The MSci Zoology enables students to develop knowledge and understanding of:
Concepts and theories from the molecular and cellular levels through to the whole-organism.
The principles and study of animals from the molecular to the community level.
The importance of zoonotic and emerging infectious diseases e.g. Covid-19.
Molecular techniques applied to de-extinction and conservation e.g. cloning.
The use of forensics and toxicology in the investigation of wildlife crime.
Practical laboratory skills to investigate and manipulate biological material including relevant physical, chemical and biological measurements and their application in a research project.
Collation, quantitative analysis and interpretation of experimental data, including problem-solving.
Communication and application of knowledge on the biological sciences.
The use of computers for data management and presentation.
Intellectual, personal and team skills for employment and further study.
How to carry out Masters level research.
Students on MSci Programmes can undertake an optional 16 week work placement between stage 2 and 3 which forms an excellent skill base which can be further enhanced during the research project undertaken at stage 3. This experience equips the student with a transferable skill set for entry into either employment or future postgraduate study, including research.
Zoology highlights
Student Experience
The research projects undertaken by students in the final year of the programme at international study sites or in laboratories run by world-leading experts presents them with the opportunity to obtain a diverse transferable skill set valued highly by employers and academics seeking PhD students.
Professional Accreditations
Royal Society Accreditation
This course has been accredited by the Royal Society of Biology. Ultimately this award highlights the academic quality of the course and its contribution in ensuring that its graduates meet employer needs by acquiring the necessary skill set of both technical and transferable skills.
Global Opportunities
Zoologists at QUB have the opportunity to avail of the strong international links with Universities in South Africa, America and Canada. In addition there is the opportunity to volunteer or carry out projects at many international sites including the elephant sanctuary in Thailand, Harnas Wildlife Rehabilitation Foundation (Namibia), Wildlife Conservation South Africa (Mopane and Mapesu) as well as many other countries through Operation Wallacea.
Zoology graduates can avail of a wide range of employment opportunities aimed at addressing the major global problems such as emerging infectious diseases, maintenance of animal welfare in intensive farming, maintenance of biodiversity, understanding climate change, conservation of endangered species and the use of remote sensing technologies to monitor at risk populations.
Zoologists at QUB have the opportunity to avail of the strong international links with Universities in South Africa, America and Canada. In addition there is the opportunity to volunteer or carry out projects at many international sites including the elephant sanctuary in Thailand, Harnas Wildlife Rehabilitation Foundation (Namibia), Wildlife Conservation South Africa (Mopane and Mapesu) as well as many other countries through Operation Wallacea.
Zoology graduates can avail of a wide range of employment opportunities aimed at addressing the major global problems such as emerging infectious diseases, maintenance of animal welfare in intensive farming, maintenance of biodiversity, understanding climate change, conservation of endangered species and the use of remote sensing technologies to monitor at risk populations.
Internationally Renowned Experts
Jonathan Scott – Conservationist, award winning wildlife photographer, author and big cat specialist (QUB Zoology Graduate).
Local expert – Professor Alan Stitt – Dean of Innovation and Impact (QUB) and McAuley Chair of Experimental Ophthalmology RVH (QUB Zoology graduate).
Student Experience
This four-year programme is designed to equip students with a broad knowledge base of both field and laboratory based techniques applicable to the research area: e.g. remote sensing technologies to examine animal behaviour and movement and aid conservation and molecular and diagnostic techniques to assist in the identification and control of parasites and disease.
Further Study Opportunities
The completion of the MSci pathway and the experience gained in active research laboratories means that the graduate is well-placed to compete for a place on PhD programmes. Indeed many students complete higher degrees, either in the UK or overseas, before embarking on a career in medical, veterinary, agricultural, pharmaceutical and environmental research. Students can choose from a wide range of Master’s programmes at Queen’s, as well as a comprehensive list of research topics. Many graduates also choose to complete the postgraduate teacher training programme (PGCE) for entry into a teaching career.
Career Development
Work placements (16 weeks and optional) on these programmes provide students with the opportunity to utilise the practical skills gained during the teaching of their degree and apply these in a work environment. Past students have gained work placement within organisations such as Northern Ireland Environment Agency, Agri-food and Biosciences Institute, Belfast Zoo, Belfast City Hospital, Castle Espie, National Trust, North Atlantic Whale Foundation, Ulster Wildlife Trust, Harnas Wildlife Foundation Namibia, Mapesu and Mopane Private Game Reserve (South Africa), Turtle Conservancy, Health Service laboratories, local veterinary practices and many more.
Zoologists at QUB have the opportunity to avail of the strong international links with Universities in South Africa, America and Canada to arrange 16 week placements. In addition there is the opportunity to volunteer or carry out projects at many international sites including the elephant sanctuary in Thailand, African Wildlife rehabilitation centres in Namibia and South Africa as well as many other countries through Operation Wallacea.
Student Testimonials
"Studying Zoology at Queen’s gives you such a broad variety of options and opens many doors. I now run my very own elephant sanctuary and foundation by working with the local people to bring their elephants away from tourism and home to the forest – Kindred Spirit Elephant Sanctuary. I could not have reached this goal without all the help from QUB and their guidance during my time there and after".
Kerri McCrea Manager & Co-Founder of Kindred Spirit Elephant Sanctuary, Thailand and Queen's Zoology graduate.
"The Zoology degree at Queen’s provides an excellent framework to develop essential field-working, laboratory and statistical skills, transferable to numerous career pathways. It wasn't just that I had a good Honours degree in Zoology - more the fact that I had a degree from one of the finest Universities in the world. My degree opened doors, gave me credibility with the people I spoke to of my determination to work with wildlife, earned me respect in a world that will always value commitment, hard work and perseverance above all else. Those were the attributes that were ingrained in me during my four years at Queen’s. It helped nurture the idea that your life is your responsibility; that it is you who will ultimately decide if you fail or succeed. Passing through the gates of Queen’s University gave me the confidence to believe in myself"
Jonathan Scott, T.V. presenter, award winning wildlife photographer, conservationist and QUB Zoology graduate
The MSci in Zoology at Queen’s aims to provide students with a broad coverage of the biology of animals and how they interact with other living organisms.
An integral part of the programme is understanding the impact of climate change, emerging infectious zoonotic diseases and human encroachment into wildlife areas on biodiversity. Students will explore cutting edge technologies to tackle disease control, de-extinction, conservation and the use of remote sensing technologies to monitor animal behaviour.
Students on this pathway will complete a set of compulsory core modules at Stage 1, in common with other bioscience pathways. At Stages 2 and 3 students will select from a range of optional modules. All students undertake a compulsory Research Project module at Stage 3 (either lab or field-based) before spending year four in a research intensive setting (laboratory or field). Students may also choose to complete an optional 16-week work placement of their choice to develop core transferable skills and employment related experiences valued by future employers.
Stage 1
This module combination provides students, who may be undecided as to their final specialist degree area, with considerable flexibility as they enter Stage 2. Transfers between BSc and MSci may be possible at the end of Stage 2 - at this stage students enrolled in Zoology can move into Microbiology, Biological Sciences or Marine Biology or remain on the Zoology pathway to retain a broad focus on the biology of animals , comparable to human biology (including genetics and physiology), their interactions with each other, the environment (ecology), and other living organisms, including humans and disease causing pathogens.
Stage 2
• Work Placement
• Zoology students can complete a 16 week degree-related work placement of their choice between stages 2 and 3.
During their placement they will complete project type work and gain a transferable skill set sought by future employers. Preparations for work placements will begin in the first semester of Stage 2. Recent placements have included Harnas Wildlife Foundation (Namibia), Kindred Spirit Elephant Sanctuary (Thailand), Wildfowl and Wetlands Trust and at a range of veterinary practices.
Stage 3
The research project generally involves practical work carried out in the field and laboratory or at Queen’s University Marine Laboratory in Portaferry, or in one of the many active areas of research in the School of Biological Sciences such as Parasitology, Animal Physiology and Tracking, Animal Welfare and Zoonotic Diseases. Additionally, it may be carried out during summer month placement.
Stage 4
MSci Research Project
The research project involves practical work carried out in the field and laboratory or at Queen's University Marine Laboratory in Portaferry, or in one of the many active areas of research in the School of Biological Sciences such as Parasitology, the Ecology of Disease, Animal Tracking and Animal Behaviour. Exciting possibilities are also available abroad with our collaborators involved in conservation projects in Africa, South Africa, America, Canada and Thailand. There are no taught modules or examinations in this year, allowing students to concentrate fully on their research activity.
12 (hours maximum) Typically around 9 hours teaching [3 hours for each subject/module studied – see later information on course content] and 3 hours practical every two weeks for each module.
Personal Study
28 (hours maximum) For private study and writing assignments each week
Learning and Teaching
On the MSci in Zoology we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning.
We do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Examples of the opportunities provided for learning on this course are:
E-Learning technologies, Lectures, Personal tutoring, Practicals, Self-directed study, Seminars/ tutorials, Supervised Projects, Team-Working, Work Placements, and Work-related learning through field trips and industrial visits.
Assessment
Details of assessments associated with this course are outlined below:
The way in which you are assessed will vary according to the Learning Outcomes of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Feedback
As you progress through your course you will receive general and specific feedback about your work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and your peers.
As a university student, you will be expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of your work.
Feedback may be provided to you in a variety of forms including: formal written comments, face to face comments, placement employer comments or references, online or emailed feedback, pre-submission advice, feedback and outcomes from practical classes, and others.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Genetics and the Molecular Toolbox is a Stage 1 20 CAT module that runs in semester 2. The module provides a comprehensive introduction to the concepts of Genetics from fundamental to applied and builds on the knowledge gained through BIO1103 Molecular Basis of Life. Students will develop broad knowledge of genetics, genomics, and associated molecular tools and technologies. The course begins with an introduction classical genetics (chromosome structure, cytogenetics, diploid inheritance, allelic and epistatic interactions, aneuploidy, polyploidy, cytoplasmic inheritance) and population genetics to understand the importance of natural selection and evolutionary processes. This will be followed by the introduction to modern genetics tools and molecular techniques through a series of Toolbox sessions. Focus will be on ‘omics technologies including bioinformatics, and practical methods in molecular and cellular biology including genetic engineering tools and biochemistry techniques. The applications of genetic engineering, biotechnology, and tools/assays will be explored in the form of case studies. Students will also gain an understanding of the genetic/molecular basis of disease.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate knowledge and understanding of the molecular basis of genetics (classical, population and evolutionary)
LO2: Demonstrate understanding of bioinformatics and how to use software to interrogate datasets
LO3: Describe recent advances in genetic, molecular, and biochemical tools including genetic manipulation and ‘omics’ technologies
LO4: Discuss the applications of genetics and genetic tools to biotechnology, medicine and scientific research
LO5: Develop problem solving skills and the ability to analyse data.
LO6: Demonstrate Good Laboratory Practice (GLP), and appropriate health and safety in the laboratory and ethical practices.
LO7: Demonstrate competence in specific laboratory practical and manipulative skills
LO8: Develop an awareness of steps required to translate basic scientific research into commercial and/ or practical applications
Skills
Development of laboratory skills related to genetics and its applications as evidenced through Practical Skills Portfolio; Report writing; Critical and logical analysis of data; Computational analyses of genome/transcriptome data
Biodiversity (BIO1305) is a 1st semester, 20 CAT module that provides a fundamental introduction to the diversity in form, function and biology of eukaryotic organisms. The course material is taught through lectures, laboratory practicals and tutorials. This course builds on previous fundamental knowledge and provides an essential foundation for future learning.). A quantitative approach is emphasised throughout the module and practical data analysis methods are taught during tutorial sessions.
The module begins with a primary overview of the evolution of life, the concept of populations and the mechanisms of speciation. A comparative evolutionary approach is taken to present the modern classification of life and the evolutionary relationships between organisms. Using the phylogenic history of life as a structural framework, the course systematically tracks through the evolution of major lineages and their defining functional traits - from simple organisms like prokaryotes all the way through to the vertebrates. Information is given for each group of organisms on classification, evolutionary history, life cycles, morphology and physiology. First the prokaryotes (bacteria and archaea) are explored, then protist groups including algae are next, followed by the evolution of higher plants and finally fungi. Animals then follow and are dealt with on a group by group basis in a sequential fashion, starting with the invertebrates and finishing with the chordates and human evolution.
At the end of the module students should have a basic understanding of biological diversity and evolution and be able to apply this knowledge to more advanced studies in biology.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate a knowledge and understanding of the diversity in form, function and biology of living organisms.
LO2: Apply skills of observation, recording, statistical analysis, microscopy, dissection, experimental design and structure-function interpretation through practical laboratory
LO3: Describe the role of biotic and abiotic factors in determining the distributions and abundance of organisms; their organisation into populations, communities, ecosystems and biomes.
LO4: Describe the theories and mechanisms relating to the interactions of organisms with their environment.
LO5: Develop problem solving ability and the ability to analyse data.
LO6: Demonstrate the ability to work as part of a team.
LO7: Develop an understanding of health and safety in the laboratory and ethical practice.
Skills
Development of laboratory skills as evidenced through practical skills portfolio; report writing; critical and logical analysis of data, peer and self-assessment
The Molecular Basis of Life (BIO1103) is a 20 CAT module that provides a comprehensive introduction to the molecular basis of life from the molecular level through to cells, tissues, and whole organisms. This module broadly covers biochemistry, molecular biology, and energy metabolism in the context of life of earth. The course begins with an introduction to the chemical context of life (elements, compounds, molecules, atoms, bonding and thermodynamics) and biomolecules (amino acids, proteins, nucleic acids, carbohydrates, lipids), to include the molecular and biochemical processes which underpin life on earth (DNA replication, RNA transcription and translation, genetic code and mutation, protein biochemistry, enzyme kinetics, glucose metabolism, metabolism control, and photosynthesis). Students are introduced to basic cell structure and communication to facilitate exploration of life at all levels and in different environmental conditions and allow understanding of the evolutionary scales of biological systems. Students receive practical teaching in key laboratory skills, DNA extraction, amino acid titration, enzyme kinetics, and photosynthesis. Students will be trained in basic laboratory mathematics including molar calculations and key mathematical concepts/theories. Students will also receive teaching in laboratory Health and Safety regulations and will be instructed in Good Laboratory Practice.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate knowledge and understanding of the chemistry of life and its application to biological sciences.
LO2: Demonstrate a knowledge and understanding of biodiversity and organismal biology in the context of biochemical processes that govern life on earth.
LO3: Describe and explain the structures, roles and activities of the major biological molecules, sub-cellular components and cell types.
LO4: Develop problem solving skills and the ability to analyse data.
LO5: Develop written communication skills including report writing.
LO6: Develop an understanding of Good Laboratory Practice (GLP), health and safety in the laboratory and ethical practice.
LO7: Demonstrate competence in specific laboratory practical and manipulative skills.
LO8: Demonstrate the ability to work as part of a team and reflect on their role in the team.
Skills
Development of laboratory skills related to molecular biology, biochemistry and energy metabolism as evidenced through practical skills portfolio; report writing; critical and logical analysis of data, peer and self-assessment
The World of Microorganisms (BIO1301) is a 20 CAT module that is underpinned by the semester 1 module ‘Fundamentals of Microbiology’. In this module students will explore: microbial interactions examining their role in food, health and the environment; study aspects of microbial pathogenicity in humans and animals and their impact on the immune system; and learn about some aspects of microbial biotechnology. Case studies will be used to relate learning to real-world context.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe and explain how microorganisms relate to production and use of food
LO2: Discuss aspects of biogeochemistry including marine microbiology’s role in maintaining a healthy Earth
LO3: Discuss microbial adaptations to extreme environments
LO4: Demonstrate the biotechnological potential of microorganisms for the benefit of humankind.
LO5: Discuss how microorganisms may contribute to the manifestation of disease and how this can be prevented
LO6: Demonstrate competence in microbiology specific laboratory practical and manipulative skills.
LO7: Demonstrate Good Laboratory Practice (GLP), and appropriate health and safety in the laboratory and ethical practices.
LO8: Develop problem solving skills and the ability to analyse data.
LO9: Demonstrate the ability to work as part of a team.
Skills
By the end of the module, students should have developed competence in practical laboratory skills related to microbiology, as well as reading, numerical, and scientific problem-solving skills. In addition to effective assimilation of knowledge they will gain experience of word processing, numerical procedures, interpretation of data, team working and problem solving.
Fundamentals of Microbiology provides a practical and theoretical introduction to the biology of microorganisms that are unicellular, multicellular or acellular (without cells). This includes microbes like bacteria, viruses, fungi, algae, protozoa and parasites. Students will explore the history of microbiology and gain an appreciation that diversity of life on earth is the result of evolution. Topics covered include: microbial taxonomy; microscopy; morphology and function of prokaryotic cells; bacterial growth and nutrition; and bacterial genetics. Students will also be introduced to mycology, virology and parasitology.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe and explain the basic structure and function of important examples of bacteria, archaea, viruses, fungi, together with protozoan and metazoan parasites.
LO2: Demonstrate an understanding organismal biology including the diversity of life and its evolution.
LO3: Demonstrate knowledge of microscopy and specimen preparation.
LO4: Demonstrate an understanding of microbial genetics, growth and nutritional requirements
LO4: Develop an understanding of Good Laboratory Practice (GLP), health and safety in the laboratory and ethical practice.
LO6: Develop problem solving skills and the ability to analyse data.
LO7: Develop communication skills including essay writing.
LO8: Demonstrate competence in microbiology specific laboratory practical and manipulative skills.
Skills
By the end of the module, students should have developed competence in practical laboratory skills related to microbiology, as well as reading, numerical, and scientific problem-solving skills. In addition to effective assimilation of knowledge they will gain experience of word processing, numerical procedures, presentation and interpretation of data, team working, problem solving and written communication skills.
Environmental Biology (BIO1315) is a 20 CAT module that provides an introduction to the core concepts of ecology and the practical applications of environmental science and conservation. The course material is taught through lectures and an off-site, 3-day residential, field-trip.
The module begins with a primary overview the interactions between organisms and their environment (abiotic and biotic) by developing the principal concepts of ecology. Lectures begin with a fundamental scientific understanding of ecology - building up in scale from individuals to ecosystems. Initial topics begin with physiological and behavioural responses to the environment and move on to the growth and dynamics of populations. Interspecific interactions are considered next within the context of community ecology. Finally, ecosystem structure, function and services are considered before finishing with landscape and global ecology.
The module then moves towards more practical and applied ecology through studying environmental problems in terms of their causes, assessment and remediation. Lectures focus on the most severe anthropogenic stressors including climate change, habitat destruction, pests/invasive species, pollution and overharvesting. Students will apply their foundational knowledge to work through case-studies based on common conservation strategies that are used to mitigate and manage topical issues of environmental concern. In the final portion of the course, practical methods in environmental biology are then introduced through a set of interactive "Ecological toolbox" lectures and tutorials. Hands-on experience in the application of practical skills and knowledge is then developed through an intensive off-site field course during the Easter vacation (compulsory for all students). At the end of the module students should have a basic understanding of ecology and be able to apply this understanding to topical issues of environmental concern.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe the theories and mechanisms relating to the interactions of organisms with their environment (abiotic and biotic).
LO2: Describe factors determining the organisation of organisms into populations, communities, ecosystems and biomes.
LO3: Develop field work skills including; observation, recording, statistical analysis, experimental design and structure-function interpretation.
LO4: Discuss ecological and environmental issues and how they impact biodiversity
LO5: Develop problem solving ability and the ability to analyse data.
LO6: Demonstrate the ability to work as part of a team.
LO7: Develop communication skills in the form of report and essay writing.
Skills
Development of field skills evidenced through Practical Skills Portfolio; Report writing; Critical and logical analysis of ecological data.
The diversity, relationships, adaptive features and biology of selected invertebrate phyla including Platyhelminthes, Nematoda, Mollusca, Echinodermata and Arthropoda; The beneficial and detrimental impact of invertebrates on human welfare.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Be able to identify and distinguish between members of all the major invertebrate phyla
LO2: Demonstrate knowledge of the diagnostic features of the biology of different invertebrates including aspects of development, feeding and reproduction.
LO3: Discuss the key attributes of parasitism including the impact of parasites on human and animal welfare.
LO4: Successfully employ microscopy and dissection skills for the study of invertebrate biology.
LO5: Develop independent learning, critical thinking and problem solving ability.
LO6: Demonstrate the ability to work as part of a team and reflect on their role in the team.
Skills
Written communication (practical writing); practical skills (use of microscopes, development of observational and recording skills, manual dexterity (dissection skills); analysis and interpretation of data.
Comparative Animal Physiology (BIO2315) is an introduction to the structure and function of the major organ systems, their interrelationships and adaptations to the environment. Topics covered include the heart and circulatory system, external respiration, nitrogen excretion, salt and water balance, the nervous system, visual information processing and other sensory capabilities, muscle and mechanisms of muscle contraction; the immune system, embryology, endocrinology, aquatic adaptations and diving; orientation and migration. A comparative approach will be taken wherever possible to examine animal biology with particular focus on understanding how organ systems function.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate knowledge and understanding of the key aspects of animal structure and function
LO2: Discuss the physiological processes central to animal biology.
LO3: Describe and explain the structures, roles and activities of the major anatomical systems.
LO4: Demonstrate a knowledge and understanding of physiological processes at different scales ranging from sub-cellular to tissues, organs, whole animal and populations.
LO5: Demonstrate a knowledge and understanding of endocrinology, metabolism, respiration, gas transport; circulatory systems; nitrogen excretion, osmoregulation, nervous systems, muscle systems; immune system organisation, sensory processing.
LO6: Develop problem solving skills and the ability to analyse data.
LO7: Develop written and oral communication skills including scientific report writing.
LO8: Develop an understanding of Good Laboratory Practice (GLP), health and safety in the laboratory, and ethical practice.
LO9: Demonstrate competence in specific laboratory practical and manipulative skills
LO10: Demonstrate the ability to work as part of a team and reflect on their role in the team.
Skills
Development of laboratory skills related to animal physiology as evidenced through practical skills portfolio; report writing, critical and logical analysis of data, peer and self-assessment
This module investigates the biology of vertebrate taxa (fish, amphibians, reptiles, birds and mammals). It includes the study of the origin and characteristics of vertebrates and includes the evolution and adaptations of endotherms. Topics include the skeletal system, evolutionary relationships within vertebrate classes; adaptations to different environments (hot/cold/arid/terrestrial/aerial/water); thermoregulation, hibernation, chronobiology, vertebrate energetics, reproduction and feeding, animal welfare, locomotion including flight; orientation and migration; ecological and integrative physiology, parasites influence on vertebrate biology, conservation of amphibians, reptiles and endotherms. This core information is expanded through a range of specific case studies and specialist practical classes aimed at providing key skills for careers in biological science. Skills highlighted by key local and international employers have been incorporated (e.g., GIS, habitat surveys, monitoring animal behaviour and welfare and physiological measurement). Input from external experts is included to provide additional material. The course concludes with aspects of integrative zoology including the roles of inter and multidisciplinary work (e.g., conservation, climate change, adaptation).
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate knowledge and understanding of the key aspects of vertebrate biology
LO2: Discuss the evolution, anatomy, and physiology of vertebrate taxa.
LO3: Document variations in general internal and external vertebrate morphology.
LO4: Provide specific details on vertebrate skeletal, digestive, and reproductive systems.
LO5: Discuss integrative aspects of vertebrate adaptation to different environments with an appreciation of conservation, and management issues.
LO6: Develop problem solving skills and the ability to analyse data.
LO7: Develop written and oral communication skills including scientific report writing
LO8: Develop an understanding of Good Laboratory Practice (GLP), health and safety in the laboratory, and ethical practice.
LO9: Demonstrate competence in specific laboratory practical and manipulative skills.
LO10: Demonstrate the ability to work as part of a team and reflect on their role in the team.
Skills
Development of laboratory skills related to vertebrate biology as evidenced through practical skills portfolio; report writing, critical and logical analysis of data, peer and self-assessment
This module covers the structure and organisation of prokaryotic and eukaryotic genomes, recombinant DNA technology, protein synthesis, epigenetics, cancer genetics, genome sequencing, biological databases and application of these to the study of cancer genetics. This module builds on material covered in the Level 1 modules BIO1103, BIO1301, BIO1304, and BIO1314. Teaching is delivered via lectures and corresponding hands on wet lab and bioinformatics practical work. The course is designed to prepare students for Level 3 courses such as Bacterial Genetics & Genetic Manipulation, and Immunology and Immunotherapy and for the Honours research projects that involve molecular biology and bioinformatics analysis.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate an understanding of the structure and organisation of genomes
LO2: Demonstrate an understanding of DNA replication in prokaryotes and eukaryotes
LO3: Demonstrate an understanding of molecular cloning
LO4: Demonstrate an understanding of the role of epigenetic modifications, chromatin
LO5: Demonstrate competence in molecular biology practical technique, sequence analysis, evaluation of results and report writing
LO6: Demonstrate an understanding of protein synthesis
LO7: Develop an understanding of the molecular genetics of cancer, Next Generation Sequencing (NGS) and it’s application to the study of cancer
LO8: Develop independent learning, critical thinking and problem solving ability
LO9: Demonstrate the ability to work as part of a team
Skills
Skills you will learn: (see further information in Practical handouts)
• Basic skills in solution preparation, storage, and usage for molecular techniques
• Agarose gel analysis of DNA
• PCR
• Restriction digestion of DNA
• Purification of DNA
• Cloning of PCR product into plasmid
• Bacterial transformation
• Identification of recombinant bacterial clones
• Plasmid purification
• Bioinformatics analysis of the plasmid sequencing data (NCBI, BLAST)
• Safe working within the laboratory environment
• Recording of data and appropriate analysis
• Data presentation and interpretation
• Written communication skills
• Problem solving
• Team working
• Effective assimilation of knowledge and written communication skills
Darwinian and non-Darwinian theories of evolution; Revision of Basic Genetic Concepts and Terminology; Integration of Population Genetics and Evolution; Genetic Variation and Polymorphism; Allele Frequencies, Genetic Equilibria, Natural Selection and Adaptation; Mutation; Non-Random Mating; Genetic Drift and Gene Flow; Species, Speciation and Reproductive Isolating Mechanisms; Population Structure; Hybridization and Introgression; The Inheritance and Analysis of Qualitative and Quantitative Characters; Transgression, Environmental Effects and Heritability; Correlations Between Characters, Genotype, Phenotype and Breeding Values; Types and Uses of Selection; Recombination, Mapping and Genomics; Genetic Variation in Wild and Agricultural Populations; DNA Profiling; Behavioural Genetics; Genetic Conservation; Plant and Animal Breeding Methods and Examples.
Learning Outcomes
LO1:- Synthesise current scientific knowledge - Demonstrate a thorough understanding and provide a synthesis of current scientific knowledge on the following topics: theories of the history of life, the concept of biodiversity, Darwin’s Theory of Evolution, and Neo-Darwinian theory. This includes integrating diverse sources and perspectives to form a coherent view of evolutionary biology.
LO2:- Interdisciplinary implications - appreciate the importance of these theories to other areas of biology, including the social implications of Darwinian theory. Understand how evolutionary principles inform and intersect with topics like genetics, ecology, and ethology, and recognise their influence on human society and ethical considerations.
LO3:- Methodologies in population genetics and evolution - demonstrate an understanding of the molecular methodologies used to study population genetics and evolution, including basic genetic statistical analysis of molecular data.
LO4:- Phylogenetic reconstruction techniques - critically evaluate the molecular approaches used in the reconstruction of phylogeny. This includes discussing methods like molecular clock techniques and phylogenetic tree construction, assessing their effectiveness and limitations in depicting evolutionary relationships.
LO5:- Evolutionary processes affecting genetic variation - explain key evolutionary processes that influence allele frequencies in populations and evolutionary changes in genomes within and between species. Topics to cover include natural selection, genetic drift, gene flow, and mutation, and their roles in shaping genetic diversity.
LO6: Applications of population genetics - demonstrate an understanding of population genetics and its practical applications in various fields such as agriculture, medicine, wildlife management, and conservation biology. This should include an understanding of how genetic principles are applied to issues such as crop improvement, disease resistance, species conservation, and managing genetic diversity in wild populations.
Skills
The module should provide students with the following transferable skills: critical appraisal of conflicting theories and literature; summarising and evaluating data from research papers; essay and report writing; extracting information from multimedia sources; problem-solving; experimental design; knowledge and understanding of laboratory techniques for population genetics studies; analysing and evaluating experimental data; use of computer-simulated investigations; bioinformatics; accuracy and thoroughness; time management; teamwork; and understanding the social and economic impact of population genetics.
Detailed coverage of cell structure and function from the perspective of individual organelles and their interactions including:
The variety of cells
The cell cycle
Cell Signalling
The nucleus & the cytoplasm
The mitochondrion & energy production
Ribosomes & protein synthesis
The secretory pathway
Exosomes
Membrane pumps and transporters
Cytoskeleton
Blood cells & pathologies
How breakdown of normal organelle function can lead to disease and how a knowledge of cell biology has helped to develop appropriate treatments, e.g.:
Cystic fibrosis
Cancer
Lysosomal storage diseases
Sickle cell anaemia
Learning Outcomes
On successful completion of this module students will be able to
LO1: Describe the structure and function of the major cell organelles and their interactions with each other.
LO2: Demonstrate knowledge of how disease can arise when these cellular processes and interactions break down.
LO3: Appreciate the importance of experimental approach and the practical methodologies employed in cell biology.
LO4: Demonstrate competence in specific laboratory practical and manipulative skills.
LO5: Develop independent learning, critical thinking and problem solving ability
LO6: Demonstrate the ability to work as part of a team
Skills
Observation, recording, data analysis, microscopy, basic haematology, image analysis and experimental design. Practical skills in laboratory investigations including use of specialised software in data analysis, professional technical report writing and team-work.
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‘The oceans are a key element for the existence of life on Earth. 97% of all the water on Earth, and 99% of the habitable space on this planet, is in the ocean’ (source: NASA).
Coastal and Oceanic Biology (BIO2206) provides a fundamental introduction to marine ecology with a focus on the processes that shape marine ecosystems. The module takes a holistic view of marine systems by first exploring the basics of Oceanography and how this shapes climate, weather and species distributions. The second part of the course focusses on the key ecological processes (e.g. competition, predator-prey interactions, etc.) that underpin the functioning of some of the world’s most biodiverse ecosystems, and is completed with a look at some of the state of the art research techniques that are used to address key issues in marine biology.
The material is taught through lectures, tutorials and a field-trip. A quantitative approach is emphasised throughout the module that will ensure students are analytically confident prior to starting their honour’s projects in level 3. The module has three main themes: oceanography, marine ecology and applied marine biology.
Oceanography
The module begins with an introduction to the principles of oceanography including atmospheric and ocean interactions, thermohaline circulation patterns and global currents, waves and tides. How this is affects primary productivity is also discussed.
Marine Ecology
This section of the module focuses on the key ecological processes of marine ecosystems; including how competition, succession, predation and parasitism operate in marine systems and examines the consequences for individuals, populations and communities. It also looks at unique aspects of marine life cycles such as larval dispersal, metamorphosis and settlement, and their impacts and importance.
Applied marine biology
The module finally looks at practical and applied aspects of marine biology. This focusses on key advances in the research such as in tracking and biologging devices; stable isotope analysis; genomics; microbial metagenomics; eDNA and other cutting edge tools in the study of marine organisms. These will be covered in-depth using relevant case studies from the island of Ireland and globally.
Students are also given hands-on practical experience during a field course, where they are given the opportunity to conduct their own independent research projects (this takes place during Easter Break).
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate knowledge and understanding of the basic principles of oceanography, including the identification of the physical and chemical factors that affect organisms living in marine environments.
LO2: Outline the key ecological processes that underpin marine ecosystems and describe their role with examples from pelagic and benthic systems.
LO3: Understand a range of cutting edge research tools; and demonstrate how they can be applied.
LO4: Be able to synthesise the key findings of marine ecological research
LO5: Be able to identify and distinguish between common marine species.
LO6: Successfully apply field-based and laboratory-based practical marine techniques and quantitative methods.
LO7: Employ problem solving abilities and the capability to analyse data using numerical and statistical skills.
LO8: Demonstrate the ability to work as part of a team.
LO9: Successfully employ communication skills.
Skills
Group working;
problem solving;
numeracy;
ICT;
communication;
learning development
This module will expand on topics introduced at Stage 1 in the BIO1301 The World of Microorganisms module and aims to promote deeper understanding and appreciation of the importance of microorganisms in our world. Practical skills be will enhanced in the module and students will be introduced to a range of biochemical techniques commonly used by microbiologists.
Content will include:
- Examination of a range of biochemical techniques that are commonly used by microbiologists; this includes chromatography and electrophoresis, use of radioisotopes, kinetic and chemical properties of bio-molecular interactions, antibody production and the potential diagnostic, therapeutic and food safety applications of antibodies
- Methods for studying the role and function of microorganisms in the environment and in biofilms (culturomics, phylogenetic studies, genomics, metagenomics, proteomics, sequencing)
- Extremophiles – how microorganisms adapt to different stresses
- Clinical Microbiology - microbial interactions with humans (how pathogens cause disease, automated methods for detecting human pathogens, emerging antibiotic resistant pathogens, gut microbiome, probiotics)
- Functionality of Fungi – medical and scientific importance of fungi
- Water Microbiology – waterborne pathogens, provision of a safe drinking water supply, measuring water quality
- Food Microbiology – important foodborne zoonotic pathogens, phage based detection of foodborne pathogens, bio-preservation of food and probiotics and food fermentations
Learning Outcomes
By the end of the module students should:
1. Be able to demonstrate an understanding of the principles of and have practical experience of a range of biochemical techniques commonly used by microbiologists
2. Have developed an appreciation of the ubiquity, importance and tenacity of microorganisms in our world.
3. Be able to understand and describe the key roles and activities of microorganisms involved in plant health, food production and human health
4. Be able to demonstrate an understanding of the molecular techniques that are used to study microbial populations.
5. Demonstrate competence in specific laboratory practical and manipulative skills
Skills
i) Assimilation of information (lectures and practicals)
ii) Practical laboratory skills (practicals)
iii) Data presentation and interpretation (practicals and practical reports)
iv) Written communication (practical reports and class test)
The diagnosis of microbial diseases, and the pathogens causing them, is essential in ensuring timely and effective treatment to the affect human, animal, or plant. This module will give students a foundation in the diagnostic techniques used to diagnose diseases caused by microbial pathogens across human, animal, and plant hosts. It will explore the current methods use for bacterial, viral, fungal, and parasitic infections and utilise case studies for in-depth exploration of different methods and pathogens. Students will also explore how new diagnostic devices are developed, and how they are assessed and approved for safety and efficacy. Students will apply this knowledge in the development of practicals skills over laboratory sessions that will compare different methods of identification of a bacterial pathogen.
Learning Outcomes
On successful completion of this module, students will be able to:
LO1: Demonstrate an in-depth knowledge and understanding of the fundamentals of microbial diagnostic methodologies.
LO2: Describe and explain the differences between methods for diagnosis of human, plant, and animal microbial diseases.
LO3: Describe and explain the differences between the methods for diagnosis of bacterial, viral, and fungal infections.
LO4: Critical evaluate current diagnostic methods used in human, animal, and plan diagnostics.
LO5: Demonstrate an understanding of the internal and external pressures facing microbial diagnostic laboratories and how these shapes their current and future practices.
LO6: Critical discuss the process of developing new diagnostic devices and workflows for existing and emerging pathogens.
LO7: Employ problem-solving skills during the completion of laboratory practicals.
LO8: Demonstrate a critical understanding of strengths and weaknesses of diagnostic methods when applying them to a practical case study in laboratory classes.
Skills
Skills acquired and developed in this module will include transferable skills including: (T1) written communication; (T2) critical analysis and evaluation of scientific data and literature; (T3) problem solving; and (T4) time management; and subject specific skills including: (S1) interpretation of diagnostic test results; (S2) understanding of microbial diagnostic workflows; and (S3) microbial culture from diagnostic specimens.
This module covers genome mutations and repair, transcriptome sequencing, transcription in prokaryotes, transcription in eukaryotes and transcriptional control/epigenetics. This module builds on material covered in Molecular Basis of Life and World of Microorganisms (Level1) and Molecular Genetics and Bioinformatics I. Teaching is delivered via lectures and a hands on bioinformatics practical. The course is designed to prepare students for Level 3 courses such as Bacterial Genetics & Genetic Manipulation, and Immunology and Immunotherapy and for the Honours research projects that involve molecular biology and bioinformatics analysis.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate an understanding of genomic mutations and repair mechanisms
LO2: Demonstrate understanding of transcriptome sequencing (RNAseq)
LO3: Demonstrate competence in investigation of coding SNPs (RNAseq)
LO4: Demonstrate competence in differential gene expression analysis (RNAseq)
LO5: Demonstrate an understanding of gene expression in Prokaryotes
LO6: Demonstrate an understanding of gene expression in Eukaryotes
LO7: Demonstrate an understanding of transcriptional regulation and epigenetics
LO8: Demonstrate problem solving ability
LO9: Develop independent learning, critical thinking, and communication skills
Skills
Skills you will learn: (see further information in Practical handouts)
• Bioinformatics skills related to transcriptomics and analysis of coding SNPs
• Bioinformatics skills related to transcriptomics and differential gene expression analysis
• Problem solving
• Effective assimilation of knowledge and written communication skills
1. Preplacement preparation including; the selection of placement, application forms, CV's and interviews. Evaluation of placement by student, including potential to relate academic theory to the work place and skills development. 2. On placement work including; relating academic theory to the workplace, recording activities and reflection in a log book. 3. Post placement reflection of learning and career prospects.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Apply subject knowledge of theoretical and practical concepts to provide solutions in the work-related environment
LO2: Evidence development in work related transferable skills
LO3: Demonstrate employability skills and an enhanced career plan.
LO4: Demonstrate an understanding of the importance of Health and Safety in the work environment.
LO5: Exhibit effective communication skills in both the academic and work environment.
LO6: Demonstrate the ability to work as part of a team and reflect on your role in the team.
LO7: Evaluate and reflect upon your learning experience in the work environment
Skills
Students will identify and evaluate the skills which they have developed during the placement, which may include: communication (oral and written); problem-solving; team work; IT; presentational; personal development and reflection.
This module builds on the fundamental coverage of cell biology that is delivered in pre-requisite module BIO2104 (i.e. cell structure and function from the perspective of individual organelles, and their interactions, and how disease can arise when these break down).
In BIO2304 we focus on cutting edge techniques that can be used to investigate cell function at a variety of levels including:
Cell culture
Fluorescence microscopy
Transmission and scanning electron microscopy
RNAi / CRISPR
Proteomics
Inhibitors and drug development pipelines
We highlight how the use of these tools can provide a better understanding of disease mechanisms and aid the development of new treatment options. Case studies include:
Cancer cell biology
Stem cell research
Neurones and neurotransmitters
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate an understanding of the theoretical basis of classical and emerging technologies that are used to study cells.
LO2: Appreciate how these tools can provide a deeper understanding of cell function and disease mechanisms.
LO3: Discuss how advances in technology is driving research into new therapeutic strategies for various diseases.
LO4: Appreciate the importance of experimental approach and apply practical cell biology methodologies.
LO5: Demonstrate scientific communication skills including report writing and peer discussion.
LO6: Demonstrate the ability to work as part of a team and reflect on their role in the team.
LO7: Appreciate health and safety in the laboratory and ethical practice.
LO8: Develop independent learning, critical thinking and problem solving ability.
Skills
Observation, recording, data analysis, microscopy, image analysis and experimental design. Practical skills in laboratory investigations including use of specialised software in data analysis, professional technical report writing and team-work.
This course is designed to build on Level 1 Environmental Biology (BIO1315) and Environmental Sciences (BIO1309) with respect to a series of topics in applied aspects of ecology. These include how ecological understanding is applied in practice, grassland management, climate change, conservation, pollination, pest control, pollution and management of biological populations. The course seeks to improve scientific skills in terms of design and analysis of experiments and surveys and written and oral communication.
A student completing this course should enhanced knowledge of experimental design and data analyses, developed experience in oral and written communication through group discussion and short oral presentation of a research project, and developed a growing interest in the application of scientific concepts and data to environmental problems.
At the end of the module students should have a fundamental understanding of ecology and be able to apply this understanding to topical issues of environmental concern.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe the theories and mechanisms relating to the interactions of organisms with their environment (abiotic and biotic).
LO2: Describe factors determining the organisation of organisms into populations, communities, ecosystems and biomes.
LO3: Develop ecological research and experimental design skills.
LO4: Understand and describe ecological and environmental issues, how they impact ecosystems and mitigation strategies.
LO5: Develop problem solving ability and the ability to analyse data.
LO6: Demonstrate the ability to work as part of a team.
LO7: Develop communication skills in the form of report writing and oral presentations.
Skills
Development of field skills evidenced through Practical Skills Portfolio; Report writing; Critical and logical analysis of ecological data.
Students should gain further practical experience in field ecology methods and an appreciation of how human activities have influenced local, regional and global populations and communities of biological species.
LO1: Demonstrate knowledge and understanding of plant and animal diversity.
LO2: Confidently apply sampling tools and identification techniques for plants and animals in different ecological environments.
LO3: Develop enhanced field work skills including; observation, recording, statistical analysis, experimental design and structure-function interpretation.
LO4: Evaluate ecological and environmental issues and how they impact biodiversity
LO6: Demonstrate the ability to work as part of a team.
LO7: Demonstrate communication skills in the form of report and essay writing
LO8: Demonstrate understanding and application of health and safety in the field.
LO9: Effectively communicate knowledge of an ecological issue to a non-scientist.
Skills
Aural, oral and written communication. Practical field work. Computer applications in univariate and multivariate statistics. Use of computers in ecological modelling.
Scientific Research Skills: From Fieldwork to Reporting
Overview
This course is designed to arm students with the skills required to plan, execute, analyse and report on scientific studies. Students will be taught about key aspects and considerations of experimental/study design and will carry out fieldwork to collect data. They will analyse samples in the laboratory and be taught about how to manage and analyse data (e.g. using Excel, GIS, and R). Students will present the results of their studies in different formats, relevant to academic research outputs e.g. reports, oral presentations, posters. This module provides invaluable skills for students entering a placement, particularly those interested in fieldwork, and for carrying out a research project in the final year of their degree programme.
Learning Outcomes
Students should:
1. Be able to design robust studies to address scientific questions including risk assessment and
ethics
2. Be able to design studies that minimise their environmental impact/disturbance to habitats
3. Become familiar with different field sampling techniques and be able to use appropriate
equipment to answer scientific questions
4. Be able to process samples using appropriate laboratory techniques
5. Design and manage datasets including data analysis and visualisation of results
6. Be able to communicate results effectively using appropriate media e.g. written reports, oral
presentations, posters
Skills
Experimental design; field skills; laboratory skills; ArcGIS; Microsoft Excel; R/RStudio; group work; oral presentation skills; report writing; poster design.
This module introduces students to the principles, concepts and terminology used in the fields of toxicology and forensics. It is structured to provide the student with comprehensive knowledge of the fundamental concepts of toxicology and how they relate to specific organ and tissue systems. Additionally, students will learn how to apply their knowledge of life sciences to address questions composite to forensic investigations.
Students will learn how to use biological data to estimate time of death, animal parts and traces in investigations of illegal trade and animal evidence to explain circumstances of death as well as the various methodologies to identify toxins. This module includes practical sessions to provide high level training and transferrable skill sets and will be supplemented with detailed module objectives and critical thinking exercises.
Learning Outcomes
upon successful completion of this module students will be able to:
LO1: Describe and explain the general principles of forensic science and toxicology
LO2: Demonstrate the ability to apply the principles and methodologies employed in toxicology and forensics.
LO3: Critically evaluate information to plan and develop investigative strategies to provide solutions to diverse scientific problems
LO4: Apply a broad knowledge of theoretical and practical concepts to evaluate the significance of experimental/scientific data.
LO5: Develop an understanding of Good Laboratory Practice (GLP).
LO6: Develop problem solving skills.
LO7: Develop communication skills including report writing.
LO8: Demonstrate knowledge of specific bioinformatics and laboratory skills
LO9: Demonstrate the ability to work as part of a team and reflect on their role in the team.
Skills
Development of laboratory skills related to toxicology and forensics, recording and appropriate analysis and presentation of scientific data. Problem solving. Team working. Effective assimilation of knowledge and written communication skills.
Objectives: Parasites have a profound negative impact on the health and economy of the world. This course aims to promote an awareness and understanding of the biology (behaviour, biochemistry, genetics, immunology and physiology) of parasites and host-parasite interactions, and to examine the application of this knowledge to parasite management and the control of parasite disease.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate a broad understanding of the importance of parasites and their relevance to the health and economy of the world as well as to the UN Sustainable Development Goals.
LO2: Exhibit in depth knowledge of the complexity of parasites including their behaviour, biology, impact, life history, treatment and control.
LO3: Write a range of reports including those which: focus on public engagement; critique primary scientific literature in the field of parasitology, and; evaluate a disease scenario.
LO4: Integrate diverse information from across the field of parasitology and use this to identify specific diseases and then to recommend the optimal approaches to diagnosis, treatment and control.
LO5: Interrogate and critically analyse primary and secondary scientific literature by drawing on the knowledge acquired from the module.
Skills
Students will have developed diverse written communication skills through the writing of several reports, including a public understanding of science element and a case study report. Students will also develop their ability to interrogate data and draw on acquired knowledge ion the course to assign a disease diagnosis as part of a case study report. Finally, students will also learn to interrogate and evaluate primary and secondary scientific literature through the critique of a recent scientific paper in parasitology.
This module allows students to complete an independent piece of research that is allied to their programme pathway, employment aspirations and specific academic interests. The final year allows choice from a range of specialised topics that are informed and inspired by the research being carried out in the School of Biological Sciences. This module will provide an understanding of how to conduct an independent, hypothesis driven research project. It allows the student to: find, evaluate and synthesise information from a variety of sources; apply their skills of critical analysis to a ‘real world’ research and apply awareness of ethics/research integrity/EDI/legal/policy and financial literacy aspects in context in the field of Biological Science. This module must be passed in order for students to be awarded a BSc Honours Degree.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate the ability to analyse problems in their field, formulate hypotheses, evaluate and apply evidence-based solutions.
LO2: Plan, carry-out and report on a relevant scientific investigation including the application of health and safety procedures, financial, ethical and EDI considerations in research.
LO3: Demonstrate critical analysis of literature and data collected either in the laboratory, field or collated from published sources.
LO4: Innovatively apply their skills to tackling relevant scientific problems.
LO5: Demonstrate effective time-keeping, self-management and the ability to work independently.
LO6: Demonstrate an appreciation of the limits and significance of scientific findings.
LO7: Effectively communicate knowledge of the biological sciences to both a scientific audience and the general public.
LO8: Demonstrate understanding of Good Laboratory Practice (GLP) and how their research aligns with UN SDGs.
LO9: Effectively execute laboratory practical and analytical skills.
Skills
Plan, carry out and report a relevant scientific investigation. Time-management skills, initiative and independence. Ability to carry out a risk assessment of a project, appreciate the need to work safely and ethically. Effective IT skills, including Word Processing, retrieval of
information from electronic databases, data analysis and where appropriate statistical analysis
The objective of this module is to provide an awareness of conservation issues worldwide, and built an understanding of the different approaches that exist to approach these issues.
Students will learn the basics of Conservation Biology in a way that is tailored for the different pathways taking the course. Learning outcomes (see below) take a logical, sequential approach that go from defining and measuring biodiversity, understanding the threats to its maintenance, and ways to protect it (with protected areas and/or sustainable management). A strong interactive and critical thinking component will be emphasized, with a discussion of Conservation Biology as a field (why do we do it?) and topical conservation debates (group activity, first assignment).
Learning Outcomes
After completing this course, a student should be able to:
LO1 Appreciate the different facets of biodiversity
LO2 Critically discuss drivers of species and population decline
LO3 Evaluate contrasting conservation practices
LO4: Demonstrate the ability to work as part of a team
LO5: Demonstrate critical thinking and problem solving ability.
LO6: Demonstrate the ability to construct a clear argument and engage in debate.
Skills
S1 ability to interrogate and comprehend scientific literature
S2 critical thinking utilizing the theory and major concepts learnt during their course of study
S3 oral and written communication to argue sides to a topic
S4 work in teams
This module will expand on topics introduced at Stage 1 in the BIO1301 World of Microorganisms module and the Stage 2 Microorganisms in Action module. It will examine key areas of infection and immunity that relate to the pathogenesis, pathophysiology, diagnosis, treatment and prevention of a range of currently topical infectious agents; this will be underpinned by a detailed knowledge of the components of the immune system and its response to the infection process. The epidemiological control of both community and healthcare associated infections will also be examined.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Demonstrate an in-depth knowledge of elements constituting the innate and adaptive immune systems and the application of these systems in defence against infectious agents
LO2: Critically evaluate current microbiological and immunological methods used in the routine diagnosis of selected infectious agents
LO3: Explain the complex nature of the pathophysiology of selected infectious agents in key organs and tissues and how they evade the immune system
LO4: Evaluate current and potential future strategies for the treatment and prevention of selected infectious agents
LO5: Demonstrate an understanding of the principles of epidemiology and the control of infectious disease.
LO6: Apply problem solving skills.
LO7: Employ communication skills including oral presentations
LO8: Demonstrate innovation in science through the application of knowledge.
Skills
Critical evaluation of the relevant scientific literature. Problem solving skills, oral and written communication skills. Time management and effective IT skills for production of poster.
The module will look at the cellular and molecular aspects of immunology, including the innate immunity, the adaptive immunity, immunoglobulins, generation of diversity, antigen recognition, antigen processing, immunoassay design and role of cytokines in immune responses. The pathogenesis of a selected of immunological disorders and the role of immunity in protection against pathogens and cancer. The module will also explore the area of immunotherapy.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Evaluate and discuss current principles in immunology
LO2: Demonstrate an in-depth knowledge of elements constituting the innate and adaptive immune systems
LO3: Critically evaluate current immunological methods
LO4: Explain the complex nature of the pathophysiology of selected immunological disorders
LO5: Analyse ways of manipulating the immune system to prevent or treat disease including the role of immunotherapy in cancer treatment.
LO6: Apply problem solving skills.
LO7: Employ communication skills including oral presentations
LO8: Demonstrate innovation in science through the application of knowledge.
Skills
Critical evaluation of the relevant scientific literature. Problem solving skills, oral and written communication skills. Time management and effective IT skills for production of poster.
The module examines the manner in which natural selection acts to maintain or change animal behaviour and social organisation. Topics include co-operative breeding and the development of complex social groups in insects, parental investment strategies, decisions about mates, sexual selection, the theory of sex ratios, conflict within families, infanticide, brood parasitism, evolutionarily stable strategies as applied to contest behaviour, reproductive decisions, economic decisions, competition for resources, decisions about living in groups, territoriality, communication, signal design and the role of behaviour in speciation.
Learning Outcomes
On successful completion of the module students will be able to:
LO1: Demonstrate a critical understanding of natural selection as applied to animal behaviour and how the latter can drive the evolution of morphological characters
LO2: Demonstrate the ability to critically evaluate of behavioural ecology investigations;
LO3: Apply the scientific method by use of behavioural ecology models, comparative analyses and experimental method.
LO4: Effectively communicate knowledge of behavioural ecology both orally and via written report.
LO5: Employ problem solving skills.
LO6: Demonstrate the ability to work as part of a team.
Skills
Critical evaluation of the relevant scientific literature. Problem solving skills, oral and written communication skills. Time management and effective IT skills.
Overall the module objective is to impart knowledge acquired from the latest research on zoonoses, from both human and animal medicine providing a comprehensive understanding of the direct and indirect impact of zoonotic diseases, including their epidemiology, pathology, treatment and control. The expansion of disease and disease vectors as a result of climate change will also be examined, as will the importance of emerging diseases. The impact of these diseases will also be examined upon conservation.
Learning Outcomes
Upon completion of the module students should have gained a broad knowledge and understanding of zoonotic diseases ranging from bacterial, protozoan and viral to metazoan parasites and the socio-economic impact that the control and sporadic outbreak of these diseases have, as well as the conservation impact. The module will, (a) enable students to define/discuss the main concepts necessary to understand zoonoses, assessment of the associated risks of the diseases and the different methods of control employed; (b) highlight the interdisciplinary approach necessary for diagnosis, control and eradication of contagious diseases (microbiology, parasitology, veterinary and human health, molecular biology, genetics, ecology, social sciences, etc.) and apply this to specific zoonotic diseases. Learning outcomes will be assessed through both written examination and continuous assessment.
Skills
Written communication.
Critical assessment of research literature. Report writing. Essay writing.
The objective of this course is to provide a deeper understanding of the linkages between global change and biological systems. Students will be guided to integrate knowledge of these systems from elsewhere in their course and to predict, interpret and attribute impacts of global change on them, and vice versa. The module will focus on the following themes:
• Drivers of global climate, and other environmental, change
• Impacts of global change on organisms and biological systems
• Range shifts, altered phenology, and land use transformation
• Invasive species and emerging diseases
• Ocean systems and interactions with global climate
• Drivers of marine global change, and consequences
• Biological responses to past and future global changes climate
• Implications for conservation and international policy
Learning Outcomes
On successful completion of the module students will be able to:
LO1: Define global environmental change and give examples of consequences for biological organisms and systems.
LO2: Discuss how biological organisms and systems respond to global environmental change, including through adaptation, movement and demographic change.
LO3: Critically evaluate the attribution of changes in biological systems to global environmental change, and discuss how data analysis, experiments and modelling are used to this end.
LO4: Integrate existing knowledge of specific biological systems to predict how global change affects them, how those effects can be elucidated, and how the consequences might be managed.
LO5: Identify key areas of uncertainty in predictions of how global environmental change might affect biological systems in future, and explain how these can be addressed.
LO6: Successfully employ communication skills in the form of oral presentations to demonstrate knowledge of global environmental change.
LO7: Demonstrate the ability to work as part of a team and reflect on their role in the team.
Skills
Critical analysis of scientific literature on global change biology.
Ability to evaluate evidence and identify misinformation and false news stories.
Principles of simulation modelling in global change biology; associated quantitative skills.
Develop of communication skills (oral, presentations and written).
1. Skills in Oceanography (research cruise)
2. Food from the Oceans
3. Deep Sea Exploration
4. Energy from the Oceans
5. Contemporary Skills in Animal Tracking
Learning Outcomes
LO1: Develop a high critical judgement and confident grasp of fisheries management.
LO2: Exhibit a thorough and systematic knowledge and understanding of deep-sea exploration.
LO3: Demonstrate critical analysis of the methods relevant to contemporary oceanography.
LO4: Demonstrate the ability to critically evaluate contemporary research and scholarship in relation to energy from the oceans
LO5: Employ a critical understanding of the methods relevant to marine environmental impact assessment
LO6: Develop a marine monitoring programme utilising appropriate methods and showing awareness of their limitations.
Skills
Critical analysis, written and oral communication, field skills, marine megafauna tacking skills, Survival at Sea Certification (STCW95 industry standard).
This course is designed to provide an overview of topical areas of concern in relation to farm animal health and welfare. This will include outlining key diseases and animal welfare problems within the intensive and extensive agricultural sectors. In addition, fundamental information on the concept of animal welfare, on animal suffering, and on animal health issues such as immunity, disease transmission and biosecurity will be provided. The aim is also to provide an overview of relevant regulatory procedures, and of the role of research in improving farm animal health and welfare. This course is designed to build on Level 1 Applied Animal Science.
The course will consist of a series of lectures and a visit to a commercial fam. In addition, students will be required to prepare seminar presentations on areas related to animal health and welfare, and to do a practical assignment in parasitology. Individual written reports will also be assigned.
Learning Outcomes
A student completing this course should have a good understanding of the basis of various disease syndromes and welfare problems in farm animals, and be familiar with management practices for the control of such issues. Students should also have a knowledge and understanding of fundamental issues relating to animal health and welfare. Students should be able to critically assess the role of research in improving farm animal health and welfare.
Skills
Oral and written communication; analysis and synthesis of information; problem solving.
This module enables students to complete an extended piece of research in a research-intense environment. Students will have the opportunity to apply the laboratory and/or field-based experience gained during stages 1-3, and to develop new skills in cutting edge techniques and scientific platforms. The project areas offered to students span research specialities within the School of Biological Sciences and include projects on diverse topics ranging from animal behaviour to microbiology and parasitology. Students are trained by the project supervisor and research team to facilitate the accrual of technical and practical skills and the development of research independence. In this rich learning environment, students readily accumulate deep understanding of the research topics and in-depth knowledge of current progress in the area. Students will find, evaluate and synthesise information from a variety of sources; apply their skills of critical analysis to a ‘real world’ research and apply awareness of ethics/research integrity/EDI/legal/policy and financial literacy aspects in context of the broad field of Biological Science. Students are normally based in research laboratories in the School of Biological Sciences or, exceptionally, in another school within the University or externally (subject to the module coordinator’s approval). Specific attendance requirements will be negotiated between students and supervisors, however, students should expect to spend approximately 35 hours per week on research activities with additional hours devoted to reading research literature, attending seminars and completing assignments.
Students will be expected to develop a research proposal and plan; maintain a comprehensive research notebook; meet regularly with supervisor; undergo a midterm and final review including giving a presentation [symposium] and produce a final research dissertation. This module must be passed in order for students to be awarded a MSci Honours Degree.
Learning Outcomes
On successful completion of this module students will be able to:
LO1. Innovatively plan and carry out an extended research project work under limited supervision, to include formulation of research hypotheses, design of research experiments and analysis of research findings that address key scientific problems relevant to the discipline.
LO2. Demonstrate the ability to synthesise, critically evaluate and interpret primary and secondary scientific literature, and research data.
LO3. Effectively execute laboratory, field based, and/or bioinformatics research skills to include the application of health and safety procedures, financial, ethical and EDI considerations in research.
LO4. Demonstrate understanding of Good Laboratory practice (GLP) and how their research aligns with UN SDGs.
LO5. Demonstrate the ability to effectively record and communicate scientific research findings in a variety of formats including laboratory notebooks and records, short reports, extended dissertations and oral presentations to a specialist and non-specialist audience.
LO6: Demonstrate effective time-keeping, self-management and the ability to work independently.
LO7: Demonstrate an appreciation of the limits and significance of scientific findings.
Skills
Students will develop: Cognitive Skills (including the ability to analyse, synthesise and critically evaluate scientific literature and plan, manage and report a significant scientific investigation with an appreciation for the need to work safely and ethically); Transferable Skills (time-management, communication, team-working, IT, retrieval of information from electronic databases, data analysis and application of statistical analysis); Knowledge and Understanding Skills (through research-led discovery) and Subject-Specific Skills (comprehension of relevant scientific literature, and management of scientific research).
AAB including Biology and at least one from Chemistry (preferred), Geography, Mathematics or Physics + GCSE Chemistry grade C/4 or + GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4
OR
AAB including Double Award Applied Science or Double Award Life & Health Sciences + GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4
OR
AAA including Biology + GCSE Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
It would be an advantage to have studied Chemistry beyond GCSE level.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H2H3H3H3H3H3 including Higher Level grade H2 and H3 in any order in Biology and at least one from Chemistry (preferred), Geography, Mathematics or Physics + if not offered at Higher Level then Ordinary Level grade O4 in Chemistry and Mathematics
OR
H2H2H3H3H3H3 including Higher Level grade H2 in Biology + Ordinary Level grade O4 in Chemistry and Mathematics.
It would be an advantage to have studied Higher Level Chemistry.
Access Course
Not considered. Applicants should apply for the BSc degree.
International Baccalaureate Diploma
34 points overall including 6,6,5 at Higher Level including Biology and Chemistry (preferred) or Mathematics or Physics or Geography + GCSE Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4
OR
36 points overall including 6,6,6 at Higher Level including Biology + GCSE Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4. If not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics and Chemistry would be accepted.
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirements are also met.
Further information
MSci applicants will automatically be considered for admission to the BSc if they are not eligible for entry to the MSci, both at initial offermaking stage and when results are received.
Option to transfer
Transfers between BSc and MSci may be possible at the end of Stage 2.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Biological Sciences. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS. These decisions can only be made on the basis of the information given and applicants must show due care and diligence when completing their applications. In particular, full details must be included about qualifications completed or still to be completed.
For entry last year, applicants for programmes in the School of Biological Sciences must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit, though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants may be one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected and all subject requirements must be met.
Applicants offering other qualifications will also be considered. The same GCSE (or equivalent) profile is usually expected of those applicants offering other qualifications.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of degree courses in the School of Biological Sciences, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Graduates are qualified to take up both scientific and non-scientific careers. These positions encompass areas of innovative research and development of new products, advisory and consultancy work, particularly in companies or organisations concerned with animal and plant health, environmental management, pharmaceutical products and biotechnology.
Graduates pursue careers in teaching, nature conservation and laboratory-based posts in biomedical, industrial, pharmaceutical, academic and government institutions as well as in universities and colleges of higher education. The remainder undertake further training in areas such as computing, administration and management or medicine (human or veterinary), developing their skills from a sound scientific background. Further training also helps them to find employment in a variety of non-biological careers , including public service administration, industrial management, accountancy and computing.
Employers are looking for graduates with generic skills of communication, problem-solving, data analysis, social skills, a range of interests and a record of success. We believe that a degree in Zoology will help our students to develop these skills. For further information on careers see the Institute of Biology website.
Career Services
The School of Biological Sciences employs a dedicated careers adviser who has developed an extensive portfolio of employers, both nationally and internationally, within the science sector. Advice is also provided on CV preparation, interview techniques and securing summer work or longer placements.
Placement Employers
Our past students have also gained work placement with organisations such as:
• Northern Ireland Water Ltd
• The Environment Agency
• The Forensic Service
• Moy Park
• North Atlantic Whale Foundation
• National Trust
• Randox Laboratories
• Norbrook Laboratories Ltd
• Castle Espie
• Belfast Zoo
• RSPB
• Ulster Wildlife Trust
• Kindred Spirit Elephant Sanctuary
• Harnass Wildlife Foundation
• Mopane and Mapesu Private Game Reserve
• Turtle Foundation
• Wildlife and Wetland Trust
Further Study
Many students complete higher degrees, either in the UK or overseas, before embarking on a career in medical, agricultural and environmental research. Students can choose from a wide range of Master's programmes at Queen’s, as well as a comprehensive list of research topics.
Prizes and Awards
Prof. William Campbell, Zoologist born in Ulster and recent recipient of the Nobel Prize for Medicine
Could you be the next Nobel Prize winning Zoologist?
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Year 1 students are required to buy a laboratory coat at a cost of £10, a dissection kit at a cost of £20 and an E-Book at a cost of £25.
The following modules have a compulsory field trip:
Compulsory Module
Year 1 Environmental Biology Module has a fieldtrip costing £150
Optional Modules
Year 2 Coastal and Oceanic Biology has a field trip costing £200
Year 2 Applied Ecology with Field Course Module has a field trip costing £200.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
