Module Descriptors

This module adopts a student-centred learning approach to the general introduction of scientific investigation with a focus in topic areas appropriate to the degree programme being followed. The development of information retrieval and presentation skills play a key role in this module. Both generic and cohort specific delivery and assessment of the module will undertaken be through a selection of activities such as lectures, case studies, lab-based exercises, reports and presentations.

Specific information retrieval tasks are set throughout the module, with support provided to enable the production of the required outputs.The context within which the material is delivered will vary according to the student’s degree programme and area of interest. 

The general areas covered and assessed are as follows:

1. The importance of scientific investigation and methodology.
2. Practical skills in scientific investigation, including (but not limited to) data recording, report writing and presentation skills both oral and written.
3. Personal Development Planning and reflective practice appropriate to each student’s scientific discipline.

Activities underpinning Personal Development Planning (PDP) are integrated throughout the module and students are required to consider their own reflective practice.

The graduate attributes relevant to this module are given below:

• Academic:   Critical thinker, analytical, enquiring, knowledgeable, digitally literate, problem solver, autonomous, incisive, innovative
• Personal:   Effective communicator, influential, motivated, team player
• Professional:   Collaborative, research-minded, enterprising, ambitious, driven 

On successful completion of this module the student will be able to:

L1. Display knowledge of the basic principles, techniques and applications of scientific investigation methodology.

L2. Demonstrate the development of skills in researching, assembling and presenting information relevant to a specific scientific discipline.

L3. Present information gathered from studies based on specific topics appropriate to the student’s interests.

L4. Demonstrate reflective practice in the evaluation and planning of personal development.

Developing a basic understanding of the role of scientific methodology.

Developing an appreciation of the various scientific techniques and disciplines involved in investigative scientific procedures in a range of contexts, including forensic science, chemistry, biology, physics, psychology, environmental and health-related disciplines.

Developing an understanding of what is required in scientific report writing and the quality, use and accurate citation of reference materials.

An appreciation of the use of scientific techniques (such as chromatography, DNA fingerprinting, trace analysis in forensic science). A basic understanding of how they work in routine and non routine contexts.

An understanding of the basic requirements and structure of a scientific report.

Gathering, evaluating and and presenting information, formulating arguments based on evidence, use of word processing in structured report writing, use and citation of references.

Information retrieval from a variety of sources, its assessment and integration. Structured report writing. Presentation of information in a variety of formats using a range of methods.

Working to deadlines and working with others to achieve outcomes within a defined context and timescale. Developing a student centered approach to learning and the application of reflective practice in PDP.

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

2.16

1. More than one assessment method can be used to assess individual learning outcomes.
2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
   This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.