Crop Sciences Building 43, North Laboratory Building C34, Plant and Crop Sciences Building B210, South Laboratory Building 1st Floor, Food Sciences Building C04, Bioenergy and Brewing Science Building C22, Gateway Building C32, Plant and Crop Sciences Building B30, Food Sciences Building 53, North Laboratory Building A20, Food Science Building 312, South Laboratory Building C33, Plant and Crop Sciences Building B213, South Laboratory Building A24, Food Sciences Building Room 1, Second Floor, Main Building A15, The Limes F49, Second Floor, North Lab C26, Gateway Building C18, Vet School B21, Food Sciences Building
Department
Building Animal Sciences Nutritional Sciences Nutritional Sciences Agricultural and Environmental Sciences Nutritional Sciences Plant and Crop Sciences Plant and Crop Sciences Nutritional Sciences Plant and Crop Sciences Animal Sciences Food Sciences Food Sciences Agricultural and Environmental Sciences Plant and Crop Sciences Food Sciences Nutritional Sciences Food Sciences Plant and Crop Sciences Plant and Crop Sciences Animal Sciences Food Sciences Animal Sciences Food Sciences Nutritional Sciences Agricultural and Environmental Sciences Animal Sciences Food Sciences

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Name
Hill Hodgman Hobman Holdsworth Hort Jethwa Kelly King King Langley-Evans Lomax Lomax Lu Luck Lycett Mann May Mayes McCullough McMullen Mellits Millar Mooney Murchie Parr Powell Pyke Ramsden Ray Rees
Initial
S E T C J L M J J J S IP J S B M C L M R G W G S T S F S W S K K M S E H T C K A S R V C E D
Title
Prof Prof Dr Prof Dr Dr Dr Prof Dr Prof Dr Prof Dr Dr Dr Dr Prof Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr
Room
A22, Food Sciences Building C30, Gateway Building B22, Food Sciences Building 301B, South Laboratory Building A27, Food Sciences Building 55, North Laboratory Building C23, Vet School C21 Plant Sciences Building C21 Plant Sciences Building 30, North Laboratory Building C24, Gateway Building 57A, North Laboratory Building C21, Gateway Building B207, South Laboratory Building C10, Plant and Crop Sciences Building B208, South Laboratory Building NASC 301C, South Laboratory Building 26, North Laboratory Building 37, North Laboratory Building B26, Food Sciences Building B67, Vet School C22, Gateway Building 306, Laboratory Building, South Lab 53A, North Laboratory Building B19, Food Sciences Building C09,Plant and Crop Sciences Building 308, South Laboratory Building 303, South Laboratory Building B23, Food Sciences Building
Department
Food Sciences Agricultural and Environmental Sciences Food Sciences Plant and Crop Sciences Food Sciences Nutritional Sciences Animal Sciences Plant and Crop Sciences Plant and Crop Sciences Nutritional Sciences Agricultural and Environmental Sciences Nutritional Sciences MyCIB Animal Sciences Plant and Crop Sciences Animal Sciences Plant and Crop Sciences Plant and Crop Sciences Nutritional Sciences Nutritional Sciences Food Sciences Animal Sciences Agricultural and Environmental Sciences Plant and Crop Sciences Nutritional Sciences Food Sciences Plant and Crop Sciences Agricultural and Environmental Sciences Plant and Crop Sciences Food Sciences

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Name
Robbins Roberts Rossall Salter Scott Seymour Shaw Sinclair Sjogersten Smart Sparkes Stekel Stevenson Stoger Swarup Sweetman Swift Taylor Taylor Tucker Waterfall Webb Welham West Whitehead Wilson Wilson Wiseman Wolf Young
Initial
T P J A S A M D G B G K D M S K A D L D C R J R D J J A I B M G A A R S H K P Z A J B S
Title
Dr Prof Dr Prof Dr Prof Prof Dr Dr Prof Dr Dr Dr Dr Dr Dr Dr Dr Dr Prof Dr Prof Dr Dr Mrs Dr Dr Prof Dr Dr
Room
C27, Plant and Crop Sciences Building A06, Plant and Crop Sciences Building C12, Plant and Crop Sciences Building 57, North Laboratory Building B19, Food Sciences Building A03, Plant and Crop Sciences Building C28, Gateway Building B216, South Lab C27, Gateway Building C10, Bioenergy and Brewing Science Bldg 330, South Laboratory Building C19, Gateway Building A57, Vet School B232, South Laboratory Building C31, Plant and Crop Sciences Building B234, South Laboratory Building 58, Second Floor, North Lab C11, Plant and Crop Sciences Building 52, North Laboratory Building 09, Floor C, Bioenergy and Brewing Science Bldg B224, South Laboratory Building B203, South Laboratory Building 24, North Laboratory Building C28, Gateway Building 28A, North Laboratory Building 332, South Laboratory Building C28, Plant and Crop Sciences Building B205, South Laboratory Building A23, Ground Floor, Food Sciences Building C25, Gateway Building
Department
Plant and Crop Sciences Plant and Crop Sciences Plant and Crop Sciences Nutritional Sciences Food Sciences Plant and Crop Sciences Agricultural & Environmental Sciences Animal Sciences Agricultural and Environmental Sciences Food Sciences Plant and Crop Sciences Agriculture and Environmental Sciences Animal Sciences Animal Sciences Plant and Crop Sciences Animal Sciences Nutritional Sciences Plant and Crop Sciences Nutritional Sciences Nutritional Sciences Animal Sciences Animal Sciences Nutritional Sciences Agricultural and Environmental Sciences Nutritional Sciences Agricultural and Environmental Sciences Plant and Crop Sciences Animal Sciences Food Sciences Agricultural and Environmental Sciences

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2. Course Structure
The University operates a modular course structure. This provides students with choice and flexibility in the range of subjects which they can study to make up their degree. It also allows entry to courses by students from a wide variety of backgrounds and facilitates the accumulation of credits from a number of different institutions in higher education. Details of Regulations and Supplementary Regulations regarding degrees are found at the courses website www.nottingham.ac.uk/current/regulations The following definitions might be helpful to you:
Credits indicate a quantity of assessed learning. They contribute to a cumulative indication of the modules which a student has completed. One credit equates approximately to 10 hours of study. A Module is a specified programme of study which is selfcontained and which attracts a specified number of credits. Examinations are held at the end of most modules. A ten credit module accounts for approximately 100 hours of your time, of which usually no more than 40 hours will be spent in the lecture room or laboratory. A Course of Study is a set of modules satisfying the requirements for a particular degree and attracting 320 credits for an Ordinary Bachelor degree and 360 credits for an Honours degree.
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The levels in a course of study leading to an Honours degreeare as follows Year 1 (120 credits) Year 2 (120 credits) Year 3 (120 credits) Level 1 Level 2 Level 3
And for a Master of Nutrition or MSci degree Year 4 (120 credits) Level 4
Credits achieved in Year 1 are for progression purposes only and will not contribute to the final degree classification.
A Semester is a division of the academic year. It consists of twelve weeks of teaching, coursework and revision, plus two (Autumn Semester) or four (Spring Semester) weeks of assessment and consultation.
Note: Although each academic year is divided for teaching purposes into two semesters, there is still a three-term pattern of attendance, with breaks at Christmas, Easter and during the Summer.
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A Year is a period of study consisting of an Autumn Semester followed by a Spring Semester. Except where the Supplementary Regulations provide otherwise, an academic session spent in study abroad does not constitute a year. Assessment may be by means of written examination papers, oral examinations or coursework. Progression and/or degree classification are based on the outcome of the assessment. A Mark is a numerical indication of the quality of the assessed work completed by a student in each module. Marks awarded are subject to the approval of the Board of Examiners and are ratified by an External Examiner.
RESEARCH PROJECT
In your final year, you will carry out a research project. To see what some previous students have investigated, have a look at BURN www.nottingham.ac.uk/burn
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More Information About Degree Courses

Apart from reading, new learning may be acquired from events going on in the world around you. Undergraduate courses in the School of Biosciences are based on the teaching of biology, chemistry, physical sciences and in relation to the environment, to the growth, development and reproduction of plants and animals, and to the production and preservation of the food commodities which they yield. Domestic and laboratory animals and crop plants are the media through which the background sciences are considered but it is essential that the application of these sciences to animal and crop production is appreciated. For example, a great deal of benefit can be gained from taking an interest in the work of the University Farm at the Sutton Bonington Campus and of the research laboratories within the School. Not only do these show practical aspects of agricultural, environmental and food sciences, but they also show that a considerable volume of high quality research is in progress. Knowledge of this can foster better understanding of particular subjects.

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Degree Courses in the School of Biosciences

BSc Agricultural and Livestock Science BSc Agriculture - also with Certificate in European Studies (Biosciences) BSc Agricultural and Crop Science BSc Agricultural and Environmental Science BSc Animal Science - also with Certificate in European Studies (Biosciences) BSc Applied Biology - also with Certificate in European Studies (Biosciences) BSc Biotechnology - also with Certificate in European Studies (Biosciences) BSc Environmental Biology - also with Certificate in European Studies (Biosciences) BSc Environmental Science - also with Certificate in European Studies (Biosciences) MSci Environmental Science - also with Certificate in European Studies (Biosciences) BSc Food Science - also with Certificate in European Studies (Biosciences) BSc Food Microbiology - also with Certificate in European Studies (Biosciences) BSc Microbiology - also with with Certificate in European Studies (Biosciences) BSc Nutrition - also with Certificate in European Studies (Biosciences) BSc Nutrition and Food Science - also with Certificate in European Studies (Biosciences) BSc Nutritional Biochemistry - also with Certificate in European Studies (Biosciences) Master of Nutrition BSc Plant Science - also with Certificate in European Studies (Biosciences) Certificate of the University: Pre-veterinary Science
All are three year degree programmes (except MNutr, MSci and all degrees with European Studies [Biosciences] which are four year programmes), the MSci Environmental Science with European Studies is a five year programme. The Pre-veterinary Science Certificate is a one year programme. An Honours degree requires 360 credits, whilst an Ordinary degree requires 320 credits. In most cases, an Honours is awarded. Details of degree regulations can be found at: www.nottingham.ac.uk/quality-manual/ study-regulations/undergraduate-regulations.htm
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CORE MODULES IN SEMESTER 1

All students in the School of Biosciences, irrespective of their UCAS code on entry, are obliged to take a number of core modules in Semester 1. The weighting of the examination and coursework elements of all modules offered by the School are set out in the Catalogue of Modules. See modulecatalogue.nottingham.ac.uk/Nottingham/ Training in IT is included in some modules, e.g. Foundation Science.
CHOICE OF ROUTE
During the registration process in Week One you will be given a Module Entry and Exam Form preprinted with your core modules in Semester 1. Please note that you may change courses within the School at the end of Semester 1 or Semester 2 (subject to course structures and modules), but such changes are most easily accommodated at the end of Semester 1. The modules available in each course are laid out in the Student Course Handbook which is given to you upon arrival. Your choice should be based on your subject interests and on information made available. Should you wish to change courses at any stage you must consult your Tutor and Course Manager.
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PROGRESSION FROM YEAR 1

Results from module assessments in Semesters 1 and 2 are used jointly to determine progression from Year 1 to Year 2. In the event of a failure, one opportunity to resit will be offered in late August / September (prior to the commencement of Semester 3). Year 1 marks do not contribute to final degree classification. It should be particularly noted that where students fail in these modules, including a fail mark in the coursework element, they may be given the opportunity to submit additional coursework as well as resitting the written examination in an attempt to achieve an overall pass mark. Other than these circumstances, there is no opportunity to improve the coursework element at a subsequent date.
At the end of Year 1 you will have to make a provisional choice of the modules you wish to take in Semesters 3 and 4. You can reconsider your choice of modules again at the begining and end of Semester 3. A Module Entry and Registration Day will be held in May, when you can discuss the options available to you with members of staff. It is wise to discuss your plans with your Tutor and Course Manager at this stage.
MODULES IN YEARS 2 AND 3 FOR BSc / MNutr / MSci COURSES

All modules taken from Semester 3 onwards contribute towards your final degree classification. Marks from the modules taken in Semesters 3 and 4 are combined into a BSc Part I mark, which constitutes 30% of the total for your BSc degree. The BSc Part I examination provides a second progression barrier (i.e. you must pass these examinations to be allowed to continue with the course into Year 3), the rules for which are identical to those operating in Year 1 (see above). For the MNutr degree, Part I constitutes 20% of your total degree and, Part II constitutes 40% and Part III constitutes 40%. Direct entry to year 3 of MNutr degree constitutes 50% Part II and 50% Part III. For the MSci degree, Part I constitutes 30% of your total degree, Part II constitutes 30%, and Part III constitutes 40%.
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At the end of Semester 3, you will be required to confirm your choice of modules for Semester 4 and to make provisional choices for modules to be taken in Semesters 5 and 6. The most important decision you will have to make is your choice of project subject area. In some subject areas, project work may begin in Semester 4. The research project runs throughout Semesters 5 and 6 (for BSc students) and accounts for a total of 40 credits (60 credits if you are a Microbiology student). In addition, you must take at least 90 credits over Semesters 4, 5 and 6 in the same subject area as the project. For MNutr students the 30 credit project is completed in Semester 7. The remaining credits for each semester may be chosen from modules offered at Sutton Bonington or University Park. You will be advised as to which modules are most appropriate for the course you wish to follow, but you will have some choice. The School reserves the right to limit your choice of modules according to the academic suitability of your selection. You should also note that your final choice will be limited by timetabling constraints, the co- and pre-requisite requirements of some modules (see the Catalogue of Modules for this information), and possibly the number of places available on individual modules. Module catalogues for other Schools in the University are available in the library and all module details are accessible via the Internet (modulecatalogue.nottingham.ac.uk/Nottingham/).
It is essential that you discuss your choices with your Tutor and Course Manager before completing your module entry forms.
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CERTIFICATE IN EUROPEAN STUDIES (BIOSCIENCES)

If they are not already registered for the degree, students may transfer to the Certificate in European Studies (Biosciences) at the end of Semester 2, subject to available places and entry qualifications. This is taken as an extra year between years 2 and 3 and offers students the opportunity to continue their choice of studies at one of our partner institutions in mainland Europe, encouraging the improvement of their knowledge of scientific language and their understanding of the scientific and cultural aspects of their host country. Students study a special European Placement Module, including language study (and scientific terminology) in the summer of year 2, prior to the start of placement. Students can also take language modules in autumn and spring semesters of this second year. Placements are arranged via the Erasmus European Exchange Programme - this is a European Commission initiative supporting a range of collaborative activities between universities and businesses across Europe, including student exchange.
INDUSTRIAL PLACEMENT AWARD

All of the 3-year degree courses have the option of being combined with an intercalated year in industry. Students are welcome to make the most of our extensive industrial links by arranging to combine their degree with an industrial placement between years 2 and 3. More information at: www.nottingham.ac.uk/biosciences/prospectivestudents/undergraduate/industryplacements.aspx
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3. Module Codes
Level
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1
Module Title
Year 1 Modules
Applications of Biology Applied Entomology Clinical Pharmacology Data Transfer, Analysis and Presentation Dissertation in Environmental Science Environmental Science & Society Food and Catering Food and Health Food Hygiene Food Materials Foundation Science Genetics and Cell Biology Genetics with Specialist Options Global Environmental Processes Grassland Management Introduction to Animal Physiology Introduction to Dietetics Introduction to Nutrition Introductory Biochemistry Medicine and Pathology Microbial Physiology Micro-Organisms and Disease Plant Science Principles of Ecology
Module Code
D211A1 D212P4 B14804 D212E1 C11BE1 C111E4 D211N5 D211F1 D212F8 D21BF1 D211E2 D211P1 D212P3 C111E1 D212A1 D212Z5 D21BN3 D21BN1 D21BN2 B12411 D212F7 C51201 C112P1 D211E4
Semester
Autumn Spring Spring Spring Full Year Spring Autumn Autumn Spring Full Year Autumn Autumn Spring Autumn Spring Spring Full Year Full Year Full Year Spring Spring Spring Spring Autumn

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Level
1 1
Module Title
Regulation and Organisation in Animals Whole Organism Biology
Module Code
D212Z6 D211Z1
Semester
Spring Autumn
Year 2 Modules
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Agricultural and Food Marketing Analysis of Bacterial Gene Expression Applied Animal Science Applied Crop Science Bacterial Biological Diversity Biochemistry of Mammalian Development Climate Change Science Communicating Biosciences Communicating Environmental Science Communication Skills & Educational Methods Dissertation Dissertation Economic Analysis for Agricultural Sciences Endocrinology Endocrinology & Metabolism Environmental Science Field Course Essay in Plant and Crop Sciences Food Commodities Food Composition for Dietetics Food Products Food Safety Hydrogeochemistry Hydrogeochemistry Field Course Introductory Plant Pathology Mammalian Biochemistry - Tissue and Whole Animal Studies D224A1 D224F9 D22BA1 D223A5 D223F6 D223N1 C123E7 D224E2 C124E6 D224N8 D223F5 D224FD D223A6 D224Z1 D223Z8 D223E2 D224P2 D223F1 D224D1 D224F0 D224FS C124E8 C124E9 C123P1 D224N5 Spring Spring Full Year Autumn Autumn Autumn Autumn Spring Spring Spring Autumn Spring Autumn Spring Autumn Autumn Spring Autumn Spring Spring Spring Spring Spring Autumn Spring

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Level
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Module Title
Macromolecules Management Science: Food Manufacture of Food Medical Microbiology Medicine & Pathology Molecular Biology of the Cell Molecular Pharming: assessing the impact of genetically modified organisms (GMOs) Molecular Techniques in Biosciences Neurophysiology and Pharmacology Nutrition, Metabolism and Disease Plant Biotechnology Plant Responses to Environmental Stress Practical Animal Physiology Practical Methods in Microbiology Principles of Animal Nutrition Principles of Human Nutrition Principles of Immunology Psychology, Sociology and Nutrition Reproductive Physiology Research in Nutrition and Biochemistry Research Project in Agriculture I Research Project in Crop Science Research Project in Environmental Biology 1 Research Project in Food Microbiology Research Project in Plant Science 1 Research Techniques in Agriculture, Plant and Animal Science Research Techniques for Environmental Science Resource Capture by Plants: From cell to community
Module Code
D223F9 D223A3 D223F8 C52304 B12411 C124P1 C123P3 D224P6 D224Z5 D22BN1 D223P5 D224P5 D223Z6 D224FM D224N3 D224N2 D223N6 D223N9 D223Z7 D224NP D224AP D224CP D224EP D224MP D224PP D224Z4 D22BE1 D223P8
Semester
Autumn Autumn Autumn Autumn Spring Autumn Autumn Spring Spring Full Year Autumn Spring Autumn Spring Spring Spring Autumn Autumn Autumn Spring Spring Spring Spring Spring Spring Spring Full Year Autumn

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Level
2 2 2 2
Module Title
Soil Science The Dynamic Cell Virology World Agroecosystems
Module Code
C123E3 C124P2 D223F7 D224P4
Semester
Autumn Spring Autumn Spring
Year 3 Modules
3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Animal Nutrition Applied Bioethics 1: Animals, Biotechnology and Society Applied Bioethics 2: Sustainable Food Production, Biotechnology and the Environment Arctic Ecology Field Course Biology in Space and Evolution of the Biosphere Biomolecular Data and Networks Biotechnology in Animal Physiology Clinical Pharmacology Companion Animal Science Computational and Mathematical Modelling of Biological Systems Contaminant Fate & Impact in the Environment Coordinated Physiological Functions Current Issues in Crop Science Diet Therapy Dietetic Practice Ecosystem Processes in the Terrestial Biosphere Environmental Microbiology Environmental Modelling: Application Environmental Pollution Field Course Epigenetics and Development European Placement Field Crops D23BN2 D235Z5 D236Z6 C135E8 D235P7 D235B1 D235Z1 B14804 D235A8 D235B2 C135E4 D235Z7 D236A3 D23BNC D236N3 D236E1 C136E6 C136E3 C135E5 D236Z8 D23SE1 D236A5 Full Year Autumn Spring
Autumn Autumn Autumn Autumn Spring Autumn Autumn Autumn Autumn Spring Full Year Spring Spring Spring Spring Autumn Spring Full Year Spring
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Level
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Module Title
Field Crops Cereals Food Factory Operations Fundamental and Applied Aspects of Plant Genetic Manipulation Fundamentals of Dietetics Genetic Improvement of Crop Plants Genomics Health Promotion Industrial Methods in Microbial Analysis Livestock Production Science Rural Business Management Management Consultancy Microbial Fermentation Microbiology Project Molecular Biological Laboratory Skills Molecular Microbiology and Biotechnology Molecular Nutrition Molecular Plant Pathology Nutrition and Food Science Research Project Nutrition and the Health of Populations Nutrition in the Community 1 Physical Chemistry of Molecules Plant Cell Signalling Plant Disease Control Plant Microbe Interactions Plants and the Light Environment Professional and Practice Issues in Dietectics Reproduction and Fertility Research and Clinical Practice Skills for Dietetians Research Project Crop Science
Module Code
D235A5 D236F8 C13569 D23BN5 D23BA7 C136P1 D235N2 D236F5 D23BA1 D235A4 D236A2 D236F6 D233MP D236P8 D235F5 D23BN3 C135P2 D23BNF D23BN1 D236D2 D235F7 D235P2 D236P3 C135P1 D235P6 D23BN5 D236Z5 D236N0 D23BCP
Semester
Autumn Spring Autumn Full Year Full Year Spring Autumn Spring Full Year Autumn Spring Spring Full Year Spring Autumn Full Year Autumn Full Year Full Year Spring Autumn Autumn Spring Autumn Autumn Full Year Spring Spring Full Year

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Level
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Module Title
Research Project in Agriculture 2 Research Project in Animal Science 2 Research Project in Environmental Biology 2 Research Project in Environmental Science Research Project in Food Microbiology Research Project in Food Science 2 Research Project in Nutrition and Biochemistry Research Project in Plant Science 2 Resource Capture by Plants: Water and Nutrients Sensory Quality of Food Sex, Flowers and Biotechnology Soil and Water Pollution and Reclamation Soil and Water Science Systems Neurophysiology The Microflora of Foods Virology and Cellular Virology
Module Code
D23BAP D23BZP D23BEP D23BE1 D23BMP D23BFP D23BNP D23BPP D236P7 D23BF1 D236P4 C136E1 C135E3 D236Z4 D235F1 D236M1
Semester
Full Year Full Year Full Year Full Year Full Year Full Year Full Year Full Year Spring Full Year Spring Spring Autumn Spring Autumn Spring
Year 4 Modules
4 4 4 4 4 4 4 4 4 4 4 Advanced Dietetic and Professional Issues Advanced Dietetic Practice Dietetics Research Project Environmental Science Advanced Research Methods: A MSci Research Project in Environmental Science Nutrition in the Community 2 Scientific Research Methods: A Scientific Research Methods: B Statistics and Experimental Design for Bioscientists Syndicate Exercise Writing and Reviewing Research Proposals D247N8 D248N8 D247N2 D247E2 D24BE1 D247N7 D247E2 D248E3 D24C02 D248E1 C14300 Autumn Spring Autumn Autumn Full Year Autumn Autumn Spring Autumn Spring Autumn
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4. Marking Conventions and Progression

These vary slightly between modules, but where answers are marked out of 100 they all follow the basic patterns shown in the tables overleaf. Take a note of comments given by staff on returned coursework. If you are uncertain as to the reason for a particular mark, see the lecturer concerned or consult your Tutor. It should be noted that certain assignments (e.g. Multiple Choice Questions) will be marked on a more objective basis than others. This will be made clear when assignments are given. The Schools policy for consistency in marking multiple choice questions (negative marking) can be found on page 41. Unless extenuating circumstances apply, marks will be deducted for coursework received after the deadline at the rate of 5% per working day. The following tables show Qualitative Assessment Criteria - General Guidelines for Essays and Reports and Examinations.

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CLASS First A1 A2 A3 A4 Upper Second B1 B2 B3 Lower Second C1 C2 C3 Third D1 D2 D3 Soft Fail
% 100 90 80 73 68 65 62 a. b. c. d. a. b. c. d. a. b. c. d. a. b. c. d. a. b. c. d.
QUALITATIVE ASSESSMENT CRITERIA - GENERAL GUIDELINES FOR EXAMINATIONS Deep understanding of subject; carefully balanced arguments clearly presented; all material highly relevant to the question. Considerable and effective use of literature information, beyond that supplied as taught material. Clear evidence of critical thinking, originality and novelty Excellent structure and good use of illustrative diagrams etc.; evidence of originality/novelty in presentation. Sound grasp of subject material; presentation of logical arguments relevant to the question. Reasonable evidence of wider study beyond lecture material. Some evidence of independent thinking and originality. Well organised answer; appropriate use of illustrative diagrams; clear presentation. Reasonable understanding of subject material, but some flaws in the logic of arguments and factual errors; possibly some irrelevant material. Only limited evidence of wider study and use of literature information. Little evidence of independent thinking or originality. Fairly clear presentation; generally conforming with accepted format but with some flaws in style; little use of illustrative diagrams. Limited understanding of subject; numerous flaws in the logic of arguments; considerable factual errors and/or irrelevant material. Virtually no inclusion of literature information beyond lecture material. Virtually no evidence of independent thinking or originality. Little attention given to structure; very limited use of illustrative diagrams; serious flaws in presentation. Minimal understanding of subject; serious factual errors; general lack of any logical arguments; considerable amount of irrelevant material. Virtually no inclusion of literature information. No evidence of independent thinking or originality. Very poorly structured answer; disorganised and untidy; missing sections; virtually no use of illustrative diagrams.
58 55 52
48 45 42
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F1
Fail
25
Insubstantial answer; very poor coverage of material with little information that is relevant. Virtually no evidence of understanding the question and minimal attempt at structure A few lines of relevant material No relevant material
F2 F3 1. 2.
Fail Fail
10 0
Only broad classes (A,B,C,D and E) have qualitative criteria attached; the division into (e.g.) C1, C2, C3 etc. is at the discretion of the examiner. The qualitative criteria include consideration of : a. Students knowledge of subject; depth, relevance and quality of answer. b. Evidence of reading / study beyond regurgitation of standard taught material. c. Independent or critical thinking / originality etc. d. The quality of presentation - structure of answer, the use of sections; diagrams etc., general neatness etc.
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CLASS A1 A2 A3 A4 Upper Second B1 B2 B3 Lower Second C1 C2 C3 Third First
% 100 90 80 73 68 65 62 a. b. c. d. a. b. c. d. a. b. c. d. a. b. c. d. a. b. c. d.
QUALITATIVE ASSESSMENT CRITERIA - GENERAL GUIDELINES FOR ESSAYS & REPORTS Excellent report structure with professional presentation of figures, tables, diagrams, references etc.; evidence of originality/novelty in presentation. Deep understanding of subject; all arguments carefully developed and clearly expounded. Considerable and effective use of literature information, beyond that supplied as taught material. Clear evidence of critical thinking, originality and novelty. Well organised report; appropriate choice of illustrative figures, tables, diagrams etc.; clearly presented throughout. Sound grasp of subject material; generally logical arguments. Reasonable evidence of wider study beyond lecture material. Some evidence of independent thinking and originality. Generally clear report conforming with accepted format but with some errors in style and/or omissions in presentation of illustrative figures. Reasonable understanding of subject material, but some flaws in the logic of arguments and factual errors. Only limited evidence of wider study and use of literature information. Very little evidence of independent thinking or originality.
58 55 52
D1 D2 D3
48 45 42
Little attention given to report structure; limited use of illustrative figures, tables etc.; serious flaws in presentation. Limited understanding of subject; considerable factual errors demonstrated. Virtually no inclusion of literature information beyond lecture material. Virtually no evidence of independent thinking or originality. Very poorly structured; disorganised; missing sections; minimal presentation of supporting data, figures etc. Minimal understanding of subject; serious factual errors; general lack of any logical arguments. Virtually no inclusion of literature information. No evidence of independent thinking or originality.
Soft Fail
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F1
Fail
25
Very poor coverage of material with little information that is relevant. Virtually no evidence of understanding the question; minimal attempt to provide a structured answer. A few lines of relevant material No relevant material
F2 F3 1. 2.
Fail Fail
10 0
Only broad classes (A,B,C,D and E) have qualitative criteria attached; the division into (e.g.) C1, C2, C3 etc. is at the discretion of the examiner. The qualitative criteria include consideration of : a. The quality of the report/essay etc. - the use of sections; diagrams; figures etc.; citation of references; general neatness etc. b. Students knowledge of subject; depth and quality of answer. c. Evidence of reading / study beyond regurgitation of standard taught material. d. Independent or critical thinking / originality etc.
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SCHOOL OF BIOSCIENCES QUALITATIVE MARKING SCHEMES SUPPLEMENTARY GUIDELINES

Marking at Different Levels Within Degree Programmes The Schools qualitative marking schemes provide general guidance for assessment of various types of work. However, in applying these schemes to individual assessments, account must be taken of the level at which students are working. The criteria outlined below provide general guidance, and not all criteria will be applicable to all forms of assessment. Academic Levels Level 1: Level 2: Level 3: Level 4: Certificate level, generally qualifying year students Diploma level, generally taken by year 2 students Degree level, generally taken by year 3 students Masters levels, generally taken by postgraduate or year 4 undergraduate students
Major considerations: Mark Class A Level 1: Level 2: Level 3: Level 4: Draws on available evidence to make sound conclusions supported from a range of sources. There is evidence of further reading and careful analysis offering alternative views. There is critical analysis offering alternative views. There is clear expression of own views, which are supported by appropriate literature. Draws on available evidence to make persuasive conclusions. Detailed, orderly and critical work with clearly specified focus / foci exhibiting rigorous analysis, synthesis and evaluation. There must be evidence that the student has developed their own arguments.
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Mark Class B Level 1: Content is accurate and relevant with appropriate use of supporting material. Level 2: There is sound analysis with good expression and argument with evidence of independent thinking supported by appropriate material. Level 3: There is sound critical analysis. Alternative views are expressed using supporting evidence from a variety of sources. Level 4: Evidence of originality and significant critical analysis. There is evidence of integration of material from a variety of sources. Mark Class C Level 1: Content is largely accurate and relevant with some evidence of understanding. Level 2: There is adequate analysis with limited evidence of wider study. Level 3: There is reasonable understanding, with some attempt at analysis and limited use of supporting material. Level 4: There is reasonable understanding and analysis supported by a range of relevant evidence. Mark Class D Level 1: Some relevant content but with evidence of only very limited understanding. Level 2: Some relevant content with limited understanding but little evidence of wider study. Level 3: Basic understanding with limited evidence of wider study. Level 4: Basic understanding with limited evidence of understanding and some attempt at analysis. Mark Classes E / F All levels: Work does not demonstrate above criteria and reference should be made to the qualitative criteria in deciding final mark. Modules offered at levels A-C are considered intermediate between Levels 1-2, 2-3 and 3-4 respectively.

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Progression and Compensation

See table below for progression. Progression and Compensation BSc Hons (to Parts I and II) and MNutr (to Part I)
Pass marks in all modules? No Average mark 50%# ? No Average mark # 45% ? No Average mark # 40% ? No Re-sits modules < 40% Yes Yes Yes Pass in modules 100 credits* ? No Pass in modules 90 credits* ? No Pass in modules 80 credits* ? No Re-sits modules < 40% Yes Yes 110 credits* at 30% ? No All marks 30% ? No Minimum re-sit modules < 30% Yes Proceed Yes Proceed Yes Proceed Yes Proceed Note: module pass mark = 40% * subtract 20 credits for ordinary degree
#
over best 100 credits for ordinary degree
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Progression and Compensation MNutr (to Parts II and III)

Yes Yes Proceed
Pass marks in all modules? No
35% in both exams and c/w in all modules? No
Re-sit exam and / or c/w components < 35% and any modules < 40%
Following re-sits Pass marks in all modules? No Refer to BSc progression chart for transfer to BSc Yes 35% in both exams and c/w in all modules? No Offer transfer to BSc Nutrition Yes Proceed
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NEGATIVE MARKING STRATEGY

A strategy for answering Multiple Choice Questionnaires The School of Biosciences uses MCQs alongside other forms of assessment. They are useful for finding out how much you know. They also help you to find out how well you are doing. This guidance sheet will help you to get the best results in MCQ tests and examinations. Why MCQs? We use MCQs for summative assessment (to measure performance and give you a mark), and for formative assessment (to encourage you to keep up with your studies and identify strengths and weaknesses). MCQs are often used for mid-course tests and end of course exams. Unlike written exams, they can assess the breadth of module content. MCQs require factual answers and dont allow you to express ideas freely. Questions are designed to be unambiguous with a single correct response. They are marked electronically and marks are awarded objectively. In contrast, essay-type exam questions are marked subjectively according to the question setters expectation and the markers interpretation. MCQs usually test your knowledge rather than your understanding (although they can do this too). Sometimes they test your ability to work things out. You may find that the answers prompt you to reveal what you know, even if you cant remember everything. Some students find MCQs straightforward while others find them problematical. Of course, the same is true for other forms of assessment which is why we use a combination of approaches.

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Why negative marking? Policy in the School of Biosciences is that MCQs are negatively marked. This means that incorrect answers attract a minus score. We use negative marking for two main reasons. Firstly, if we didnt, it would be possible to get a proportion of marks by random guessing. Secondly, we want you to try to give answers with confidence and to develop clarity and focus in the way you approach your studies. The amount deducted for a wrong answer is calculated using the following formula: Deduction = 1/(n-1), where n is the number of possible answers Not answering, or choosing Dont know, always scores 0. An answer paper with a total score of <0 is given a mark of zero. Many people find negative marking discouraging, especially if they are not sure whether to guess or not. To get the best marks it helps to understand the structure of an MCQ test and to know how to maximise your chance of finding the right answers. MCQ structure and types of question MCQ tests come in two main flavours: a) True/False/Dont know (called TFD) b) Answer 1 from 5 (called AtoE) [Other ratios, such as 1 from 4, are occasionally used] In either case, the questions may be independent of one another or grouped. Grouped questions sometimes relate to a preceding statement and so are really arranged in subsets.

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A question in a TFD test provides a substantive statement (positive or negative) and asks you to judge its truthfulness. Questions in an AtoE test take a wider variety of forms. Common types are 1) Interrogative: a question starting with What, Why, Where etc and offering five possible answers; 2) Substantive: an incomplete positive or negative statement with five possible endings; 3) Imperative: an instruction to follow (starting with State, Calculate, List etc) and offering five possible results or outcomes.
Sometimes, questions are more complex: the question itself is preceded by a numbered list of items or statements and you are asked to select the correct combination. The possibilities will often include All of the above or None of the above. These types of questions require particular care and a clear, logical approach. Although MCQ question are carefully designed, few statements in biosciences are completely true or false or free of possible exceptions. Equally, question setters are human and fallible. You are expected to interpret each question in the most obvious/straightforward sense and answer accordingly. The context for the question will have been set by the module and your answers should reflect its level and content. Questions are not designed to mislead you. Neither should you try to outwit the setter with your answers. Written comments on answer papers are ignored and may even cause your paper to be rejected during marking. Whats the best approach? You can maximise your score in an MCQ test if you take the right approach. Negative marking discourages reckless guesswork but you can turn it to advantage with a wise strategy. The effect of negative marking is different for TFD and AtoE, so they need different strategies.
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Use the following seven steps to maximise your test score: Before the test
1. Find out if the test is TFD or AtoE, how many questions there will be and how long it lasts. 2. Look out for a sample test, if there is one, and use it for practice.
TFD
Correct = +1; Incorrect = -1 Dont know/abstain = 0 3. Go right through the paper, answering all the questions you are confident about. Think carefully about the logic of each one. Take particular note of grouped questions. Go back to the start and try questions you can answer with a little extra thought. Consider each remaining question in turn. If you have some idea about whether the statement is true or false but are not sure, it may be worth a calculated guess, especially if you have answered most other questions with confidence. If you still have no idea about a question, choose Dont know or abstain. If there is time, reconsider the questions you were not sure about. 3.
AtoE
Correct = +1; Incorrect = -0.25 Abstain = 0 Go right through the paper, answering all the questions you are confident about. Think carefully about the logic of each one. Take particular note of grouped questions. Go back to the start and try questions you can answer with a little more thought. Look carefully at each remaining question. In each case, identify any answers which you know to be wrong. If you can exclude some possibilities it may be worth making a calculated guess, especially if you have answered most other questions with confidence.* If you cannot exclude any possibilities, dont answer.* If there is time, reconsider the questions you were not sure about.
4. 5.
4. 5.
6. 7.
6. 7.
*Note: In AtoE tests, questions have five possible answers. Negative marking means that completely random guesses will, on average, give a zero overall score. However, if you can exclude some obviously wrong answers, the risk of losing marks by guessing is substantially reduced. For example, if you exclude two of the five answers, you are choosing from three rather than five possibilities. The penalty for getting it wrong is still 0.25 so, on average, a guess may now give a better result than not answering. There is no simple rule about this, but the risk to your overall score by guessing is reduced the more wrong answers you identify and remove.
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Things to remember
Question setters often include answers which are obviously wrong. Spotting and eliminating these can significantly boost your chance of finding the correct answer. Avoid choosing an answer just because you recognise a phrase; it could be the answer to another question or to a question phrased differently. Setting MCQ questions is very difficult and staff often create banks of reusable questions which they know work well. For this reason, correct answers may not be published and past tests may not be available. MCQ tests are marked objectively on a linear percentage scale. This means that your score cannot be interpreted with the degree grading system used for subjectively marked tests and assignments (the assessment grids in course handbooks).

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Policy for Consistency in Negative Marking on MCQs across the School of Biosciences
Rationale A number of modules are assessed by multiple choice questions (MCQs). Consistency in negative marking on MCQs is required across the School to ensure equity of treatment for all students undertaking MCQ examinations. Policy 1 The following is adopted for MCQ papers where there are a number of possible correct options (e.g. A, B, C, D) and the options exclude a Dont Know answer. Marks for incorrect answer =
Example of Policy 1 n =4, thus negative marks on incorrect answers = -13
Question 1 2 3 4 5 6 7 8 9 10 11 12 Sum
A 1 -(13) -(13) -(13) -(13) -(13) 1 -(13) -(13) -(13) 1 -(13) 0
B -( 3)
1
C -( 3)
1
D -(13) -(13)
1 1 -(13) -(13) -(13) -(13) -(13) -(13) -(13) -( 3)

1
-(13) -(13) 1 1 -(13) -(13) -(13) 1 -(13) -( 3)

1
-(13) -(13) -(13) 1 -(13) 1 -(13) 1 -(13) -(13) 0
- [ ]
1 (n-1)
where n is the number of possible options (A, B, C etc) and there is only one correct answer per question. Thus guessing all As etc provides a zero sum game: Note that the above table is an example only and in real Examinations the spread of correct answers may not be split evenly across the possible options.
1 0
-(13) 0
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Policy 2 The following is adopted for MCQ papers where there are the following three options: (True, False and Dont Know).
Where the correct answer is selected a mark of +1 will be achieved. Where the incorrect answer is selected a mark of -1 will be achieved. Where the Dont Know option is selected a mark of 0 will be achieved and will have the same effect as the student electing to not answer the question.
Therefore marks for incorrect answer = -1
Example of Policy 2
Question No. 1 2 3 4 5 6 Sum True 1 -1 -1 1 1 -1 0 False -1 1 1 1 -1 1 0 Dont Know 0 0 0 0 0 0 0
Thus guessing all True etc provides a zero sum game. Note that the above table is an example only and in real examinations the spread of correct answers may not be split evenly across the possible options.
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5. Extenuating Circumstances
There is a University-wide procedure for recording personal or medical circumstances which may adversely affect a students work or examination performance. An Extenuating Circumstances form can be obtained from outside the School Office at SB, or from the Environmental Science Administator. www.nottingham.ac.uk/academicservices/qualitymanual/assessment/extenuatingcircumstances.aspx There are three major circumstances when completing this form is appropriate: i) When circumstances affect exam or coursework performance. Claims for extenuating circumstances on medical grounds must be accompanied by a medical certificate or letter from an appropriate medical advisor. The completed form must normally be signed by the students Personal Tutor who will retain a copy and lodge the original, together with the medical certificate or letter, with the School Manager (Academic Administration).
ii) When the circumstances affect ability to meet coursework submission deadlines. If the student requires an extension to the deadline for handing in a piece of coursework, s/he should contact the member of staff responsible for the coursework who will sign and retain the completed form. If an extension period is agreed, the member of staff will put this in writing for the student, his/her Personal Tutor and the School. iii) Students WHO DO NOT ATTEND an examination / assessment due to extenuating circumstances must complete the Extenuating Circumstances form.
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It is VERY IMPORTANT that students submit claims for extenuating circumstances promptly. The latest acceptable date is 7 working days after having missed the assessment of a module, or as soon as possible where medical grounds are involved.
If the form is not submitted within this period, the student will receive a mark of zero for the assessment, unless there is a good reason for not submitting the form. In addition to the form, students may supply their own letters of explanation. They are encouraged to provide as much information as they believe will benefit their case. Tutors will bring claims for extenuating circumstances to the attention of Examiners and School Examination Boards. If the information is of a confidential nature the details will not be discussed at these meetings.
A list of acceptable extenuating circumstances can be found at: www.nottingham.ac.uk/quality-manual/assessment/pro-guid-ext-cir.htm
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6. Key Staff List

Role In School
Head of School School Manager Undergraduate Recruitment & Courses Manager Marketing Manager IT Support Officer Undergraduate IT Advisor Undergraduate Recruitment Assistant Erasmus Co-ordinator (European Cert.) Exams & Prizes
Staff Member
Prof K Smart Dr S Johnson Ms K J Wilson Ms H Rotherforth Mr S Henshaw Mr J Craigon Mrs E Staves Mrs E Staves Mrs L Eaves
Location
Tel
Email (@nottingham.ac.uk)
katherine.smart sarah.johnson kathy.wilson helen.rotherforth simon.henshaw jim.craigon elena.staves elena.staves linda.eaves
Bioenergy and Brewing Science Bldg 16214 Main Building 16000 Main Building 16002 Main Building Main Building Main Building School Office School Office School Office 16004 16347 16252 16005 16005 16001
Heads of Division
Animal Sciences Agricultural and Environmental Sciences Food Sciences Nutritional Sciences Plant and Crop Sciences Prof J Wiseman Prof N Crout Prof C E R Dodd Prof S Langley-Evans Prof G Seymour South Lab Biology Building Food Sciences Building North Lab Plant & Crop Sciences Building 16054 16253 16163 16139 16323 julian.wiseman neil.crout christine.dodd simon.langley-evans graham.seymour
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Role In School
Warden Bonington Hall Senior Tutor Semester 1 Tutor Exam. Officer 4-Year Degree Tutor (Euro. Cert.) Director of Teaching and Learning U21 Co-ordinator Industrial Placement Officer
Staff Member
Dr I Hardy Dr M R Luck Dr K Pyke Dr P Wilson Dr S Sjogersten Prof M Dickinson Dr S Sjogersten Dr J Wayte
Location
South Lab South Lab Plant & Crop Sciences Building South Lab Gateway Bulding Plant and Crop Science Building Biology Building UP Graduate Centre
Tel
16052 16309 13216 16075 16239 13236 16239 16171
Email (@nottingham.ac.uk)
ian.hardy martin.luck kevin.pyke paul.wilson sofie.sjogersten matthew.dickinson sofie.sjogersten judith.wayte
Course Managers
Agriculture Animal Sciences Applied Biology & Biotechnology Crop Science Environmental Biology Environmental Sciences Food Microbiology & Microbiology Master of Nutrition Nutrition, Nutritional Biochemistry Nutrition & Food Science, Food Science Plant Science Dr P Wilson Dr G Mann Dr G W Lycett Dr D Sparkes Prof CR Black Prof George Shaw Prof CER Dodd Dr F McCullough Dr S McMullen Dr D Gray Dr M Dickinson South Lab South Lab Plant & Crop Sciences Building South Lab Plant & Crop Sciences Building Biology Building UP Food Sciences Building North Lab North Lab Food Sciences Building Plant & Crop Sciences Building 16075 16326 16340 16074 16337 13206 16163 16118 16106 16147 13236 paul.wilson george.mann grantley.lycett debbie.sparkes colin.black george.shaw christine.dodd fiona.mccullough sarah.mcmullen david.gray matthew.dickinson

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7. Complaints Procedure
The procedure regarding a complaint concerning your course is that in the first instance you should contact the lecturer concerned. If the matter cannot be resolved, the next points of contact would be: i) ii) iii) iv) v) vi) Module Convener Student Year Representative Course Manager Teaching Manager Head of Division Head of School
(names are on the Student Staff Feedback Committee notice board together with the Module Convener)
Students are encouraged to involve their Personal Tutors at any stage, whether the matter of concern is of an academic or personal nature. Students also have the right to bring matters of concern before Student Staff Feedback Committee.
Details regarding complaints procedures are available on the Universitys Quality Manual at: www.nottingham.ac.uk/quality-manual
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8. Office Hours
The School of Biosciences operates a system of Office Hours for meetings with UG and MSc students. The purpose of this system is to focus staff/student contact, not to reduce it. Academic staff make available a minimum of two hours per week, during which time students can book appointments to discuss course/module/ personal tutor matters. These times do not have to be the same each week but do need to be clearly designated for each week. Appointments will be bookable either by email, or by signing an appointment list available on each office door. A standard appointment will be 5 minutes, with students having the option to book double or triple appointments, giving 10 or 15 minutes of contact time. Some staff may wish to continue to operate an open door policy for brief drop-in enquiries, alongside the formal office hours system at their own discretion.

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Facilities
Facilities
Facilities
1. Safety and Security
An important issue for consideration is that of ensuring the safety of yourself and others. Safety matters in the School are dealt with by the School Health and Safety Committee and Site Security Group, which include undergraduate and postgraduate representatives. There are named Divisional Safety Officers who will offer guidance on any safety issue about which you may be uncertain. You are strongly advised to pay particular attention to the safety hazard information on practical handouts and verbal instruction issued by members of staff. Any practical tasks which you are asked to complete will have undergone a CoSHH risk assessment within the Division. Note: for practical classes you will need a laboratory coat and safety goggles (both of which can be obtained from the campus shop). You will not be allowed to take part in practical classes without them.
WEAPONS
Please note: the Universitys regulations on Weapons state: 1) No weapon may be kept on University property other than in a secure store provided for that purpose. Target rifles and licensed shotguns will be kept in the University armouries by arrangement with the Chief Security Officer and all other weapons to be used in Students Union clubs and societies will be stored under arrangements made by the Sports Clubs whose
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activities involve the use of those weapons. Arrangements for these stores must be approved by the Chief Security Officer. 2) 3) 4) No weapon may be used on University Property other than at a place approved for that purpose. Breach of Regulation 1 or 2 is an offence under the Code of Discipline for Students. Weapon includes any item made, adapted or intended to cause injury or damage, or any other item made to resemble such a weapon together with all firearms and guns (including ball-bearing guns, stun guns and paint-ball guns) whether powered by air, gas, liquid, or a spring device and the ammunition for such firearms and guns. It includes also all swords, axes, machetes, and knives (other than kitchen knives, pocket knives and knives used in connection with religious observances) and also any longbow, crossbow or harpoon gun.
Items will be deemed to be a weapon whether or not they are fully assembled so as to be complete. This regulation is applied to all campuses.
2. The Libraries
Facilities
The James Cameron-Gifford Library on SB Campus, together with Hallward Library (at UP), George Green Library (UP) and the Medical School Library (QMC and Derby) provide information on all subject areas covered by the School, plus study areas and computing facilities. The on-line catalogue (UNLOC) enables you to search for material held at all branches of The University of Nottingham library. Material from the other campuses can be obtained swiftly for you. During Semester 1 you should attend an introductory lecture provided by the appropriate library followed up later with practical sessions or seminars designed to familiarise you with the resources of the library.
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Learning these basic information retrieval skills is essential - you will need them for essays and projects throughout your course. As you progress, more specialised studies are undertaken and you must become familiar with the experimental data published in various journals. Acquaintance with published research provides the foundation for most final year research projects. You should not forget to read the more popular scientific press such as New Scientist or Scientific American, as well as those appropriate to your discipline. The James Cameron-Gifford Library at Sutton Bonington has over 100 reading places, including quiet areas and a number of PCs (see below). It links with the Computer Resource Area and also houses the Centre for Integrative Learning. The Library stock has been developed to support teaching and research in the School of Biosciences. The library also provides access to a wide range of databases and electronic journals. The University Card is used as a borrowers card for students.
The Library is open (Term Time): Monday to Friday 8.00 am - 9.45 pm Saturday 9.00 am - 4.45 pm Sunday 9.30 am - 4.45 pm Opening hours my differ during vacations and are increased during exam periods. More information can be found on the Information Services website at: www.nottingham.ac.uk/is
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3. IT Facilities
You should aim to enhance and develop your keyboard, word processing and information processing skills and apply them in the preparation of assessed essays and projects. Dissertations and other forms of assessed coursework must be presented in typed or computer-printed form. Poor presentation, spelling and grammar may be penalised by examiners; word processing software can make a contribution on all those fronts as well as greatly facilitating the editing process. Members of staff marking coursework will point out errors in spelling, grammar, structure and reference citation. Note these carefully and use them to improve your writing skills. If you have particular difficulty, consult your Tutor - do not let a problem with language prejudice your performance. Information Services (IS) and the School maintain networked PC user areas (Computer Rooms) which are used for teaching, computer-assisted learning, statistical analysis, modelling and general IT applications at all campuses. IS manages the computing service and provides full printout facilities. You will be given an introduction to this system and the facilities during the first week of Semester 1. All IT facilities in the School are connected to the University Campus network. E-mail is used extensively for communication around the University, as well as for more distant communication. Access to all on-line university and internet services is available via JANET. JANET provides a very fast WAN network that connects education and research institutions in the UK to each other and provides the Universitys internet access.
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The Library has four computer rooms, as well as PCs and plasma screens within the study areas and in the Centre for Integrative Learning (CIL) on the first floor. The primary role of Computer Teaching Room B8 and Computer Teaching Room B9 is to accommodate taught classes. Computer Teaching Room B9 has 26 PCs and includes audio-visual projection facilities. Computer Teaching Room B8 has 15 PCs and can be joined to Computer Teaching Room B9 by drawing back a flexible partition when more space is required for larger classes; 11 PCs and 4 OPAC UNLOC terminals are available in the Library. These rooms and the Learning Hub areas are free for individual users when not booked for teaching. Check the notice board outside these rooms to ensure that no classes are taking place before you walk in. A new computer room (121 PCs) is located in the Gateway Building at Sutton Bonnington Campus. Scanning is done via printers in and around the Library. All printers are capable of printing in colour. The main entrance to the Library is on the ground floor at the front of the building. There is also an entrance on the first floor, near the computer rooms. 24 hour computer facilities are available to all students in A02 (the building near the halls of residence opposite the Vet School). Room A02 has 25 PCs and also has provision for wireless and wired data network connectivity.
Facilities
Software applications can be found on PCs in computer rooms. All student and public access machines will be running Windows 7 and Office 2010 by end of september 2011.
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Once you have registered with the University you will be given a username and password. Undergraduate usernames give access to electronic mail, the Internet and connection to remote information services. The campus is wireless in all buildings and outside seating area. Feel free to make as much use of the system as you wish, within the limits of the user agreement. E-mail is the preferred and main method of communicating with your tutor, staff and other students. Be sure to check your e-mail regularly. Use only the email username and address you have been given (username@nottingham.ac.uk) otherwise you may miss important information.
LOAN LAPTOPS
Ten laptops are available for loan from the James Cameron Gifford Library lending desk. All the laptops are set up in the same way offering a selection of University standard applications and are fully compatible with the University wired and wireless networked services. Each of the laptops are configured comparably to the computer room PCs, providing access to Microsoft Office, anti-virus protection and the internet but with the advantage of mobility. Assistive technology software installed (Inspiration and Read and Write Gold) is also available for loan on USB. The laptops are available for use only in the Library and Learning Hub areas and are available for loan for 3 hours at a time.
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4. The Portal and the Virtual Learning Environment

The Portal ( see link from home page of Universitys website ) is a central part of the Universitys communication system for staff and students. It gives you access to all the resources you need. (If you have problems getting into it, seek advice from the IT service. The Student IT Helpline number is 13333).
From the Portal, you can reach University services and sources of important information, including your Module Information, Exam timetables, Past exam papers, Reading Lists, School and Course Information, ePARS, Library and Information Services, Shuttlebus Timetables and much more. You can tailor the Portal pages to suit your needs.
The Portal gives access to the Universitys Virtual Learning Environment (VLE). This is where your module information (class lists, lecture notes, reading lists, module documents, coursework assignments, discussion groups etc) is deposited. By agreement with lecture staff, you can also use it to submit coursework electronically and to receive your coursework marks.
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5. Amenities
Opening Times
Rushcliffe Restaurant * Open Monday to Friday Mulberry Tree Caf *
Evening Meal: 17.30 - 19.00 (Amenities Centre) (Term-time) Mon to Fri 8.00 - 17.00 (Out of term) Mon to Fri 9.00 - 15.00 Mon to Fri 12.00 - 14.00 (Term-time) (Term-time) Mon to Sat 19.00 - 23.00 Sunday 19.00 - 22.30 (Out of term closed) (Term-time) Mon to Fri 8.00 - 20.00 (Out of term) 8.30 - 17.00 ATM at JCR (Amenities Centre) Autumn Open Mon-Wed from 10.30 - 15.30 for first 6 weeks of term. Spring term 2012 opening hours (to be confirmed)
Unity Bistro (JCR Bar) * JCR Bar *
Londis Shop * Natwest Bank Blackwells Bookshop
Facilities
*These facilities are managed and run by Sodexo Education Services. If you have any queries or special dietary requirements please contact our catering division, Sodexo on: Tel: +44 (0) 115 951 6176 (Internal 16176) Email: BoningtonFunctions@sodexo.com or speak to a member of the catering staff.
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6. Sports Facilities
Sutton Bonington
Sports Centre Artificial Pitch Tennis Courts Grass Pitches Climbing Wall Opening Times*
Includes a multi purpose sports hall, 2 squash courts, a fitness suite and a dance studio. A 7-a-side pitch used for playing football and hockey. 3 external tennis courts. For playing football and rugby in the winter and rounders and athletics in the summer. A bouldering wall with overhang for use by the rock Climbing Society. Monday, Weds and Friday 8 am to 9 pm Tuesday and Thursday 9 am to 9 pm Saturday and Sunday 9 am to 5 pm
Jubilee Campus
Large Sports Squash Courts Practice Room Fitness Suite Tennis Courts Opening Times*
Sports Hall Squash Court Fitness Suite Hall 35m x 38m containing 2 basketball or 2 tennis or 2 netball or 8 badminton courts or combination of these. 2 courts plus viewing gallery. 12m x 12m used for table tennis, martial arts, fitness, yoga and aerobics classes. Cardiovascular training area, multi-gym unit and dumbbells. 3 courts (Charnock Avenue). Mon - Sat 10 am - 10.15 pm 9.30 am - 10.15 pm 9.30 am - 10.15 pm Sundays 10 am - 5 pm 9.30 am - 5 pm 9.30 am - 5 pm
Facilities
*These times may change during the year. Please check with the sports staff at the beginning of each term.
*These times may change during the year. Please check with the sports staff at the beginning of each term.
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University Park Campus Sports Facilities
Large Sports Hall Small Sports Hall Squash Courts Snooker Room Upper& Lower Practice Rooms Multi-Purpose Room Fitness Centre
35m x 38m containing 2 basketball or 2 tennis or 2 netball or 8 badminton courts or combination of these. 35m x 19m containing 1 netball or 4 badminton or 1 tennis court or 5-a-side football pitch and 2 cricket nets. 7 courts are part of the sports centre complex including one glass backed court with a spectator gallery. 3 tables.
Facilities
12m x 12m used for table tennis and various martial arts.
Used for yoga, pilates, dance and various exercise classes. A 2 storey building with approximately 120 stations including cardiovascular equipment, resistance machinery, and free weights.
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Swimming Pool Rubber Crumb Pitch Tennis Courts Astroturf Pitch Champions Bar Boatclub Facilities Playing Fields
25m x 18m 8 lane swimming pool with movable floor. 93.5m x 61m with floodlights used for Football, Rugby, Lacrosse, and Gaelic Football. 3 Tennis courts situated outside the sports centre and 3 at Highfields Playing Fields. Additional courts adjacent to the halls of residence. 93.5m x 61m with floodlights used for 11-a-side Football, Hockey, Netball, Lacrosse, 6-a-side Football. Bar, restaurant and social area overlooking the two main playing areas incorporating TV screens. Situated approx. 500m downstream of Trent Bridge, next to Nottingham Forest Football Club. The main area Highfields, is situated just off campus on University Boulevard and provides accommodation for the representative teams for Soccer (8 pitches), Rugby (3 pitches), Cricket (2 squares), and Tennis (3 courts) / Netball (2 courts), plus a floodlit training area. There is also an area of some 150 acres at Grove Farm about 2 miles from the University. This provides pitches for the inter-hall, society and faculty matches (16 Soccer, 4 Rugby, 3 Cricket).
Opening Times
Facility
Squash Courts Snooker Large / Small Sports Halls Artificial Turf Pitches Fitness Centre Swimming Pool
Monday - Saturday
9.00 am - 10.30 pm 9.00 am - 10.00 pm 10.00 am - 10.30 pm 9.00 am - 10.15 pm
Sundays 9.00 am - 4.30 pm

9.00 am - 5.00 pm 10.00 am - 5.00 pm
Facilities
9.00 am - 4.00 pm Saturday / Sunday 8.00 am - 8.00 pm
Monday - Friday
7.00 am - 10.00 pm
For general swim times please see: www.nottingham.ac.uk/sport/opentime.php
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7. Shuttle (Hopper) Bus

A shuttle bus service provides a free regular link between Sutton Bonington and University Park Campuses, and from UP to Jubilee Campus and Kings Meadow. Timetables can be found at: www.nottingham.ac.uk/About/ Datesandcampusinformation/Busservices.aspx The Hopper Bus services are run by Premiere Travel, and coordinated by the Universitys Environment Team, based within the Estates Office.
8. Bonington Hall (Sutton Bonington)

Bonington Hall is the largest Hall of Residence in the University, currently with 726 rooms. It is run by two companies: Opal (accommodation) and Sodexo (catering) in close liaison with the University and also has a resident Warden/Tutor team (contact details below) who are all members of the University. The Warden, Deputy Warden and Tutors provide a wide range of support to residents of the Hall (and, in effect, to students at the Sutton Bonington Campus more generally), assisting with pastoral care, emergency medical care, disciplinary issues and with the social cohesion and amenities of the Hall.
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House
A 11 Stanford 1st floor A 11 Stanford 1st floor A 19 Stanford 2nd floor A 19 Stanford 2nd floor B 6 Barton Ground floor B 14 Barton 1st floor B 14 Barton 1st floor B 20 Barton 2nd floor B 20 Barton 2nd floor C 3 Zouch Ground floor C 3 Zouch Ground floor
Resident TutorTutor Resident
Telephone Telephone
57127 57127 57324 57324 57170 57164 57164 57200 57200 57184 57184 57318 15550 Academic 57126 57318 59775 57164 57126
Yogeshwar Chandelia Nadim Ashraf Sarah Deery Sarah Deery Tarik Oumazzane Tarik Oumazzane Melanie Tuffen Richard Gillis Melanie Tuffen Mag Ng Slawomir Sujecki C 12 Zouch 1st floor Oorbessy Gaju (Reshmi) (Deputy Warden) C 20 Zouch 2nd floor Rodrigo Nova (Deputy Warden) C 12 Zouch 1st floor Oorbessy Gaju D Lockington (Reshmi) Covered by Saoirse Tracy E 3 Hathern top floor Covered by Tarik Oumazzane C 20 Zouch 2nd floor Rodrigo Nova (Senior Resident Tutor) F Dishley Abhishek Somani Covered Abhishek Somani Resident Tutor) by Rodrigo (Senior D Lockington G Kegworth E 3 Hathern top floor by Melanie Tuffen H 1 Normanton Ground floor Covered Abhishek Somani F Dishley Covered by Abhishek Somani I 3 Ratcliffe 1st floor Saoirse Tracy G Kegworth Covered by Abhishek Somani J Rempstone Gary Devine H 1 Normanton Ground floor Abhishek Somani Valerie Pestinger IK 6 Wymeswold 2nd floor 3 Ratcliffe 1st floor Saoirse Tracy L 1 Kingston Ground floor Gary Devine J Rempstone Gary Devine M Costock Covered by: K 6 Wymeswold 2nd floor Chris Mason Angela Carvalho L 1 Kingston Ground floor Gary Devine Covered Stuart Wilkinson by May Ng and Yogeshwar Chandelia M Costock N 14 Thrumpton House May Ng Angela Carvalho N 14 Thrumpton House N 21 Thrumpton House Yogeshwar Chandelia N 21 Thrumpton House Stuart Wilkinson Wardens House Ian Hardy Wardens House Ian Hardy Duty Mobile 1 Duty Mobile 2 Diane Jones Diane Jones Wardens Secretary Wardens Secretary c/o Plant Sciencess Office - ground floor Normanton House - Ground floor
57126 59506 57200 59506 59506 59775 59506 59636 59506 16185 59775 59636 16185 16185 29181 59636 29014 To be confirmed 29181 29181 207-29014 29014 16052 Academic 16052 Academic 16177 Residence 16177 Residence 16242 16242 16244 16244 16343
16505
57506
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Study Skills
Study Skills
Study Skills
1. Organising Your Time
Overview
Organising your own time for study is one of the key skills you can learn at university. The difference between school or a relatively structured job is that the staff here are unlikely to chase up your work. Most students have a full timetable of lectures, labs and classes. You will need to organise enough time to complete assignments on time and prepare for exams twice a year. Remember, you lose 5% per working day if coursework is handed in late. This section suggests some simple techniques for planning your time. Some students seem to work best under pressure and thrive on handing in assignments that were done at 2.00 am the night before. On the other hand you may have found yourself in this position and really hated it. The best way of organising your time is the way that works for you. The section is divided into long term goals, planning the week and effective study sessions. We recommend reviewing this section when you have been here a few weeks.
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Setting Study Goals

You might find it useful to think about the following points and write some answers down.
What do I want to achieve by the end of the year? How much time per week will be spent in classes? When do I have to take exams? How often do I have to hand in assignments? Are there any other major course requirements? (e.g. projects, work placements) Are there any foreseeable events that will affect studying? (e.g. Finding a house next year, organising a club social)
You are encouraged to discuss your goals with your Personal Tutor see page 138.
Planning The Week

You may find some of the ideas on this page helpful, especially if you are struggling to fit everything in. For example you might find the Action Sheet helpful even if you dont want to do the whole timetable.
Study Skills
Set aside some time (e.g. Sunday evening) to plan your week ahead. Use the master timetable sheet on the next page to fill in your regular commitments, e.g. lectures, labs, meals. Photocopy the page a few times. Try using an action sheet. On a blank piece of paper make a left hand column to write in tasks that you must complete during the week. In the right hand column write in things that you would like to do. Write an estimate of how long each task will take.
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Using one of the timetable sheets, allocate some slots for the must do tasks and write them in. Now pencil in time for the would like to do tasks. Be realistic! Dont forget to allow time for relaxation, exercise and your friends. If a particular day doesnt work out according to plan, you should be able to adjust the timetable to compensate. At the end of the week (when you get to planning for the next week) review your timetable. Dont worry if you didnt keep to it precisely you probably made too many demands on yourself. Most things take longer than planned. Try to understand what happened to your time and learn the lessons for future planning.
Wednesday
LECTURE LIBRARY - REFS ON LECTURE LECTURE LUNCH SPORT SPORT
Thursday
LAB LUNCH LAB
Friday
WRITE UP LECTURE NOTES FROM WDAY EXAMPLE LIBRARY - CHECK BOOK ON POLLUTION LECTURE LUNCH WRITE LAB REPORT WRITE LAB REPORT
Saturday
GLOBAL WARMING ESSAY
GLOBAL WARMING CH. 3 OF TOMATOES GLOBAL WARMING ESSAY LUNCH GO TO TOWN
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Timetable for week commencing......... Monday

7-8
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
8-9
9-10
10-11
11-12
12-1
1-2
2-3
3-4
4-5
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5-6
6-7
7-8
8-9
9-10
10-11
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Effective Study Sessions

Sometimes you may find that you get stuck. Some of these ideas may help you to get going again.
Define your tasks specifically (see the sample timetable on page 72). Dont just write study or read textbook but read and summarise ch. 3 of The Tomato Crop. Make sure you are equipped for study. You will need your notes, any relevant books and other equipment. Start! The best way to get going is to do something. If you find starting difficult, review what you last did on this topic. If you still cant concentrate, work out what is worrying you. Try to fix it or talk to someone about things. Analyse the way you use your study time. What is the best length of session? This may well vary according to the activity. Research suggests our attention wanders after 30 minutes or so. Try splitting hour-long sessions with a short break. Vary the study tasks if you have a long session it will keep the material fresh. Review each session. Did you accomplish what you planned? If not, what can you do about it? Make sure you get some time to relax after working.
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A PLACE TO STUDY It may be difficult to get some peace in hall. Try a Do Not
Disturb sign on the Door. A firm chair and a desk can help concentration. You need good lighting directed at the page
(e.g. an anglepoise lamp).
It needs to be warm but not hot. If you feel sleepy try opening a window.
What are your ideal conditions for working? It could be loud music or very quiet. It could vary depending on what you are doing. When you find a good place or way of working it is useful to stick to it and associate it with work.
2. Tutorials
Study Skills
What is a Tutorial?
Usually a meeting with a very small group, often based on an essay or problem question. Many tutorials are discussions of topics dealt with in lectures. Seminars and tutorials are similar, although tutorials tend to have fewer students. Tutorials are not meant to be like lectures with a smaller audience.
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What are the Objectives of Tutorials?
They allow you to clarify concepts and theories by thinking, exchanging ideas and perceiving connections. They facilitate discussion and problem solving. They promote active, rather than passive, learning. They strengthen oral communication skills. They can provide an ideal context for the development of study skills.
What is the Format of a Tutorial?

Tutorials vary widely in format and structure and do not necessarily run to a regular timetable (like lectures). Seating arrangements and the activities of the tutorial may vary. The tutor may lead the session or may be physically present but take no active part in the discussions. Students may be asked to work on their own or in a pair or a group. The objectives of a particular session may be focused narrowly or may be open-ended to allow creative thinking.
Successful Tutorials Depend on:
Active participation by all members of the group. Thorough preparation before each meeting. Attendance at each meeting. Willingness to ask questions of many sorts: from narrow, subject based queries about specific topics, to broad-based questions such as `What is the goal of this exercise?` Willingness to ask questions of each other, not just the tutor.
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3. Making Notes
Overview
During your time at university there are many occasions when you will have to make notes. The most obvious of these is during lectures, but you may also need to make notes during tutorials or seminars, in laboratory classes or when reading textbooks. Each of these activities is different and each will require a different approach. Whatever the source of your notes, it is essential that they are as clear as possible and arranged so that you can find the relevant points quickly.
This section suggests some general guidelines for taking lecture notes. Some may seem obvious, but it is amazing how many are neglected. We suggest you read this section in full now.
Study Skills
Taking Lecture Notes

Taking lecture notes is a skill which is new to many people who come to university. You are required to listen to the lecturer, look at diagrams, follow handouts, read what is written on the board and make your own notes. To become successful at note-taking requires concentration and the determination to develop your own style and skills.
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Another problem is that lecturers techniques vary considerably. Most use data projectors and PowerPoint displays, sometimes integrated with smart boards. Some may write things on white boards or overhead displays. Sometimes it is necessary to just listen to what is being said and take notes. You may be given handouts of key diagrams or text, or even complete copies of presentations to work from. You will be able to use the same approach with every lecturer, so be flexible and adapt your learning style to the situation.
Arrive for lectures in good time; missing the start can mean that the rest of the lecture does not make sense. Sit nearer the front than the back of the lecture theatre. It will help you to see better and reduce the chances of being distracted. Ensure you bring pens, pencil, ruler, paper and calculator with you. It is useful to standardise on A4 size paper for all your work. One other colour pen (or a highlighter pen) will help to mark the most important points. Because lectures are progressive it is helpful to bring your current lecture notes with you as topics can be spread between lectures. Number the pages of your notes and mark the place where each lecture starts with the date. Leave plenty of space around your notes so that you can easily annotate them or add extra information after the lecture. Use headings and subheadings to distinguish between topics. Make sure your notes are accurate. You can waste a lot of time over a trivial error such as writing x2 instead of x3. Do not expect to understand immediately everything that is said or written during a lecture. Some concepts are more difficult than others and require thinking about carefully before they can be understood.
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Aim to make a thorough record of each lecture which you can use for further study. This does not mean trying to write down everything but rather obtaining a good summary of the lecture. Aim to make a thorough record of each lecture which you can use for further study. This does not mean trying to write down everything but rather obtaining a good summary of the lecture. For lectures with a numerical or mathematical content you should write down exactly everything that is written on the board and annotate it with the key points made by the lecturer. If there is a recommended text book have a look at it as soon as possible to see if it complements or duplicates the lectures. Make sure you understand any abbreviations used by the lecturers. Many subjects involve a number of special symbols including the Greek alphabet. Below are some of the abbreviations that may be used. You will learn many more in the next few years.
[ ] - concentration - increase - decrease - therefore - because w - with
accln concn def n soln cf wrt
acceleration concentration definition solution compared with with respect to
Study Skills
As soon as possible after the lecture, work through your notes, tidying up and expanding where possible. Check the accuracy whenever you have any doubt. Leaving this until just before the exams is a recipe for disaster since you will have forgotten much of the detail you might otherwise have found useful. If you have to miss a lecture try to borrow two sets of notes and write up your own version.
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It is wise to be active rather than passive in a lecture: taking notes or annotating handouts keeps you engaged and helps you to assimilate ideas. Note-taking is not a substitute for thinking, but a good set of notes will be a valuable aid to thinking and to later revision.
4. Efficient Reading
Overview
You probably learned to read when you were very young but you can still learn new skills to apply to reading for different purposes. This section gives some ideas about how to organise your reading efficiently. You will probably find it useful to work through the whole section now. You will be required to do some reading for every module. This could include the following:
Reading to follow-up lectures Reading for an essay or assignment Finding a specific piece of information Reading to make notes (e.g. for revision)
Study Skills
The amount of reading required will increase as you progress to higher levels of study. You will also be expected to read some primary (research based) scientific journal literature as well as textbooks.
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Selective Reading
From time to time many students feel overwhelmed at the amount of reading they have to do. Here are some ideas for being selective. They may also help you to decide which textbooks to buy. Tick any that you could use.
If your tutors give you a long booklist ask them which books are the most relevant (and why). Ask more experienced students which books they have found helpful and which were least useful. Skim very quickly through recommended books to decide whether to read them (or which parts to read). Look for visual signposts to find your way around a text (e.g. sub headings, chapter summaries, text in bold, CAPITALS or italics). Look for verbal signposts to get to the main argument (e.g. phrases like The prime example of ... or In conclusion ...). Share out reading with two or three other students and report to each other regularly on what is worthwhile. Use the index and contents to find specific information. Note which books and papers are regularly mentioned in other books as being important.
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SQ3R A Flexible Strategy

SQ3R is SURVEY, QUESTION, READ, RECALL, REVIEW. It is designed to make reading more efficient by breaking it down into definite stages. With a little practice, some of these different skills become automatic and you can apply them selectively to all types of task.
Survey A quick preview to tell you what the book, or chapter or section is about. It can be applied to sorting out a long booklist where you spend ten minutes looking at each book and deciding which is most suitable for your needs (i.e. how up-to-date is the book? does it look easy to read? does it cover the exact topic?). It is certainly worth doing this before buying. It is also useful to preview a section of text before reading it in detail to gain some idea of what the authors main ideas are. Question There are two types of questions to ask. First, is the book relevant to your needs? Second, read with research questions in mind: for example if the section is about soil types, set yourself the question: what are the advantages of different types of soil? Read When you have decided to read part of a text, divide it into small chunks and read in detail for, say, no more than 20 minutes. Pay particular attention to the evidence the author uses to justify his or her point and look for important information that you might need to remember later. Do not make any notes at this stage. Recall After you have read a short section, stop. Close the book and now write down important points, the main ideas and the evidence offered. See the section on note-making for ideas about how to do this. Review Remind yourself of the questions you wanted to answer by reading the book - were you able to answer them all? Read over the section again, very quickly - have you got all the important points noted down and have you got the details correct? Complete your recall by filling in any gaps in your notes or highlighting or underlining key parts of the text (if it is your own copy!).
Study Skills
What counts in the end is the quality of the reading you do, not the amount.
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5. Report Writing
Overview
A report is a written statement of the facts of a situation, project, process or test; how the facts were ascertained; their significance; the conclusions drawn; and the recommendations being made. As a university student, you will be asked to write a number of these reports. Initially they will consist mainly of writing up laboratory work and this document focuses on this type of report. In subsequent years you will also be asked to write dissertations and/or project reports; specific information on these will be provided on a future occasion. This section outlines how to produce a good report. It is arranged in a typical format which uses numbered sections and could be followed when writing your reports (but see the Health Warning on page 5). We suggest you skim read it now and then use it when you are set written assignments.
1. Producing a Report
The production of a successful report requires ALL the following stages:
Study Skills
Clear objectives (listed in the experimental protocol) Information gathering (e.g. doing the laboratory work) Careful preparation, planning and layout Writing Review
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There is often a temptation to leap straight to the fourth stage with the vague hope that the report will somehow sort itself out as it goes along. Seldom, if ever, is this approach successful. Usually one of two things happens: i) The report is badly written and does not achieve its objective; or ii) The author stops writing half way through to go back and do all the preparations that should have been done earlier - with the result that considerable time is wasted. You do not need to be a literary genius to write a good report - but you do need to present your material simply, clearly and logically. A simple step by step approach makes clear presentation easier and saves time for you and the reader.
1.1 Instructions/Objectives
A successful report cannot be written without the objectives being clearly understood by both the person asking for it and the individual or group writing it. A clear set of instructions is needed - these are often known as the Terms of Reference. They specify what is, and is not, to be included and the depth required. For you as an undergraduate student, Terms of Reference should be clearly provided. Nevertheless, there will probably be occasions when you feel unsure about exactly what is wanted. At this point you can do one of three things:
Press on anyway taking a best guess - not recommended, you could waste a lot of time producing a report which is not wanted. Ask your Tutor / Lecturer for more information - an excellent idea, but an even better one is to: Prepare a brief outline and ask if this is what is wanted - this shows that you have thought about the problem and does not waste too much of your time if wrong.
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1.2 The Reader

A critical part of writing a report is a knowledge of the reader. The important questions are:
Who will read my report? What do they want in the report? How can I best satisfy them? (e.g. what level do I pitch it at?)
As an undergraduate, your work will be read by members of the teaching staff and/or postgraduate students. But who exactly will read each different report that you write? Take time to find out and to discover what their Terms of Reference are for marking your work. A little time invested at this stage can pay dividends later. Always follow any guidelines given by the module convener or your project supervisor.
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The secret of successful report writing is a systematic approach
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1.3 Planning and Layout

Reports vary considerably in their requirements, but they have commonly recognised parts. These can include:
Title page Abstract (also called a Summary) Contents list Introduction Body of report (which may have any number of parts) Conclusions Recommendations References Illustrations & tables (can be included in the body of the report) Glossary (can be put after contents list) Appendices Index
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Not all reports will contain all these parts and there may be good reasons for varying the order; often organisations have a house style. Check if there is one specified for your module or course.
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2. The Laboratory Report

2.1 Introduction
School, college or university laboratory work is intended to enable students to:
Test theories learned in class Improve or learn practical skills Formulate conclusions from observed results
To achieve these the student needs to record the experimental results, and write up an account of the experiment, the results and the conclusions for future reference.
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2.2 Recording Data

The following points should be observed when recording data:
Record results at the time of the experiment. Use a proper laboratory notebook, start each experiment on a fresh page and date it. Note readings in a prepared table with units clearly indicated. Ensure readings are consistent, e.g. note to 3 decimal places in some cases and only 1 decimal place in others. Note errors and inaccuracies. Plot graphs at the time of the experiment so that inconsistencies can be noted and checked immediately. The following points should be observed when plotting graphs: Scales should be chosen so that the curves will occupy most of the sheet Normally, the horizontal or x-axis (abscissa) will carry the quantity that is being controlled or is fixed (the independent variable) e.g. time, whilst the vertical or y-axis (ordinate) carries the observed quantity (the dependent variable). If it can be assumed that the graph represents a continuous function and should therefore be smooth, it should be drawn in the form of a curve, not by joining the dots.
2.3 Format
Laboratory classes should be written up whilst they are still fresh in the writers mind. This usually means the evening of the day when the work was done. Not only will the report be better, it will probably take half the time to do since there will be less need to look things up that have been forgotten. The layout might look something like the following:
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Title page: Theory:
Including module code & title, title of experiment, date and authors name(s). Often departments have a standard cover sheet which just needs filling in. Where applicable a brief description of the theory behind the experiment can be included. It should be in the writers own words, not copied from the laboratory sheet or text book.
Experimental: An accurate summary of what was done. It should be written in the third person, past passive, e.g. The circuit was connected and readings taken. NOT I connected the circuit and took readings. The summary should report what you actually did and not just copy the practical instructions. Results: Discussion: All readings should be neatly tabulated and graphs carefully plotted. Appropriate statistical analysis should be used. The results should be discussed and inferences drawn. These are expressed not as a personal opinion but as The readings show .... or From the curve on the graph it can be seen..... Should there be a difference between experimental results and theory then possible explanations should be offered with the writer indicating which is/are most likely. The accuracy and precision of results should be indicated and limitations noted.
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Conclusion:
This is the most important part of the report since it shows the students ability to deduce and summarise. A conclusion should not merely state The hypothesis was tested and not disproved. but rather show the inferences drawn from the results obtained. Diagrams should be clear and illustrate principles. They should have a caption and be numbered. The caption should enable the illustration to be understood without reference to the text. All reports should be word-processed wherever possible.
General:
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6. Essay Writing
Overview
Essays present different challenges from writing reports. In course work the basic aim of an essay is to develop your knowledge of and thinking about a subject. This development occurs when you read a variety of sources on a subject, combine and analyse information and develop an argument in response to the question. In an exam the essay presents an opportunity for you to demonstrate your knowledge of a subject and explore ideas in a more open-ended way than, for example, a multiple-choice or problem-type question. The open-ended nature of essays can make them seem daunting, even scary. However, like report writing, thorough preparation and planning can help you to avoid most of the problems.
This section is intended to be used with REPORT WRITING and in particular the advice on written style, referencing, punctuation, spelling and grammar and reviewing. We suggest you skim read it now and refer back when you are set an essay question.
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Preparation
First you must understand the question. In this section, we use the following essay title: Cabbage: a crop for all seasons? Discuss. What exactly does the essay title ask you to do?
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Write the title out and underline the key words. The essay must deal with the scientific knowledge about cabbages and technical knowledge about growing at different times of the year BUT it must also take account of the commercial dimension of growing cabbages as a crop. Thus the question is different from: Compare different methods for growing cabbages throughout the year. Identify the process word - in this case it is Discuss. The process word suggests what sort of strategy the question is looking for. Here are a few common process words:
Analyse
Resolve a thing into its component parts. Examine in detail.
Compare Look for similarities and differences between two or more things, perhaps reaching a conclusion about which is preferable and why. Discuss Explain Justify Explain, then consider differing views on the issue. Give details about how and why something happens or exists. Show adequate grounds for conclusions reached and answer the main objections likely to be made about them.
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Illustrate Make clear and explicit, usually by choosing relevant examples.
Brainstorm the question - your first attempt should only take a few minutes. In an exam you will have only a few minutes for this stage. If you are totally stuck, write down everything you know about the topic. For example: Cabbages are dark green, light green or purple; they are vegetative; they are commonly harvested weighing 1-3 kilogrammes . . . These ideas may spark off some thoughts.
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For a coursework essay, the brainstorm exercise should help you to remember relevant literature in text books or articles that you have read. It may also indicate some gaps in your knowledge and suggest where you need to undertake a literature search in the library and some further reading. When you are reading, remember to take a careful note of any quotation or idea you might use in the finished essay (see page 102).
Planning
Before you start drafting your essay, you should write a plan. The plan helps you to avoid making mistakes in your essay by getting the wrong structure, or trying to write about points that are not really relevant, or where you do not have sufficient information. The initial plan could be based on your brainstorming exercise, or you may find that your reading has transformed your knowledge about the topic and you want to think it through again.
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Most students produce essay plans that identify the subject of each paragraph. Each paragraph should deal with a separate topic and be no more than one half of a page long (about 150-200 words, maximum). Our Cabbage essay is 1,500 words, or 8-10 paragraphs.
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Here are some different ideas for constructing a plan:
Write down up to 10 key words connected with the topic: e.g. climate, market, transport, disease, storage, breeding . . . Does each of these key words suggest a paragraph where you could supply more information and discuss points of interest? Take a large sheet of paper and write down all the important points about a topic. Leave plenty of space around each main point so that you can add in more detailed information, e.g. the source of a useful quotation. You could try drawing arrows between the main points to see if a logical order suggests itself. Use record cards to write down paragraph headings: e.g. 1. Introduction 4. Climate 2. Growing Methods 5. Physiology 3. Transport 6. Genetics
On each card you could note down the key points you want to make; sources of evidence; and how it links to other paragraphs. You can shuffle the cards to see if a logical order with convenient links between the paragraphs is possible. In this example the order might be: 1, 5, 6, 4, 2, 3 . . .
Construct a tree diagram which places ideas in a logical hierarchy:
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Cabbages
Physiology Temp Hot Cold Moisture Wet Dry Transport Weight Fragility Environment Field Plastic
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Whatever method you use, the plan should be related to the task you have been set:
Does the plan satisfy the demands of the question? Are all the points listed relevant to the title? Are you using appropriate examples? Is there a balance between different topics and sub-topics?
If you are unsure at this stage you could show your plan to your Tutor.
Writing
Our basic advice about writing has already been covered in REPORT WRITING. One common stylistic pitfall is waffle: e.g. The development of new varieties of cabbage could help solve the Problem of the worlds food supply. Well it might, but this sentence is a vague generalisation that does not really contribute much to the essay and is at a tangent to the question. If you think you have written waffle, try removing the sentence(s) and assess whether the essay still makes sense. Word-processing makes this easy. Like an experimental report, a good essay has a definite structure and this should be obvious to the reader. BEGINNINGS The introduction is often the hardest paragraph to write. The safest plan is to outline the structure of the essay and perhaps define the terms of the topic (e.g. you might be writing about only two types of cabbage). However, some essay writers use a quotation or a controversial statement to grab the attention of the reader:
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I wandered lonely as a cloud, Remembering the farmers adage: You can join the prosperous crowd By growing a field of cabbage.
(with apologies to William Wordsworth, 1770-1850)
Maybe not; but if you are writing about an area of scientific debate then it should be possible to find a recent quotation that challenges accepted wisdom or neatly summarises the topic to be discussed. You may find it easier to write the introduction after the rest of the essay, when you will have a clearer idea about what you have discussed and how you have gone about your task. MIDDLES One of the tricky jobs is to link paragraphs together neatly. An essay does not have to be uninterrupted prose. Use sub-headings and paragraph headings to help you and the reader move through the structure. The following strategies might be useful for writing links:
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Referring back to an earlier paragraph: e.g. Whilst cabbages can be damaged by prolonged exposure to temperatures above 30C, the same also applies to low temperatures of . . . Sign posting a future paragraph: e.g. The possibilities for breeding new varieties will be discussed later in the context of . . . The following linking words and phrases may be useful: conversely, alternatively, by contrast, in comparison. Words like thus, therefore and however should be used sparingly. If do you use them, make sure that what you are about to write really does follow logically from what you have just written.
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ENDS The conclusion should draw together some of the main themes. The main point to note here is to avoid an abrupt end. A good conclusion should pull the various themes of the essay together, summarise the main points and provide a succinct answer to the essay question. It may also be the place to incorporate your own views on a topic if the essay title invites you to offer an opinion.
If you are not using subheadings you can use stock phrases like: In conclusion. . .; On balance, the evidence suggests that . . . Posing a question about earlier statements, thus allowing you to discuss other aspects of the topic: e.g. Does an all-season cabbage really have a commercial future, given the current level of surplus production in the European Union? For example, in 1994 the `cabbage mountain reached x million tonnes...
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Writing demands some of the hardest mental work that most of us have to do; however, much of it is selfinflicted. Good report writers build up the report in stages. Before they begin to write they ensure they already have:
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Accurate terms of reference All the relevant facts, evaluated and organised An outline of all the sections in an appropriate order Notes on the points to be included
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The major part of the work involved has therefore been accomplished without any strain on their literary ability. After all, there is no advantage in doing a brilliant piece of practical work if you cannot subsequently communicate it to others. A guide to grammar, spelling and punctuation can be found later in this section.
Principles
Clear technical writing can be improved with experience and by following certain basic principles.
Always bear the reader in mind. Reports should always be as long as necessary and as short as possible. Unnecessary length does not impress a reader or marker, it just makes them bored. But equally, an incomplete report will not be favourably received. Use appropriate diagrams and illustrations to keep your report concise. Ensure your report draws conclusions and makes recommendations (as appropriate). There is no such thing as a safe report which simply states the facts and leaves the reader to sort them out! Observe the three - FYs
SimpliFY JustiFY QuantiFY
Keep to essentials Never make a statement without supporting it either in the text with evidence or by a reference(s) Avoid generalisations of size or quantity such as using big, large or small - they mean different things to different people. For example, a `large difference could be 10mg to a biochemist but 10kg to an agricultural scientist!
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Use simple, plain English and keep sentences short. With experience you can build up their complexity but even so they should not exceed about 30 words or the reader will have difficulty following them. The last sentence had 26 words. Paragraphs should deal only with one topic and should be no more than about one half of a page long. Avoid one sentence paragraphs. Use adjectives and adverbs sparingly - you are not a novelist or poet.
Punctuation, Grammar and Spelling

There is a great temptation to regard these matters as being of little importance. However, in all sciences, clarity of expression is essential and if poor punctuation, grammar or spelling prevents us from communicating effectively then they become a problem which must be overcome. Spelling can be checked with a dictionary or a spell-checker if using a word-processor. Punctuation and grammar are more difficult. Some very simple guidelines are therefore set out below; more detailed information is given in Scientific Writing by John Monteith.
Full Stop Comma
Completes sentences. Can be used to: - Separate items e.g. We packed clips, tubes, nuts and bolts. (N.B. no comma before and) - Mark off phrases that interrupt the flow of the sentence e.g. The company, which won the Queens award, put on a fine exhibition. If used correctly then the phrase within the commas should be removable without loss of meaning to the sentence, e.g. The company put on a fine exhibition. Hence The scheme, did not and still does not, apply to salary earners is incorrect.
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Semi-Colon
A device whose function lies between that of the comma and the full stop. It can be used to mark off phrases in which the comma already occurs, e.g. The soldiers were transported by road; the specialists, by helicopter. It can be used to extend sentences without breaking continuity, e.g. The new scheme will have little effect upon John; by then he will be used to it. Is primarily used to introduce a series of items, e.g. The campers needs are: tent, groundsheet, etc. Have two main uses: To indicate possession e.g. The boys hat or The footballers changing room. Note that where the word is singular the apostrophe comes before the s, whilst when the word is plural it comes after. The exception to the latter is when the word is already plural, e.g. The childrens games. To indicate that a letter has been omitted, e.g. dont (do not). Contractions of this sort should be avoided in scientific writing. Its is a special case that has an apostrophe only when it is an abbreviation of it is. THUS, Its a good computer. BUT The machine had its own software. There is no apostrophe in the second sentence since its is not a contraction of it is. The contraction its is bad form in technical writing, so the simple rule is do not use its.
Colon Apostrophes
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Question Marks
Are used at the end of a direct question.
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Presentation
Your essays and reports should be word processed. The recommended word processing software is Word. The University runs courses to familiarise you with word processing and teach necessary skills. Before printing the final draft, check your work for errors in a systematic way. The report should be read OUT LOUD marking the script where you think there may be problems. This is NOT the same as just saying the words in your head. You need to check each of the following aspects:
Logic Clarity of Expression Punctuation, Grammar and Spelling Layout
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Review Check List

You may find it helpful to photocopy this page and use it every time you complete a piece of written work. 1. Does my written work have a clear sense of purpose? I know and understand the main issues involved I have planned my report and followed the plan I feel that I have written the report required of me 2. Is the content of my work satisfactory? My facts are complete and up to date All the material included is relevant I have not left out anything that is relevant All my points are supported by evidence or references 3. Is the structure and style of my work satisfactory? I have written the expected number of words I have made the structure of my argument clear I have used headings where appropriate Every important idea has been given a separate paragraph The paragraphs follow a logical order The conclusions are justified by the evidence presented I have avoided long-winded or jargon words I have kept my sentences reasonably short I have followed the required house style The spelling, punctuation and grammar are as good as I can make them
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Referencing
The list of references at the end of your report or essay has two functions:
It tells the reader the sources of the information in the report so that if he/she wishes to investigate further or check a fact they can do so easily. The references as a whole show the extent to which you have cast your net in gathering information.
The are two principal formats for including references in a report, known as the Harvard system and the Numeric system. In both cases the basic concept is to link ideas in the text with their source. Check with your Module Convener which of the above two formats (or indeed any other) they prefer you to use. The library also has comprehensive information on these systems. It is important that ALL relevant information is provided. Examples are given below:
From Books Author (surname followed by initials); date of publication (in brackets); title; edition (if not the first); publisher; place of publication; volume (if applicable); page number(s) and section (if applicable). Bronson, F.H. (1989) Mammalian Reproductive Biology, [2nd edition], University of Chicago Press, Chicago, p.45. From Journals
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Author(s); date of publication (in brackets); title of article; journal; volume; number (if applicable); page number(s); Awang, Y.B., Atherton, J.G. (1993) Salinity effects on strawberry plants grown in rockwool. I: Growth and leaf water relations. Journal of Horticultural Science, 68, 783-90. From the Web where the source is not a Journal or e-Journal Author(s) (if applicable, with Date); Organisation responsible (with Date where no author provided); title of article or page, complete URL, date accessed Defra (2009), Animal Health and Welfare, http://www.defra.gov.uk/animalh/index.htm, accessed 21 May 2009.
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The reference list must contain all sources cited in the text, and only those. At the collection stage all sources of information should be recorded in case there is a need to check back or to explore further. There is nothing more irritating than not being able to find a reference you used! At the time of writing the report however, some sources may be omitted because you did not use all the information you gathered. Published information should be cited in your text using the name of the principal author and date of publication, e.g. Smith (1997). If there are two authors, give both names, e.g. Smith & Jones (1998). If there are several authors for a single reference this is reported using the phrase et al. after the principal author, e.g. Smith et al. (1997). Material can be attributed to an author in a variety of ways e.g. Janssen et al. (1987) drew attention to the problems of parameter estimation in comprehensive models OR
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Comprehensive models present problems of parameter estimation (Janssen et al., 1987). Remember, a reference should enable another reader to find that information quickly and unambiguously.
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7. Virtual Writing Centre

Students will be given instructions on how to use the Virtual Writing Centre, the self-assessment sheet is below.
Self Assessment
Self-assessment Sheet 1. What did you want to achieve in this assignment? (in terms of argument, content, style and structure).
2. What did you find difficult when you were planning, researching and writing this piece?
3. What do you think are the strengths of this assignment?
4. What aspects of your assignment do you think need improving? List them as they come to mind. Now list them in order of importance.
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5. What mark would you give yourself? Why? (NB: Look at the department marking criteria to help you with this)
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Reviewers Sheet Reviewers Name: Assignment Title: 1. What are the strengths of this assignment? What ideas seemed strongest? Are there any passages or sentences which seem particularly strong? (Put a 3 next to 2 or 3 sections you particularly like). Writers Name:
2. Does the assignment address the specific question in the title? Are any aspects not really focused on the topic? Do any aspects need to be more closely related to the question?
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3. Organisation Did you at any time feel lost when you read this piece? Why?
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Is the assignment well organised? How many parts is it divided into? (NB this division might not be explicit). What does each part do? Are the links between each part of the assignment clear? Does the structure of the assignment make sense? Why / Why not?
The Introduction Does the introduction explain the context and relevance of the issues discussed? Does the introduction set out the aims of the assignment?
Does the conclusion summarize the main points of the assignment? Does the conclusion end with a strong concluding statement? Does the writer use appropriate evidence to support their argument? Are sources properly integrated into the argument? Are they acknowledged and in the reference list?. Does the writer discuss counter-arguments? Do they need to?
4. Evidence & Argument
The Conclusion
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Mark ref on the assignment where the writer will need to check referencing.
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What is the assignment trying to do? Is it successful?
Can you see any contradictions? If so, what are they?
5. Style Is the tone (register e.g. academic vocabulary, sentence structure) appropriate? Put inf where language seems too informal.
Are there any typos, misspellings, grammatical errors? Any other stylistic issues?
6. Revisions What specific aspects should be changed when the assignment is redrafted? List them as they come to mind? Now list them again in order of importance.
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Asking for feedback from a friend 1. Find someone who would like to swap assignments with you, so you can comment on each others work. 2. Before you swap work fill in the self-assessment sheet and print out your assignment (it is easier to read on paper). 3. To make the most of feedback you will have to ask specific questions so that you can make use of the answer. Not likely to get a useful response I dont know how to organise it I dont know what to write about I dont know how to do references properly
Why not? How you organise something will depend on what you want to say. If you dont know what you want to say no-one can help you. This will depend on what you want to say and what the question is asking. To help you analyse the question look at What does the question mean? sheet. You need to be more specific. Do you want to quote specific words, paraphrase what another writer has said or use the authors name to paraphrase their ideas?
Alternatives I want to make it clear that X is better than Y. I could do it this way... or I could do it this way. Which do you think is clearer? I dont know what to write about. The question asks about X, do you think I need to talk about Y too? I dont know how to cite an author without saying Chomsky claims... Ive done this (show example) do you think that is right?
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Not likely to get a useful response I dont know what the right answer is!
Why not? There is unlikely to be a right answer. There will probably be a number of different opinions. You will have to explain why you have come to value one viewpoint above another by carefully referring to the reading. You cant really just ask someone else their opinion. Look at the evidence for each option and make a decision about which seems best to you.
Alternatives I dont know which to believe. X looks good because the evidence is very strong, but Y also looks good. I suppose Ill just have to look them both over again and make a decision.
Giving Feedback Fill in the reviewers sheet to help you give feedback dont worry if you dont have something to say in each section.
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Talk through your feedback together. Although you have written some feedback, talking through the assignment is often the most useful part of the process so dont worry if you havent written much on the sheet. Establish some rules for giving feedback. It is difficult to give useful feedback so consider the suggestions below to get you started. Be positive - Give both positive and negative comments. If the writer has done something well then let them know.
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Give reasons - Explain why some parts are good and other are bad (if you cant explain why, try to work this out with the writer). Focus on the bigger picture - Dont worry about poor spelling or grammar at this stage. Think about bigger questions such as - Does the assignment answer the question?, Is it clear and logical?, Is there enough supporting evidence?. Be constructive - try to give suggestions for how the writing could be improved. Not very useful Its great! Im not sure about this bit Youve put a comma here but you need a full stop Huh?
Useful Its great because you say really clearly what you are going to do and then you stick to it. Im not sure about this bit. Youve said earlier that you agree with Chomsky, but here you seem to be disagreeing with him. or Im not sure how this is relevant to the question. Could you explain a bit more.
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The content is great, its really well organised, but you need to do some careful proofreading to make it clearer. For example you use commas when you need full stops so your sentences are quite long and complicated. NB - only comment on these things if they are happening a lot. What do you mean by the phrase quantitative easing could you explain a bit more?
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Listening to Feedback You will need to establish some rules for giving and receiving feedback. Receiving feedback on your work can be quite emotional. You will have used a lot of effort on your writing and it can be hard to hear criticism. Be specific - What do you want to know from the reviewer? See Asking for Feedback. Be silent - listen to the reviewer, you will hear more if you concentrate on listening rather than explaining or justifying. Let your writing speak for itself - Dont try to explain or justify your writing (you wont be able to do that in the final assignment). Be clear - what is the reviewer saying. Check you understand what the reviewer finds unclear. Be open - try to be open to revisions, expert writers revise their work many times.
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8. Plagiarism and Paraphrasing

This section is also covered in student course handbooks. It draws upon information available at the following University web sources together with guidance from staff in the School of Biosciences.
Academic Integrity Website www.nottingham.ac.uk/sedu/academic-integrity/student Quality Manual www.nottingham.ac.uk/quality-manual/assessment/offences.htm The Pathways site is helpful in respect to study skills at University www.nottingham.ac.uk/pathways
Definition of Plagiarism
The Universitys Regulations state that: It is an academic offence to present someone elses work as being ones own Note that plagiarism has to do with work (i.e. ideas), and copyright violation has to do with words. These are often confused.
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Plagiarism can be easily identified by entering suspect passages into search engines. Specialist search engines are available to check all submitted work against previously published sources, including coursework submitted by students in the current or previous years. The School of Biosciences is participating in a University-wide scheme to detect plagiarism; students may be required to submit all coursework in electronic form to facilitate automatic on-line detection of plagiarism. All BSc Research Projects must be submitted electronically on CD Rom along with the necessary hard copies (see Guidelines for BSc Research Projects). Work in any year of study which is not undertaken in an Examination Room under the supervision of an invigilator (such as dissertations, essays, project work, experiments, observations, specimen collecting and other similar work), but which is nevertheless required work forming part of the degree, diploma or certificate assessment, must be the students own and must not contain plagiarised material. Possible punishments for an academic offence including plagiarism are: a) No marks to be awarded in relation to the specific material which is the subject of the act constituting an offence (thus leading to a reduced overall mark for the piece of course work, dissertation, examination question or examination script in which the specific material appears) Award a mark of zero for the entire piece of course work, dissertation, examination question or examination script in which the academic offence has occurred Award a mark of zero for the entire module in which the academic offence has occurred Award a mark of zero for all the assessments in the semester (even where this will lead to a reduction in degree class). In the case of year-long modules, this penalty may affect both semesters
b) c) d)
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e) f) g)
Award a mark of zero for the whole year (even where this will lead to a reduction in degree class) Require the student to take reassessments (as a result of being awarded zero marks) in the following session before being allowed to progress or complete their course Require the student to register with the University and enrol on modules in which they need to take reassessments (as a result of being awarded zero marks) in the following session before being allowed to progress or complete their course Terminate the students course Withdraw the award of a degree or other qualification from, and issue an amended transcript to, a former student of the University
h) i)
Other Academic Offences

At The University of Nottingham it is an academic offence to present someone elses work as being ones own. Here is a range of cheating behaviours: 1. 2. 3. 4. 5. 6. 7. 8. False citation (i.e. attributing work to the wrong source) Plagiarism Using unauthorised sources or notes in examinations or tests Dishonestly obtaining material or information prior to examinations Copying from other students Permitting other students to copy your work Soliciting work from others (e.g. individuals, editors or essay banks etc) Submitting your own previously assessed work without acknowledgement (auto plagiarism)
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Unauthorised Collaboration, or Collusion, occurs where: 1. Collaboration becomes collusion for example where, in the process of discussing the work with another student(s), you do not independently produce individual answers but you collude and submit similar responses/answers to this other student(s). The work submitted has resulted from collaboration with others whose contribution has not been acknowledged.
2.
Fabrication may take various forms but is essentially concerned with manufacturing aspects of the work produced. For example, the insertion of made-up information, data, sources, quotes, anecdotes or analysis would all amount to fabrication. Recycling or unauthorised, multiple submissions. It is normally expected that work submitted will be prepared specifically for that purpose unless the course materials or tutor explicitly state otherwise. Unacceptable recycling includes submitting work that has previously been assessed and marked in the same or different course, module or programme.
If a student is required to attend an Academic Offence interview within the School for any suspected academic offence his/her tutor will be informed of this, together with the Head of School (or nominee), module convenor (or nominee) and the School Manager for Academic Administration (or nominee).
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Guidance to Help You Avoid Committing Plagiarism

1. You are allowed to use information from other peoples work provided you acknowledge the source. This can apply to a statement, Table or Figure. The best way of doing this for Tables and Figures is to add: After Smith (1988) or Modified from Smith (1988), and include the reference in your reference list. 2. If you are discussing something somebody else has said, you can say, for example: Smith (1987) claimed that coral reefs in the Pacific were damaged by high temperatures in 1975. Or: It has been claimed that high temperatures in 1975 damaged coral reefs in the Pacific (Smith, 1975).
Study Skills
3. If you wish to quote from previous work you should put it in quotation marks, e.g. Smith (1980) described the outcome of unprecedented high temperatures on coral reefs as: A disaster for the marine communities in the coastal regions of the Indo-Pacific, and then stated that: The phenomenon appears to be due to unprecedented high temperatures.
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For information on paraphrasing see 8 and 9 below. 4. Authors should be cited in text either as: Smith (1975), Smith and Allen (1978), Allen (1987, 1989), or as (Smith, 1975; Smith and Allen, 1978; Allen 1987, 1989). Note that these are in chronological, not alphabetic order. When more than two authors are quoted, this should be in the form Allen et al. (1993) in the text, but the full reference should be given in your reference list. In your References or Literature cited section, the following style (authors, date, title, journal, volume number, page numbers) should be used and references should be listed alphabetically. Provided you are consistent, you may also use any other accepted style - see journals in the library. Smith, A. J. and Allen, N. B. (1986). Temperatures and coral reefs. Journal of the Marine Biological Association 86: 101-123. Smith, A. J., Jones, K. L. and Allen, N. B. (1988). Death of corals due to high temperatures. Thermal Biology 27: 19-34. 6. 7. For books, the following style (author, title underlined or in italics, publisher, place of publication) applies: Allen, N. B. (1992). Coral Reef Biology. Blackwells, London. For chapters in edited volumes, the following style (author, date, title of chapter, title of book underlined or in italics, editors, page numbers, publisher, place of publication) applies:
5.
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Smith, A. J. (1987). Temperature and bleaching in corals. In: Coral Reef Biology (N. B. Allen and C. K. Hodges, eds.), pp. 65-90. Clumber Press, New York 8. Paraphrasing, i.e. verbatim or almost verbatim restatement of a passage is a form of plagiarism frequently used in essays and dissertations. The following is paraphrased from C. H. Gordon, P. Simmons and G. Wynn (date unknown). Plagiarism - What It Is And How To Avoid It. University of British Columbia.
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Students often ask How much do I have to change a sentence to be sure Im not plagiarising? If you have to ask, you are probably about to commit plagiarism! There is no set number of words that you need to change or add to make a passage your own the originality must come from the development and expression of your own ideas. Original work demands original thought. You should try and separate your ideas from those of others. If you use another authors conclusions then acknowledge them. If you come to the same conclusions as another author you should still acknowledge them. Once a piece of work is complete, look at each part and ask yourself if the ideas expressed are entirely your own, and whether the general language or choice of words is your own. If the answer to either is no the work should be credited to the original author. 9. Examples 9.1 Original
From Smith (1992): The author has found that corals respond to high temperatures by expelling their zooxanthellae. This causes them to go white, a phenomenon known as bleaching. Such corals soon become covered in algae, which makes it difficult for new coral planulae to settle and start a new colony (Davies, 1980). The phenomenon of bleaching is similar to the effect of a crown-of-thorns starfish (Acanthaster planci) attack where the polyps are digested by enzymes secreted onto the colony surface (Brown, 1990). As Jones (1972) found, A. planci poses a severe threat to corals in the Indo-Pacific. The recent occurrence of high numbers of these starfish on reefs has been correlated to run-off from land which contains high levels of plant nutrients (Jones, 1986). The subsequent increase in the number of algae apparently enhances the survival of the filter-feeding larvae of the starfish.
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To include this text verbatim in your own work, without placing the entire paragraph in quotation marks and acknowledging Smith (1992) [see 3 above] would constitute plagiarism.
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9.2 Paraphrased version

Paraphrased from Smith (1992): Smith (1992) has found that corals respond to high temperatures by expelling their zooxanthellae. This phenomenon, known as bleaching, causes them to go white. Such corals quickly become covered in algae and this makes it difficult for new coral planulae to settle and begin developing a new colony (Davies, 1980). Bleaching is similar to the effect of a crown-of-thorns starfish (Acanthaster planci) attack. Brown (1990) notes that this is where the polyps are digested by enzymes secreted onto the colony surface. Jones (1972) found that A. planci may be a severe threat to corals in the Indo-Pacific. Recently high numbers of these starfish on reefs has been correlated to run-off from land with high levels of plant nutrients (Jones, 1986). The increase in the number of algae apparently enhances the survival of the filter-feeding larvae of the starfish.
To include this text in your own work, even with the initial acknowledgment Smith (1992) would constitute plagiarism since it reads as if only the first sentence is taken from Smith, and the rest of the references (Davies, Brown and Jones) have been sourced and read by you and that the development and expression of the text is your own original work. 9.3 Unacknowledged version (i.e. submitting this as if it were your own thoughts or work)
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The presence of high numbers of crown-of-thorns starfish (Acanthaster planci) on reefs has been connected to run-off from land containing high levels of plant nutrients. This causes an increase in the number of algae which results in better survival of the filterfeeding larvae of the starfish. The starfish kills corals by secreting digestive enzymes onto their surfaces. A. planci poses a severe threat to corals in the Indo-Pacific and their effect is similar to that caused by bleaching, a phenomenon caused by high temperatures which results in zooxanthellae being expelled. Subsequently the dead corals become covered in algae which makes it difficult for a new colony to start.
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9.4 Acceptable version (based on information from Smith, reading the cited references yourself and drawing upon other work)
Smith (1992) quoted Jones (1972, 1986) in suggesting that the crown-of-thorns starfish poses a threat to corals in the Indo-Pacific, and that their recent upsurge may be due to an increase in plant food levels caused by an input of nutrients from land. Brown (1990) found that these multi-armed starfish killed corals by everting their stomachs onto the coral colony surface and secreting an enzyme to digest the tissues externally. The resulting bleaching effect is similar to that which occurs when corals are exposed to high temperatures and the zooxanthellae are expelled (Smith, 1992). Davies (1980) found that the settlement of algae on the colony surface made it difficult for new coral larvae to settle and, although fish often grazed the algae continually, he found they could not keep these under control. Recent studies have shown that plagues of crown-of-thorns starfish may be a natural phenomenon, as the fossilised remains of previous outbreaks have been found in rocks millions of years old (Cromer, 1994).
To present your work like this would not constitute plagiarism. Note that all the references and authors used in this section with the exception of Gordon et al. are fictitious.
PLEASE CONSULT YOUR TUTOR IF YOU ARE STILL IN DOUBT ABOUT PLAGIARISM
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9. Working in Groups
Overview
At university, and beyond, you will often find yourself working in groups. This is because groups can bring together a wider range of skills and talents than a single individual could possess. Groups can be particularly effective at solving complex problems, making difficult decisions or collecting ideas. It is a common assumption that everyone knows how to work well within a group and how to get the most out of participating in a group. Unfortunately, this is not always the case. The sort of group that this section aims to help you work in is one with fewer than 8 members assigned a specific task, such as solving a problem or doing a project. The advice that follows may be useful to take to your first group meeting.
Starting Off
Study Skills
Select a Group Leader This is particularly useful in larger groups. His or her role is to arrange meetings, chair meetings and to ensure that the group is able to carry out its task effectively. Try to select someone who is interested in getting the project done and willing to do their share of the work as well as lead the group.
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Identify the Overall Task
Clarify exactly what has to be done. Getting the question right is an essential part of getting the solution right. Make sure all of the group understand and agree with the overall task. Generate ideas about the best way of doing the task. Brainstorm write all the ideas the group comes up with on a sheet of paper. Decide what further information needs to be gathered before a solution can be identified. Determine what other tasks need to be carried out. Allocate the tasks either to individuals within the group, or smaller sub-groups. Remember, people are happier to do things they feel comfortable with. Usually there are some tasks that no-one wants to do - it is important that unwanted tasks are shared equally among group members.
Do the Ground Work
Allocate Tasks
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At the end of each meeting, make sure that each individual knows exactly what they have to do and what the group target is.
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Creating The Solution

The initial tasks are completed by group members before coming back to the rest of the group. The group then assimilates this information.
Brainstorm Solutions
Use the initial research generated to create a solution or strategy to achieve the goal. Write all the potential solutions down on paper. Discuss and evaluate each solution. Allow enough time for this.
Use time at this stage to discuss ALL the ideas put forward by the group, no matter how tenuous YOU think they are.
Turn Ideas Into Action

Do not forget your project deadlines. Set time limits for each task and stick to them.
Make sure all group members understand and agree with the solution chosen. Break the solution down into manageable tasks. Allocate the tasks to team members.
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Ensure that individuals carry out their tasks.
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Making Sure The Job Gets Done

At this point the role of the group changes:
Monitoring Meeting to receive progress reports from individuals Reallocating tasks when necessary Solving problems if they occur
The group draws together its final report.
Meetings
Working in groups will normally require several meetings, particularly in the early stages.
Make sure everyone exchanges email addresses, telephone numbers and/or addresses - so you can keep in touch. When meeting, use a room with tables - try to avoid the pub, a coffee bar or somebodys front room! There are lots of suitable rooms across campus. Talk to members of academic staff or 2nd and 3rd year students to help you locate them. Regular meetings are easier to remember and will get better attendance than meetings held at irregular times. Avoid unpopular times of the day (e.g. 9.00 am Monday or 5.00 pm Friday). Make sure youturn up on time. There is nothing worse than waiting for one person when everyone else was there on time. Have an agenda to work through. This does not have to be formal - just a simple list of the things the group needs to discuss at the meeting.
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If there is some information you want everyone to read, ensure there are enough copies for each member of the group and try to distribute them before the meeting. Keep your meetings short and to the point - do not digress. At the end of the meeting, make sure everyone knows what they have to do next. Everyone should leave the meeting with a task that they feel confident of completing.
Troubleshooting
Working in groups is not something that everyone knows how to do. Effective and successful groups need commitment from each member of that group. There will be times when situations occur that cause problems within the group. The most common are: Members of the group not carrying out their allocated work. One person not carrying their weight will create ill-feeling amongst the group and may lead to the late completion of the work required. Try to identify the reason for this. For example, check that the person concerned understands exactly what is required and is not having problems with the task. If problems persist, then the group leader could have a quiet word with the person concerned and emphasise the importance of completing the project. If all else fails, consult the member of staff who set the project. Poor time planning Remember your final deadline and set time limits for each of the smaller tasks. It is very difficult to make up time lost at the beginning of a project so make a prompt start - dont wait a week before doing the initial stages of the task. Use the section on ORGANISING YOUR TIME for yourself and the group.
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Unclear definitions of problems Make sure everyone understands and agrees with the objectives of the project. You cannot reach a solution to a problem if you do not completely understand the problem.
SOME HINTS
Be prepared to listen to other members of the group and value their contributions. Remember groups take time to settle down and that progress is generally slower than for an individual. Dont let your fellow group members down turn up on time and complete the tasks that you have been allocated
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Study Skills
10. Giving Effective Presentations

Overview
Oral presentations are an effective means of communicating information to more than one person simultaneously. More and more employers are expecting graduates to have mastered presentation skills. As a result, it has become increasingly common to find this skill developed and assessed at university.
Nearly everyone feels nervous when doing a presentation and so this section has been included to help you overcome your anxiety. It is in no way definitive, nor is it meant to be. It has been designed to provide a sensible basis for developing your own style. This section should be read before you plan your presentation. More detailed information and instruction will be provided during your course.
Preparing Your Presentation

Ensure you have answers to the following questions before you begin:
Study Skills
What is the aim of your presentation? Is it to inform, to persuade or to amuse? What are the key points you want to get across to your audience? How long have you got to make your presentation? Who are your audience and how many of them will there be? What do you know about your subject?
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Structure
All presentations should have a beginning, a middle and an end. At the beginning you should say what you are about to say, in the middle you should say it, and at the end you should tell the audience what you have just said. This may be old advice but it makes for effective presentations.
Does your opening contain an outline of the presentation, set the context and state your objectives? What are the main points you want to make? Do they follow each other logically, linking together well? Are they well signposted, covering the material you want to cover? Do they need support from visual aids? When closing do you sum up the main points and make a strong conclusion? Golden rule on content: LESS IS MORE
Delivery
No matter how well your presentation is structured, the way you put it across to your audience will determine what kind of impression you create. Preparation is very important.
Study Skills
You should know your presentation. You could talk using prompt cards. Avoid simply reading, it does not make for an effective presentation The language should match the abilities of your audience. Good speakers make eye contact with all their audience; try to achieve this. Make sure your timing is right this means rehearsing extensively.
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Visual Aids
Visual aids are used to help convey ideas and information in a way that is more easily understood.
Are your visual aids simple, interesting and easy to read? Do they fit well with your talk and add to your presentation? Is the size of the text large enough to read? Do you remove visual aids when they are not needed to avoid distracting your audience? Spend some time before your presentation making yourself familiar with the visual aid equipment.
This is especially important when using a computer system (e.g. PowerPoint).
Summary
Rehearsal of your presentation is the only way to check youve managed to get everything right. You could rehearse in front of a group of friends and ask for constructive comments. Youll be pleasantly surprised at how much better you will feel actually doing the presentation when you have done it several times before.
Study Skills
To boost your confidence at the time of the presentation, remind yourself that you know more about the topic than anyone else in the audience.
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11. Revision and Exams

Overview
Twice a year, at the end of each semester, you will face a set of exams. You should therefore treat preparation for exams as a continuous process and part of your normal work. This section is about fine-tuning your last minute revision and managing the exam itself. You may already have passed a large number of exams to get to university and know that you work best with last-minute cramming or with a long period of revision. The method we recommend encourages you to plan ahead. We suggest you review this section a few weeks after the beginning of term. At School or College you may have had the chance to re-take or re-submit some of your exams and coursework to improve your grades. University courses operate slightly differently. During your course you get a first-sit chance in your examinations and coursework, and the marks that get in your first-sits count towards your overall degree classification (from year 2 onwards). Each year we assess your overall performance to see if you can progress to the next year of your course. If your marks are not sufficient to allow you to progress to the next year, then you will be offered one re-sit chance in each of your failed modules. The marks that you obtain in your re-sits are only used to assess if you are able to progress to the next year of your course, and these re-sit marks do not count towards your final degree classification. It is therefore very important that you do the best you can in your first-sit coursework and exams at university as these are the marks that will determine your overall degree. Dont think that you can simply re-do the work to improve your overall degree - this isnt an option at university.
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Planning Ahead
You should have definite answers to the following points. If you find it helpful, you could write answers down and attach them to this booklet.
A provisional exam timetable is issued each semester and available on the student portal. You will need to ensure that you are entered for the correct papers and that there are no timetable clashes. It is your responsibility to report any discrepancies. You will then have a final timetable published on the student portal. What type of questions are set (short written answers, mathematical problems, multiple choice, essays)? You can get copies of past exam papers from the Bookshop or library or on the University web pages: www.nottingham.ac.uk/courses-office/examinations/index.htm Are there compulsory sections in the exam papers? How are the sections weighted in terms of marks? Can you use tables, set books or calculators in the exam?
Early on in the course you should have a very clear picture about the combination and spread of topics that you will be examined on and the form the exams take.
Revision Strategy
Study Skills
Teaching should stop after week 11 of the semester but it will be useful to balance your timetable by putting some work in during the Christmas and Easter vacations.
Draw up a realistic timetable. Divide your time between topics, making sure you cover your strongest as well as weakest subjects.
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Write in which topic you will cover in each slot. You may want to tackle easier or more familiar subjects first, but dont put off the difficult topics for too long. Most people work more productively in (short) timed bursts and when they are not tired or hungry. There are probably few activities more tedious than reading your own notes or coursework over and over again.
Here are some ideas for making revision active:
Try combining lecture notes, coursework, laboratory practicals, material from textbooks into condensed summaries of particular topics. Combine several summaries to get an overview of a whole chunk of the course (see diagram). Try working in pairs. Always ask questions: - What are the key ideas in a particular topic? - Are there key formulae you can note down on a summary card? - Are you working on material which improves your understanding of a topic? Practice answering real questions from the outset, using past exam papers or questions in textbooks. If you have not had much experience of exams, begin by writing outline answers, progress to timed questions and finally test yourself under exam conditions.
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Stick to the timetable. If you let it drift, you may find whole sections of the course are left uncovered. Before the big day arrives, run through the following checklist.
Make sure you know when and where your exams take place. It might be helpful to check the location of an unfamiliar venue. Ensure you have got all your equipment sorted out. It is a good idea to have spares but do not overload yourself with equipment. Most people find last minute cramming very stressful. Do not tackle new material immediately before an exam. You are unlikely to absorb it and you may undo your earlier good work. To soothe any last minute nerves, try something light like reviewing your condensed summaries.
Strategy For Exam Day
Collect all the equipment you will need. Arrive at the exam room in good time. It may be helpful to agree with friends not to talk before the exam and make each other nervous. Avoid the prophets of doom! Ensure all the formalities are completed accurately before the time starts. Read the instructions (sometimes called rubric) on the paper carefully. There may have been some changes compared with past exam papers that you have studied. Read through the paper twice. Mark the questions you will definitely do and those you might do. On a two hour paper you may need to allow 5-10 minutes for this stage - dont be put off by the sight of others beginning to write.
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Study Skills
Assign your time so that minutes equate to marks. Make sure you allow enough time to cover all the sections of the paper. It can be helpful to write a schedule for the exam. Read the questions carefully. Answer the question which has been asked, not the one you wish had been set. It is perfectly acceptable to include information from other modules, provided it is directly relevant to the question. For questions requiring long written or complex answers you will need to plan your answer. There are at least four stages:
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- Remembering what you know about the topic - Selecting what is relevant to the question - Organising the information into a written plan - Writing the response (in legible English!)
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For long questions (both written and problem solving) the first 50% of the marks are fairly easy to get. The next 25% require more effort and the final 25% can be much harder. This has several consequences: - Always answer all the questions required. It will be easier to gain 25% on a topic you are weak on than to gain an additional 25% by improving the answer on your strongest topic. - Sheer quantity of material will not gain marks and will not help the examiner to find good incisive points to reward. - A strong opening to a written answer will gain marks quickly. - Whilst it may boost your confidence to tackle your best question first, you should not overrun your time budget. Leave space after your answer and return to it if you have time.
Dont leave early. Use any time left to read each finished answer through and check for errors, omissions, badly written passages and so forth. If you realise you have made a mistake and you dont have time to redo the question, then own up. This sometimes impresses examiners! Have a strategy for after the exam. It is wise to avoid postmortems, especially if there are more exams coming up.
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12. Study Skills Books

There are probably more than one hundred books available which offer advice on how to study. We recommend:
Kirkman, J (1992) Good Style: Writing for Science and Technology, Spon, London Luck, M.R (1999) Your Student Research Project, Gower, London Malmfors, B, Garnsworthy, PC & Grossman, M (2004) Writing and Presenting Scientific Papers, Nottingham University Press. Palmer, R (1993) Write in Style: A Guide to Good English, Spon, London Pechenik, J. & Lamb, B. (1995) How to Write About Biology, Harpers Collins, London Rowntree, D. (1998) Learn How to Study, Warner Books, London. This book is cheap and easy to follow.
Study Skills
Turk, C & Kirkman, J (1989) Effective Style: Improving Scientific, Technical and Business Communication, Spon, London Kirkman, J (1992) Good Style: Writing for Science and Technology, Spon, London
The Library and Bookshop can provide access to many more study guides. Ask your Tutor or another member of staff if you would like further guidance on what to read.
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My Tutor questions
1. 2. 3. 4. 5. 6. 7. 8. 9. How do I know who my tutor is? How often will I meet him/her? What is the job of a personal tutor? Will they advise me on my coursework, and give me feedback about my marks? When will this happen? I am a joint honours student who is my tutor? Should I go to my tutor if I have personal circumstances affecting my studies? Are my discussions confidential? I have a disability who should I talk to? I think I might be dyslexic is it my tutor that I go to? I dont get on with my Tutor what shall I do?
10. How do I contact my tutor urgently? 11. Is there someone else in the School I can go to? 12. I am thinking of changing course, should I go to my tutor? 13. I am thinking of leaving University, who should I speak to? 14. I have extenuating circumstances which have affected my study, who should I speak to? 15. I wish to appeal against an Exam Board decision, who should I speak to?
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Study Skills
My Tutor questions
1. How do I know who my tutor is? 2. How often will I meet him/her? 3. What is the job of a personal tutor? 4. Will they advise me on my coursework, and give me feedback about my marks? When will this happen? 5. I am a joint honours student who is my tutor? 6. Should I go to my tutor if I have personal circumstances affecting my studies? Are my discussions confidential? 7. I have a disability who should I talk to? 8. I think I might be dyslexic is it my tutor that I go to? 9. I dont get on with my Tutor what shall I do? 10. How do I contact my tutor urgently? 11. Is there someone else in the School I can go to? 12. I am thinking of changing course, should I go to my tutor? 13. I am thinking of leaving University, who should I speak to? 14. I have extenuating circumstances which have affected my study, who should I speak to? 15. I wish to appeal against an Exam Board decision, who should I speak to?
SUPPORT AND GUIDANCE

1. Academic Tutoring in the School of Biosciences
Academic tutoring is the support which the School provides to students in addition to formal teaching. It is complementary to the Universitys central support services and pastoral care provision. The objectives of Academic Tutoring are as follows:
Helping students to acquire the necessary study skills to pursue their studies successfully. Addressing problems of knowledge and understanding of the subject experienced by individual students. Addressing the problems of individual students with particular aspects of their modules. Providing students with an overview of their academic progress at module and programme level. Assisting students with their academic choices e.g. module enrolments, programme pathways. Providing students with feedback on their assessments so as to improve future performance. Contributing to the acquisition of key employability skills.
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The School takes its responsibility for academic tutoring very seriously and engages in the following activities to ensure that students are properly supported:
One-to-one meetings with the Personal Tutor, for the personal development and pastoral support aspects of personal tutoring. One-to-one meetings with Personal Tutor for academic tutoring eg advice on module choice. Meetings with Course Managers for module advice, either informally or at School Module Enrolment Days. Tutorials/seminars occurring as activities within some or all of the modules comprising a degree programme. Credit-bearing academic tutoring modules eg D24C02 Statistics and Experimental Design for Bioscientists. Study-skills embedded in academic modules eg D211Z1 Whole Organism Biology; Semester 4 project modules; D224Z4 Research Techniques in Agriculture, Plant and Animal Science; D224E2 Communicating Biosciences. Study-skills embedded in students undergraduate project work and postgraduate dissertation. Credit-bearing study skills modules e.g. D2DPG4 Transferable Skills. Drop-in support sessions based around mathematics and statistics.
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Written feedback on formative or summative assessments provided by module coordinators/tutors. This is extensive in the School and is provided through: - individual feed back on coursework provided by written comments and mark allocation based on transparent marking schemes - generic feedback forms posted on the Virtual Learning Environment (VLE) one week after each exam board which (a) highlight examination questions on which students performance could be improved (b) suggest strategies for improving performance in those questions (c) give general comments about technique. - full and constructive comments provided by exam markers, to which students have access through individual appointments with module conveners - module report forms which are collated by Module Conveners from students comments and made available through the VLE. Student led-seminars eg D224F9 Analysis of Bacterial Gene Expression. Peer support groups eg D245F2 Molecular Microbiology and Biotechnology, D24BT9 Genetic Analysis and Bioinformatics, D235A8 Companion Animal Science and D23BA1 Livestock Production Science, D223F7 Virology (problem-based learning) and D236M1 (problem-based learning). Appointments with module coordinators/tutors; specifically the School provides three formal opportunities per year for students to obtain detailed module information and advice at its Module Registration Days. Office hours system for accessing module coordinators/tutors. The use of a flexible and comprehensive virtual learning environment, together with on-line discussions between tutors and students. Links to central support services e.g. Academic Support, the Counselling Service and the Student Services Centre. Assistance and guidance on academic administrative matters provided by the School Office. Encouraging students to make use of central on-line study skills resources e.g. Pathways (see www.nottingham.ac.uk/pathways/).
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2. The Tutorial System

Each student is allocated to a member of academic staff who will be their Personal Tutor for the duration of their course. It is the tutor to whom a student should go for any guidance or help which may be needed. Students are required to meet their tutors at least once or twice per semester and to consider maintaining an electronic Personal Academic Record to record their meetings. Your Tutor will also provide details of your exam performance at the end of each semester. See staff details in Your School and Your Studies section. A good working relationship between tutor and tutee can substantially enhance the experience of university life, and the tutorial system is not just about problem solving. Many students go through university without meeting unforeseen difficulties, whilst others meet problems ranging from initial loneliness to serious illness or family difficulties. Where there are problems, these are better discussed, in confidence, rather than dwelt upon in isolation. All the staff, at any level of seniority, are willing to help. The Bonington Hall Warden and the Senior Tutor (see Key Staff List - page 52) are available for consultation about any personal or academic problem.
Tutorial support is part of the Universitys system of Student Support and Development (SSD). Full details of this can be found in the Quality Manual at: www.nottingham.ac.uk/academicservices/qualitymanual/studentsupportanddevelopment/ studentsupportanddevelopment.aspx
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The tutorial system in Biosciences is organised by the Senior Tutor and the School Office. The allocation is normally made without reference to the students intended course of study. In general, a tutor will have four to six tutees from each year group, although this will vary according to actual staff and student numbers. Students in the third year will also have a project supervisor who may act as a tutor. Students on 4-year degree courses (e.g. those taking the Certificate in European Studies (Biosciences) will have an External Studies Tutor for their intercalated year who will keep in touch with them during their placement period.
What can your Tutor do for you?

In general
Tutors are not just for solving problems; their role is much more positive than that. Whilst at university, students have an unrivalled opportunity to participate in an enormous range of academic and leisure activities. For most students it is also a period of great personal development. Sensitive guidance and encouragement from their tutor can help them make the most of their time whilst avoiding clashes with their academic responsibilities. Students must feel able to turn to their tutors to talk over general problems. Where appropriate, tutors may be a source of guidance, sympathy or common sense, or may be able to refer the student to some other agency. The tutor is on the tutees side and can be seen as the tutees academic friend. All this can only be achieved if the tutor-tutee relationship is soundly based, which requires effort on both sides.
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Provide Information Your Tutor will be able to give you guidance on various University and School regulations (for example those governing examinations and progression). They will also be aware of the module options available within the School and the types of decisions that you need to make at various points during your course. They can guide you to appropriate support agencies and other sources of information. The Resources listing in this booklet may be a useful starting point and the Senior Tutor is always willing to assist. The tutor can be viewed as a gateway to wider SSD provision. Your Tutor will be the person you go to at the end of each semester for details of your exam performance. This will be an opportunity to discuss your academic progress in general and the implications of your results so far.
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Represent You Your Tutor will be able to guide, help or represent you in dealings with University or School bodies. They can also represent you at meetings of the Board of Examiners, should the need arise. With your agreement, they can notify the School in writing of circumstances that might affect or may have affected your performance. Your tutor will normally be informed of any disciplinary investigations relating to your studies. You should feel able to consult them about this if you wish. Extenuating Circumstances forms are available for this purpose: they can be obtained from your Tutor or other member of academic staff, from the School Office or from the web: www.nottingham.ac.uk/academicservices/qualitymanual/assessment/extenuatingcircumstances.aspx. Your Tutor can help you complete the form and ensure that the appropriate evidence is provided. Remember, EC claims should be submitted no later than seven days after the assessment or coursework item which has been effected, but contact your Tutor if difficulties arise. A doctors letter/medical certificate should accompany reports of extended illness. Your tutor will normally be informed of any disciplinary investigations relating to your studies. You should feel able to consult them about this if you wish. Further details can be found in the Your School and Your Studies section Provide References The University expects that personal tutors will provide their tutees with references they may require for employment or further study. (It is also acceptable for other members of staff to provide references where this is more appropriate.) To do this effectively, your Tutor needs to get to know you, so it is worth establishing a good working relationship with them, telling them what you are planning to do and keeping in touch.
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Provide Formal Contact The University requires that personal tutors have scheduled meetings with their personal tutees at the start of each academic year and at least three times in each academic year in total. You should therefore ensure that you contact your Tutor at least once, and preferably twice, per semester. It is particularly important that your Tutor is aware of any worries or anxieties that you may have prior to exam periods. You and your Tutor may wish to maintain an electronic Personal and Academic Record (ePAR). This holds details of exam performance but also records meetings and the items discussed and any significant events occurring during the academic year. The ePAR is useful because it allows both of you to appreciate the progress made. It is also used to provide a record of your period at University. Tutors are frequently asked to act as referees for their tutees in connection with applications for accommodation, summer employment and jobs in later years; the ePAR system allows this information to be provided quickly and accurately.
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Help In a Crisis You should feel able, if you wish, to turn to your Tutor in a crisis even if this is not immediately related to the course (for example, health, financial, bereavement, personal relationship etc.). In such an event, your Tutor may suggest ways forward or be able to arrange confidential assistance from other agencies within or outside the School to alleviate the situation. Your Tutor is not expected to be able to advise you on all matters of personal development and support. However, they are expected to have a sufficient knowledge of both their own School and the wider University to help you find the assistance you require.
The Tutorial Relationship

Your first meeting with your Tutor will generally be the timetabled meeting during Week One and is of great importance. It will often be between the tutor and all of his/her new intake of tutees. Your Tutor may also arrange a separate getting to know you session with individual students.
There will be a certain amount of business to transact. Many tutors find it useful to record details such as home address and telephone number, local address (if not in Hall), school background, hobbies and other interests etc. It is also useful if explicit arrangements are made for getting in touch on future occasions, for example through pigeon holes, e-mail, internal mail or through the Divisional secretary, if the tutor is not immediately available. Your Tutor will make it clear that his/her availability is not limited to the timetabled meetings. You can take this opportunity to ask any question which you may have about the workings of the School, the University or Campus life. You might also find it helpful to hear from your Tutor about their role in the School. Most importantly the process of ice breaking and of getting to know each other can begin. The first meeting is also a good opportunity to start thinking about the future and setting personal development goals (see page 148).
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Both sides have to make an effort! A positive attitude towards tutoring on the part of the student helps a great deal. It is unacceptable for students not to turn up to previously arranged or timetabled meetings, or to ignore communications from their tutor. Conversely, it helps tremendously in building an effective relationship if students sometimes make the first move in contacting their tutors, even when there is nothing particularly urgent or dramatic to discuss. If you are unhappy with your tutoring arrangements you should, please, do something about it. This should not be seen as complaining. Rather, it is a means of improving the system for yourself, your contemporaries and future generations of students. Approach your own Tutor first if you feel able to. Alternatively, contact the Senior Tutor who will listen in confidence and try to help.
Confidentiality
Your conversations with your Tutor will remain confidential, rather like that between doctor and patient. Disclosure of confidential information, for instance to the School Office, should be done by mutual agreement. There may be extremely rare instances in which the tutor perceives an overriding need to pass on information, despite a lack of agreement from the tutee. In such circumstances, the reasons would be explained to you and further advice would be available from Head of School and/or the Senior Tutor. Students in their final year often work closely with their project supervisor, often seeing him/her several times in the week. It is natural that the student may wish to turn to the supervisor for advice and it may be that the supervisor comes to supplant the functions of a formally appointed tutor. This is entirely acceptable provided the supervisor takes upon himself or herself the same standard of care and concern required of tutors.
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There may be occasions when the project supervisor and tutor need to discuss matters relating to the student, but the principles of confidentiality should always be respected.
Change of Tutor
In rare cases it may be appropriate to change a students tutor. For example, clashes of personality or difficulties in establishing rapport may arise. Either the student or the tutor can approach the Senior Tutor to effect such a change, which will be achieved with the minimum of fuss.
Whats Your Goal?
When did you last overcome a challenge? Can you demonstrate your team working skills? Have you shown effective leadership?
Questions like those above are asked by employers on application forms. It is therefore important that you will in future be prepared to answer them. Following a review of personal tutoring, and with the backing of the Student Union, a new Personal Development Goal (PDG) initiative is being launched in the University. This invites students in participating Schools to set and reflect on personal development goals with their personal tutor every semester.
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Personal development goals may relate to any area of potential achievement other than those for which students are explicitly provided with an assessment grade or academic University award. By setting, achieving and reflecting on your personal development goals, you will hopefully maximise your experience of your time at The University of Nottingham, and should improve not just your employability, but possibly also your well being and/or sense of community. Whilst your Personal Tutor will help you to set and reflect on your personal development goals, it is your responsibility to record them and the measures of their achievement. It is suggested that the best goals will be simple, tangible, memorable and potentially achievable. It is entirely up to you what goal or goals you set every semester. However, possible personal development goals may include:
Investigating work placement or final employment options and identifying possible companies to which apply Undertaking a volunteering activity Undertaking a sporting activity Helping to run a student society Becoming a member of a Hall of Residence committee or team Learning about another society or culture Improving your writing/research skills Improving your time management skills Increasing your levels of tutorial contribution Identifying and applying for study abroad/campus mobility options Developing ideas for a dissertation topic
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3. Student Guild and Students Union

The Student Guild at Sutton Bonington Campus
The Student Guild is the branch of Nottinghams Students Union at Sutton Bonington. The SB Student Guild consists of elected officers who represent SB students to the University and vice versa in both academic and non academic positions, see positions below:
Position
Guild Chair (Michael Neaverson) Vice Guild Chair (Lee Middleton) General Secretary Postgraduate Officer Treasurer Societies Officer Biosciences Rep Vet Rep Sports Officer Campaigns Officer Equal Opportunities Officer ENTs Officer Bonington Banter Editor
Students Union at University Park

The mission statement of the Students Union is to improve the experience of student life by providing quality service, representation, and development opportunities for all our students. In order to achieve this the Students Union has to be very large and diverse in order to satisfy all 30,000 of its members. Details of the Students Union can be found at www.su.nottingham.ac.uk
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4. The Counselling Service

The University Counselling service is a confidential service available to all students and to all members of staff. Counselling offers an opportunity to talk in confidence about problems that concern you and help you develop ways of dealing with the situation. The sorts of concerns people bring to counselling include difficulties in adjusting to university life, study related problems, relationship difficulties, anxiety, depression, family concerns, bereavement, worries about drugs and alcohol, eating difficulties or abuse. The counsellors are happy to talk over any problem or refer you to other sources of help which may be of more benefit. The Counselling Service is located in A75-A85, Trent Building, University Park. However, there is a counsellor at the Sutton Bonington Campus on Thursdays (by appointment) during term time. It is possible to be seen either at University Park or Sutton Bonington. A counsellor also visits Jubilee Campus on Thursdays (appointments arranged through the main Counselling Service office in Trent Building).
To make an appointment please ring: Internal (University Park Campus) 13695 External (Nottingham) 0115 951 3695 e-mail: counselling.service@nottingham ac.uk Web: www.nottingham.ac.uk/counselling/index.php
The service operates on an appointment system. Students will be offered a 30-minute interview within 10 working days and may then have to wait for ongoing counselling. If the individual is in urgent need, time will be made to see her/him more quickly. Once offered ongoing counselling, it is usual for counsellor and student to meet for an agreed number of sessions, lasting 50 minutes each, on a weekly basis. The Counselling Service operates a waiting list for ongoing counselling.
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The Counselling Service also offers therapy groups and time management, revision and exam stress reduction workshops. The counsellors are always available to talk with any member of staff who feels concerned about a student.
COUNSELLING STAFF:
Head of Service
Pat Hunt - BSc (Aberdeen), Dip Psychotherapy (Sheffield), UKCP Registered Psychotherapist
Counsellors
Anita Bartys - BSc (Manchester), MA Counselling (Nottingham), BACP Senior Registered Practitioner Marion Dillon - BA (Kent), CQSW (Leeds), Dip Psychodynamic Counselling (Leicester), BACP Senior Registered Practitioner Alison Hammond - BSc (Nottingham), PhD (Nottingham), Dip Counselling (CSCT/AEB) Helen Kerry - DipN, PGDip Gestalt Psychotherapy, RGN, UKCP Registered Psychotherapist Heather Nelson - BA (Huddersfield), MA (Leeds), MA (Sheffield), CQSW (Sheffield), BACP Accredited Counsellor Daniel Pitt, BEng, MSc Gestalt Psychotherapy, Cert Supervision, UKCP Registered Psychotherapist Lucy Rowley - PGDip Psychodynamic Counselling, Certificate in Therapeutic Community Practice, RMN Rob Sharp - MA Integrative Psychology, Dip Integrative Psychotherapy, Dip Clinical Supervision, CQSW Val Watson - BComb Studs (Nottingham), Dip Couns (SPTI), MEd (Nottingham), DipSupervision, ILTM, PhD (Nottingham) BACP Accredited Counsellor Myra Woolfson - MA (Glasgow), CQSW (LSE), Dip Psychotherapy (Sheffield), UKCP Registered Psychotherapist Mel Wraight - BA (Leeds), DipHE Therapeutic Counselling, BACP Senior Accredited Counsellor
Service Administrator
Ruth Kneale
Administrative Assistant
Sarah Brumpton: Monday - Friday (part-time, term-time only)
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5. ACADEMIC AND DISABILITY SUPPORT

Services for students who have a disability, dyslexia and/or a long-term medical condition The University of Nottingham is committed to promoting access for students who have a disability, dyslexia and/ or a long-term medical condition. Services provided aim to enable students to fulfil the inherent requirements of the course as independently as possible. What we need you to do . It is your responsibility to ensure that the University is aware of your individual requirements. If you have a disability, specific learning difficulty (such as dyslexia) or long term medical condition, you are urged to inform the Schools Disability Liaison Officer (see below) and/or your personal tutor. The University has a Disability Disclosure and Confidentiality Policy which can be found at: http://www.nottingham.ac.uk/disability/Disclosure-and-ConfidentialityPolicy.htm Letting us know what you might need at an early stage will help us to help you. What we can offer you .. Your DLO or personal tutor can refer you to Academic Support or Disability Support or you can contact them directly. Academic Support (comprising Dyslexia Support and Study Support) and the Disability Support Team are located in the Student Services Centres (SSC), and offer a range of academic and practical support for all students.
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The teams can assist with queries regarding:
Disabled Students Allowances (DSAs) For more information go to: www.direct.gov.uk/studentfinance The University of Nottingham ACCESS Centre (UNAC), based in SSC, can carry out the DSA Needs Assessment which will be required. recommendations for adjustments to examinations (e.g. extra time)
timetabling arrangements access to alternative formats such as Braille and large print residential accommodation adapted study bedrooms accessible transport around and between campuses general advice and guidance to students
Contact details are:

Academic Support/Disability Support Student Services Centre B Floor, Portland Building University Park The University of Nottingham Nottingham NG7 2RD School Disability Liaison Officer (DLO) The DLO for the School of Biosciences is Dr Sarah Johnson (Tel: 01159 951 6000) Fax 0115 951 6032, email: sarah.johnson@nottingham.ac.uk Telephone +44 (0)115 951 3710 Fax +44 (0)115 951 4376 E.mail Website disability-support@nottingham.ac.uk dyslexia-support@nottingham.ac.uk www.nottingham.ac.uk/as
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Students Union The Students Union Students with Disabilities Association exists to represent the interests of students with disabilities at The University of Nottingham. Its aims are to promote equality of opportunity and to ensure that students with disabilities can participate in all aspects of University life. The association also provides information, support and advice as well as organising a range of social, sporting and other activities during the year.
If you would like further information, want to join or get involved please contact us at: Tel: +44 (0) 115 846 8771 Ext: 68771 (internal) email: suswd@nottingham.ac.uk
6. Student Advice and Representation Centre

The Student Advice Centre (part of the Students Union) provides a free, friendly, confidential advice and information service for all students at The University of Nottingham. Advice and information is provided on a drop-in basis although appointments can be made outside the regular opening times if necessary. To speak to an Adviser: Call in at our offices (during our opening hours) on the B Floor in the Portland Building, University Park or at Jubilee (no appointment necessary as we operate a drop-in service). Advisors also come to Sutton Bonington by appointment Telephone us on (0115) 846 8730. If you are making an internal call, our extension number is 68730 E-mail us at student-advice-centre@nottingham.ac.uk Write to us at: Student Advice & Representation Centre, University of Nottingham Students Union, Portland Building, University Park, Nottingham NG7 2RD www.su.nottingham.ac.uk/adviceandsupport/SARC
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7. Careers
It is never too early to think about your employability and to give thought to your eventual career. The Centre for Career Development works with students and academic Schools to help students to develop their employability through:
Delivering employability workshops and sessions Running career development courses and sessions alongside your academic studies and within the Nottingham Advantage Award Making sure that students have up to date information on internships, work experience and graduate opportunities. Making part time work opportunities available through the Unitemps service Providing online career recourses through a dedicated Careers website A comprehensive programme of careers events including employer presentations, recruitment fairs, careers talks, seminars and workshops Guidance about career direction and planning
CCD highly recommends that you actively get involved in extra curricular activities alongside your studies and to give some thought to planning some work experience during your time at University as this will help you to develop the skills and understanding about the world of work which all employers are looking for. Full details of the Centre for Career Developments role and mission, together with details of all events and vacancies can be found at: www.nottingham.ac.uk/careers
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At Sutton Bonington, The Centre for Career Development is part of the Student Services office in the Main Building. During term time, students can arrange to talk to a careers adviser at Sutton Bonington on Tuesday afternoons between 2pm and 4pm, or on any other weekday at University Park. All appointments are booked by students online by going to: www.nottingham.ac.uk/careers/students. In addition, all students at Sutton Bonington are welcome to use the Centre for Career Development at University Park: Portland Building Level D West (above the banks) Phone: 0115 951 3680 Fax: 0115 951 3679 E-mail: ccd-enquiries@nottingham.ac.uk
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Resources
Resources
Resources
Students at the School of Biosciences are free to avail themselves of all the resources provided by the University. The internal telephone system (direct dialling to University Park Campus as well as SB numbers) and the shuttle bus service (SB to University Park) are available to students, free of charge. Information about shuttle bus timings can be found on the University web site or at Reception in Main Building at Sutton Bonington.
1. Emergency Services
Dial 8888
2. Resources at Sutton Bonington Campus

Personal Tutor Often the first port of call for academic or non-academic help.
Resources
Senior Tutor Dr Martin Luck (South Laboratory, room B207, ext 16309, e-mail: martin.luck@nottingham.ac.uk) is happy to see any student for any reason. He is often able to suggest an appropriate source of help and arrange contact. If he is not immediately available, please leave a message with the Divisional Secretary, or in his pigeon hole near the secretarys office.
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Course/Module Conveners Module conveners are listed in timetables and module documents and are able to help particularly with academic problems related to courses. Module conveners are good people to contact for comments on course structure and content. Academic Staff Students are free to approach any member of academic staff with whom they feel comfortable regarding difficulties with lectures, practical classes or any other matters. Heads of Divisions May be able to help if a problem relating to divisional teaching persists despite approaches elsewhere. Project Supervisor Project supervisors for 3rd year students are available to help with non-academic problems, as well as giving academic guidance. External Studies Tutors For students on 4-year degree courses (european studies etc.) during their intercalated year and period abroad. A useful first contact for first year students considering transfer to 4-year degree courses. House Resident Tutors (Halls of Residence) These are the first target for problems related to life in hall. May also be able to give informal help or advice on other matters or just lend a sympathetic ear. House Tutors are responsible to the Hall Warden.
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Resources
Hall Warden Contact for enquiries related to life in hall, room allocations or other matters to do with the organisation of the hall. Bonington Hall office: ext 16343. Reception This is located at the entrance of Main Building, Sutton Bonington and is a general point of information (shuttlebus times, internal telephone numbers etc). School Manager (Academic Administration) Dr Sarah Johnson, ext 16000 should be contacted on matters related to registration, extenuating circumstances, requests for suspension, examinations etc. School Disability Liaison Officer (DLO) The School Disability Liaison Officer (DLO) is Sarah Johnson (sarah.johnson 0115 951 6000) who should be the first point of contact if you have a disability-related issue which you want to discuss. The role of the DLO is to provide a point of reference, advice and guidance for students in the school about disability issues and support, and to ensure that the schools disability action plan is implemented. Undergraduate Recruitment and Courses Manager Ms Kathy Wilson, ext 16002. Deals with day to day administration in the school, timetabling, module selection, etc. She may be particularly helpful for students with problems they do not wish to discuss with an academic member of staff.
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Resources
Postgraduate Manager and Senior Tutor Ms Helen Wells, ext 16015 deals with day to day postgraduate administration and may be particularly helpful for students with problems they do not wish to discuss with an academic member of staff. Ms Wells or any member of the School Office Sutton Bonington or University Park Campuses are willing to try to help and advise students who for any reason have been unable to obtain help elsewhere. Student Guild Welfare Representatives Contact through the Guild office (Amenities Centre) or via internal mail. Can help students with particular needs, in confidence if necessary. School Office The School Office at Sutton Bonington is the main administrative office for the School of Biosciences. Details and useful information can be found at: www.nottingham.ac.uk/Biosciences/CurrentStudents/CurrentStudentInformation.aspx Students based at the Sutton Bonington site should raise administrative module and course queries with the School Office (Main Building). Students based at University Park should refer course and module queries to their Course Manager or Emma Hooley (Environmental Science Administrator). Sutton Bonington: Gill Fox (0115 951 6007) Kathy Wilson (0115 951 6002) University Park: Emma Hooley (0115 951 6262)
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Resources
Student Services Centre The Student Services Centre is the home for Academic Support, Disability Support, Financial Support, the majority of the Registrys front line services, and Student Fees. The Student Services Centre is located at A10 Main Building. Tel: 0115 95 16004 or email ssc-sb@nottingham.ac.uk Disability Support Carol East, Disability Officer, offers appointments at Sutton Bonington Campus every Wednesday. Appointments can be booked via the Student Services Centre (see above).
3. Resources at the University Park Campus

Counselling Service Based at University Park, ext 13695. Counselling services are also held at SB Campus and Jubille Campus, and can be booked through the Counselling Services directly. Excellent confidential service from trained counsellors. (See Support and guidance section for further details). Academic Support A range of support is available for students with physical disabilities or with specific learning difficulties including dyslexia. (See Support and Guidance section for further details). Student Advice and Represenation Centre Portland Building, B Floor, Tel: 0115 846 8730 or email student-advice-centre@nottingham.ac.uk. Part of the Students Union. Willing to tackle any problem remotely related to welfare. Help with financial/funding difficulties, tenancy problems.
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Resources
Students Union Office in the Portland Building, B Floor, Tel: 0115 846 8800 will try to help with all sorts of enquiries. Student Services Centre The Student Services Centre is the home for Academic Support, Disability Support, Financial Support, the majority of the Registrys front line services, and Student Fees. The Student Services Centre is located at B Floor, Portland Building. Tel: 0115 95 13710 at University Park Campus and Room A10, Main Building at Sutton Bonington Campus, or email ssc-sb@nottingham.ac.uk Cripps Health Centre The University of Nottingham health service is situated in Cripps Health Centre at University Park. It specifically looks after students and staff at the University. As well as housing the University health service the building contains a dental practice, pharmacy and the University occupational health unit. It is fully accessible for patients with disabilities. Tel: 0115 846 8888 or Internal: 68888 Cripps Dental Centre Tel: 0115 951 3099 or Internal: 13099 Nightline Nightline is a student run, confidential listening and information service open from 7pm-8am every night during term time. You can call them on 0115 951 4985 (14985 internally) or email anonymously at: nightlineanon@sumail.nottingham.ac.uk
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Resources
University Chaplains and Faith Advisors The University Chaplains and Faith Advisors are available to give advice on all faiths, and to help you make connections with local faith communities, especially the wide variety of Christian churches local to Sutton Bonington and also in Nottingham. They also offer confidential support in times of need to people of any faith of none. One Chaplain works specifically with international students. The Chaplains can be contacted via the Student Services Centre ( A10 Main Building ) or by email chaplains@nottingham.ac.uk Their website has a wealth of information: www.nottingham.ac.uk/chaplaincy/index.aspx/
4. Resources Within the Community

Local Churches
Anglican - St Michaels Church Main Street, Sutton Bonington LE12 5PF (Sundays 11.00 am) Rev. Glenn Martin Tel. 01509 670757 email glen.martin@btinternet.com Baptist Main Street, Sutton Bonington LE12 5NE (Sundays 10.45am and 6.15pm) John Hebblethwaite Tel. 01509 672889 / 673764 www.sbbaptist.org.uk Methodist Main Street, Sutton Bonington (Sundays 10.30am) Rev. Diane Grice, 24 Langley Drive, Kegworth DE74 2DN Tel. 01509 672479 or email degrice@tiscali.co.uk Roman Catholic - Our Lady of the Angels Main Street, East Leake (Saturdays 6.00pm and Sundays 11.00am) Father Peter Vellacott Tel. 01509 852147 email phvellacott@hotmail.com www.eastleakeandkeyworthrcp.co.uk
Resources
For a wider choice of churches slightly further afield and also in Nottingham, contact the chaplains as above
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Health Registration
New Students All students must be registered with a local medical practice. It is important that you register locally so that you can receive appropriate medical services. You must register as soon as you can. It is not acceptable to retain your registration with your home doctor (unless you continue to live at home) because emergency and out of-hours services may not be available. There are several local practices: Kegworth: Orchard Surgery (01509 672419) Sutton Bonington: Dr Patel (01509 672229) East Leake: East Leake Health Centre (01509 852181) The School does not make recommendations although most students living in Bonington Hall register at Kegworth. The Kegworth practice is equipped to deal with a large number of student registrations during the first weeks of term. A member of the practice will talk to students during Week One.
Resources
If you are not living in Bonington Hall, make sure that you register with another appropriate practice. For example, if you live in another hall at or near University Park, you may register with the Cripps Health Centre. If you live in private accommodation near University Park or elsewhere in Nottingham, you should register with your nearest community practice.
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Returning Students Students who have registered at Kegworth during their first year but who subsequently move out of hall into private accommodation in Nottingham may continue to be registered at Kegworth. This is a courtesy offered by the Kegworth practice to save you having to make frequent changes of registration. If this applies to you, please discuss the arrangement with the practice, so that they are aware of your new location and any other special circumstances. Please keep your medical practice informed of changes to your address and telephone number.
Useful Contacts
Accident and Emergency Leicester Royal Infirmary: (24 h) 0116 258 5922 - General Enquires Queens Medical Centre, Nottingham: (24 h) 0115 924 9924 - Main Switchboard Loughborough General Hospital: 01509 611600 NHS Walk in Centre The Health Centre, Pinfold Gate, Loughborough. Tel 01509 553998 (answer machine but diverts).
Resources
Advice for Alcohol Problems (APAS) Tel: Lo-Call 08457 626316 or 0115 941 4747 (and press 1) Lesbian, Gay, Bisexual and Transgender Association (Students Union) www.su.nottingham.ac.uk/cc/support/othersuservices/lgbt/
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Citizens Advice Bureau Albion Street, Beeston. Tel: 0844 499 1193 - Advice 10:00am - 1:00pm 32-36 Carrington Street, Nottingham. Tel: 0115 938 8050 Citizens Advice Bureau, John Storer House, Wards End, Loughborough. Tel: 01509 221221 G.U. Medicine Completely confidential advice and treatment about sexually transmitted diseases (stds) (also known as The Specialist Clinic) City Hospital, Hucknall Road, Nottingham. Appointments - Tel: 0115 969 1169 or Loughborough Hospital GUM Clinic - Sexual Health Clinic Hospital Way Loughborough LE11 5JY Phone: 01509 568 888
Health Shop Broad Street, Hockley. Tel: 0115 947 5414. Open Monday - Friday Confidential counselling and help available on a wide range of health issues, eg sexual health, HIV/ Aids, pregnancy, contraception, drug abuse. Rape Crisis Tel: 0115 941 1475 Samaritans 18 Clarendon Street, Nottingham. Tel: 08457 909090 Womens Aid Tel: 0808 800 0340
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Resources
index a-z
A
Academic offences (115) Acknowledgements (3) Advice (8) Amenities (63)
E
Efficient Reading (80) Essay Writing (90) European Studies Certificate (29) Exams and Revision (130-135) Extenuating Circumstances (50-51)
J
JCR Bar (63)
K
Key Staff List (52-53)
B
Biosciences degree courses list (25) Biosciences School (6) Blackwells Bookshop (63) Bonington Hall (67) Bonington Hall Contact Numbers (68) Bus (67)
F
Facilities (56) Facility contact numbers (68)
L
Laboratory Report (87) Lecture Notes (77) Libraries (57) Londis Shop (63)
G
Goal Setting (148) Group Work (121)
C
Careers (156) Churches (164) Commitments of a student (13) Complaints Procedure (54) Community Life (11) Counselling Service (151) Contents (2) Course Structure (21-23)
M
Marking Conventions (36) Marking Schemes (36) MCQs & Negative Marking (43-49) Module List and codes (30-35) Mulberry Tree Cafe (63)
H
Handbook (4) Health Registration (163) Health Warning (5)
Index A-Z
I
Industrial Placement Award (29) Introduction (4-8) IT facilities (59)
N
Natwest Bank (63) Negative Marking (43)
D
Disability support information (153)
168
index a-z
O
Office Hours (55) Old Kingstonian Association (OKA) (12) Organising your time (70)
S
Safety and Security (56) School Office (153) Selective Reading (81) Shuttle Bus (67) Social and Community life at SB (11) Sports Facilities (64) Staff (academic) locations (18-20) Staff List Key Members (52-53) Student Advice and Representation Centre (155) Student Guild (150) Student Services Centre (162) Student Union (142) Study and Social Life (10) Study Skills (70) Study Skills books recommended (136) Support and Guidance (139)
V
Virtual Learning (62) Virtual Writing Centre (104)
P
Personal Tutoring (137) Plagiarism and Paraphrasing (112) Portal and the Virtual Learning Environment (62) Presentations (127) Progression and Compensation (41) Punctuation, Grammar, Spelling (98)
W
Warden (160) Week Planner (73)
X Y
Your School and Your Studies (16)
Q R
Referencing (102) Report Writing (83) Resident Tutors (68) Resources (158) Resources at Sutton Bonington (158) Resources at the University Park campus (162) Resources within the community (164) Revision and Exams (130) Rushcliffe Restaurant (63)
T
Teaching Director (17) Teaching Staff (16) Tutorials (75) Tutorial System (141)
Index A-Z
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To Nottingham To Kegworth/ M1 jcn 24
Dairy Centre
Melto
School of Biosciences Divisions Agricultural & Environmental Sciences 18 Animal Sciences 18 Food Sciences 14 Nutritional Sciences 5 Plant and Crop Sciences 8 School of Veterinary Medicine and Science 27/28 Residential Houses Barton Costock Dishley Eviton Hathern Kegworth Kingston Lockington Normanton Ratcliffe Rempstone Stanford St Michaels Flats Thrumpton Wymeswold Zouch 2 B M F 25 E G L D H I J A 24 N K C 10 30 11 13 12 3 19 26 17 1 Other services Central Stores Computer Room Enquiry Ofce Lecture Room Block Main Dining Room Muslim Prayer Room Graduate Centre Sports Centre Students Guild/Services/ Retail/Bank Veterinary Laboratories Agency (VLA)
To Dairy Centre (see inset)

n Lan e
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Sutton Bonington Campus

Arboretum
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Plant and Crop Sciences Food Sciences
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WEST ENTRANCE
Library Main Building
Sports pitch
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11 I H G F E C D 17 19
RECEPTION
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Amenities Centre P Centre

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South 10 Laboratory
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Stables
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UoN UnderGrad StudySkills 2011

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UoN UnderGrad StudySkills 2011

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School of Biosciences

Your School and Your Studies

Introduction and Welcome

Support and Guidance

Introduction and Welcome

Introduction and welcome

Introduction and Welcome

Introduction and Welcome

The School of Biosciences

Introduction and Welcome

Introduction and Welcome

Introduction and Welcome

Introduction and Welcome

Background to Study and Social Life

Background to Study and Social Life

Background to Study and Social Life

Background to Study and Social Life

The Old Kingstonian Association (OKA) Sutton Bonington Campus

Background to Study and Social Life

Background to Study and Social Life

You are required to:

Background to Study and Social Life

Background to Study and Social Life

Your school and your studies

Your school and your studies

Your school and your studies

Your School and Your Studies

Your School and Your Studies

Academic Staff Locations

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

More Information About Degree Courses

Your School and Your Studies

Degree Courses in the School of Biosciences

Your School and Your Studies

CORE MODULES IN SEMESTER 1

Your School and Your Studies

PROGRESSION FROM YEAR 1

Your School and Your Studies

MODULES IN YEARS 2 AND 3 FOR BSc / MNutr / MSci COURSES

Your School and Your Studies

CERTIFICATE IN EUROPEAN STUDIES (BIOSCIENCES)

Your School and Your Studies

INDUSTRIAL PLACEMENT AWARD

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

Your School and Your Studies

4. Marking Conventions and Progression

Your School and Your Studies

CLASS First A1 A2 A3 A4 Upper Second B1 B2 B3 Lower Second C1 C2 C3 Third D1 D2 D3 Soft Fail

Your School and Your Studies

CLASS A1 A2 A3 A4 Upper Second B1 B2 B3 Lower Second C1 C2 C3 Third First

Your School and Your Studies

SCHOOL OF BIOSCIENCES QUALITATIVE MARKING SCHEMES SUPPLEMENTARY GUIDELINES

Your School and Your Studies

Your School and Your Studies

Progression and Compensation