CHEM40152 Research Project Thesis 2026 | Nottingham Trent University

Looking for Plagiarism-Free Answers for Your US, UK, Singapore, New Zealand, and Ireland College/University Assignments?

Talk to an Expert

Published: 14 Apr, 2026

Category	Research Project	Subject	Education
University	Nottingham Trent University	Module Title	CHEM40152 Research Project

Nottingham Trent University

School of Science and Technology

COURSEWORK ASSESSMENT SPECIFICATION

Module Code	CHEM40152
Module Title	Research Project 120
Module Leader	Dr Andrey Antonchick
Module Team	Dr Matthew Addicoat; Dr Andrey Antonchick; Dr Sophie Benjamin; Dr Gareth Cave; Dr Warren Cross; Dr Fengge Gao; Dr Chris Garner; Dr Darren Lee; Dr Ray Leslie; Dr Cheuk-Wing Li; Dr Lee Martin; Prof Carole Perry; Dr Valeria Puddu; Dr David Robinson; Dr Emma Smith; Dr Anna Vikulina; Dr Dmitry Volodkin
Coursework Title	Thesis
Module Learning Outcomes assessed	MLO Produce critical reviews of the literature 1 pertinent to a research topic MLO Plan, organise and execute research 2 investigations at postgraduate level Communicate research findings, and MLO present reasoned arguments for 3 interpretation and conclusions, to a critical scientific audience Demonstrate communication skills in MLO written and oral formats at postgraduate 4 level. Evidence numeracy, use of advanced MLO techniques, critical analysis of data, and 5 problem solving skills as part of project development MLO Plan and execute experimental work in a 6 scientific topic Communicate evidence of your progress using an accurate and up to date laboratory MLO folder, in which data is reported to professional standards suitable for publication and be able to annunciate your findings orally
Apprentice Learner KSBs evidenced
Contribution to module (include contribution to element if appropriate)	50%

Date work set
Deadline for submissions	18/11/2026 2.30 pm
Method of submission	NOW dropbox
Deadline for feedback	End of February 2027
Method of feedback	Email

Late submissions and Considerations of Personal Circumstances

Work handed in up to five working days late will be given a maximum grade of Pass whilst work that arrives more than five working days will be given a grade of Zero.

Please note, if you are repeating the work and are capped in your grade, then you will receive a Zero grade if the work is submitted after the initial deadline.

Work will only be accepted beyond the five working day deadline if you have asked for an extension in consideration of your personal circumstances. That means something has occurred, beyond your control, that has impacted your ability to complete the work. Details of the process of requesting extensions and what is considered valid reasons to request can be found here in the Students’ Handbook

Breaches of Academic Integrity
To ensure that you are not accused of any breaches of Academic Integrity, look at the NOW page Plagiarism and Academic Integrity at NTU for guidance.

The University views plagiarism and collusion as serious academic irregularities and there are a number of different penalties which may be applied to such offences. Section 17C of the Quality Handbook outlines the penalties and states on page 21-22 that plagiarism includes:

“presenting someone else’s ideas as your own [including text, graphs, diagrams, videos, etc.] in a substantial proportion of your work, with or without consent, by incorporating it into an assessment without full acknowledgement, including:
self-plagiarism: reproducing or representing work for assessment without proper attribution and attempting to gain credit for this work where credit has already been received;
paraphrasing: rephrasing a source’s ideas without proper attribution;
mosaic plagiarism/patchworking: weaving phrases and text from several sources into your own work; and/or adjusting sentences without quotation marks or attribution;
source-based plagiarism: providing inaccurate or incomplete information about sources such that they cannot be found;
computer code plagiarism: copying or adapting source code without permission from and attribution to the original creator;”

whereas collusion includes:

“working with other students on an assessment meant for individual submission;
sharing your work with other students enabling them to plagiarise your ideas.”

In particular, please note that submitting portions of work already assessed for the same learning outcomes is self-plagiarism and is a serious breach of academic integrity.

Penalties for breaches of academic integrity range from capped or zero grades for elements of modules, to dismissal from the course and termination of studies.

I. Assessment Requirements

The purpose of the thesis is to
(a) provide the background and context for your research
(b) describe the research you carried out
(c) provide analysis and interpretation of the data you have obtained
(d) explain your findings and their significance (that is, how they relate to prior research and how they advance the field).

As a guide, your thesis should be 12,000 – 20,000 words in length. It is important, however, not to focus on achieving this word count, but rather to give a thorough and appropriate account in a concise manner. All text information should be written using recognisable letters and not inserted into the thesis as a graphic image, etc.

Your report should include the following sections (which may have alternative names or appear in a different order if that is appropriate to the literature in your research area)

Title page
Declaration of Originality
Abstract (with a graphic abstract)
Table of Contents
List of Abbreviations
Introduction (you must not just summarise existing research but develop a coherent structure and argumentation that leads to a clear structure or rationale for your own research)
Aim and Objectives
Experimental Part (describe how you carried out the research and report your results)
Results and Discussion (you should explain and interpret the results in detail, discuss how well they fit with your expectations)
Conclusions (highlight the significance of the obtained results)
Acknowledgments
References (RSC chemistry journal style should be used by chemistry students and Harvard style should be used by forensic science students.)

You may also have additional sections, such as an appendix of your best data.
To help you, we have provided a thesis template with the structure and comments you should use, as well as an example with formatting of possible data.

It will take you some time to become familiar with the context for your research. It is important, therefore, that you begin searching and reading relevant scientific literature from the start of the project, and that you maintain a consistent approach to your reading. Likewise, it will take you time to analyse your data, and you should analyse your data as your project progresses. As well as being required for your thesis, background reading and data analysis that is performed throughout your project will greatly enhance your ability to carry out high-quality research.

You are encouraged to discuss your reading and your data analysis with your peers and your supervisor throughout the course of the project.

II. Assessment Criteria (contextualised GBA Grid)

Answers to the following questions will not be used to determine grade classifications; the answers will, however, provide guidance in the moderation process. These answers will be especially important for overall grades that fall close to grade boundaries.
1. For a 120-credit Masters research project, which grade is most consistent with the size of the study? Fail; Pass; Commendation; Distinction
2. For a 120-credit Masters research project, which grade is most consistent with the range and quality of data collected? Fail; Pass; Commendation; Distinction
3. For a 120-credit Masters research project, which grade is most consistent with the level of scientific understanding? Fail; Pass; Commendation; Distinction

Grade-based Assessment Scheme

Each assessment element is awarded a grade according to the scale given below. The final grade is determined by how well the criteria have been met overall and not the sum of the individual aspects of the work.

Class/Grade Grade Point	Exceptional Distinction (Exceptional First) 16	Distinction (First) High \| Mid \| Low 15 \| 14 \| 13	Commendation (2.1) High \| Mid \| Low 12 \| 11 \| 10	Pass (2.2) High \| Mid \| Low 9 \| 8 \| 7	Fail Marginal 6	Fail Mid \| Low 4 \| 2
K1. Abstract and graphical abstract (5%)
Abstract and graphical abstract	An excellent summary of key ideas, questions, methods and results with their significance. It is suitable for a published work. The graphical abstract meets the professional standard expected for a commercial presentation.	A competent summary of key ideas, questions, methods and results which gives an indication of the significance of their contribution. The graphical abstract is eye- catching and informative. Excellent high quality graphics, very clear and highly informative.	Relates key ideas from the project, summarising methods and results and suggesting some conclusions based on literature/or key concepts. The graphical abstract represents an attractive use of graphics. An appropriate summary of the thesis.	Describes some outcomes of the project and gives an overview of aspects of methods /results. It is not a concise summary – there are gaps and the significance or conclusions drawn are not fully understood. Some aspects of the layout of the graphical abstract are not ideal. The use of space and colour disrupts the overall impression. Information is present but not always accessible at a glance.	A re-statement of the aims, with no summary of results; merely describes some areas of work with limited outcomes and no understanding of the significance. The overall appearance of the graphical abstract is seriously compromised by poor design choices (colours, layout, etc.). The information is not sufficiently accessible.	Missing or irrelevant. The graphical abstract lacks design features and does not improve the accessibility of information compared to a text abstract.
K1, K2. Introduction (25%)
(a) Relevance of literature; understanding of how it relates to the investigation	An appropriate range of literature has been used to introduce the investigation, as found in published work. Generates enthusiasm and anticipation in the reader in the project area.	Clear evidence of extensive selection of material that is appropriate for the general chemistry/forensic reader, giving a good overview of the material and anticipation of the research questions to come.	Appropriate selection of key literature material, but missing some relevant information or dives too quickly into technical depth. It may be unclear how parts of the introduction relate to the investigation.	Suitable material is included and explained to an extent - not all content is relevant to the research investigation or it is unclear how the material is relevant to the project.	Some relevant material to project but leaves new reader in doubt as to nature of the project. There is no clear overview of the background material.	Major mismatch between introduction and project.
(b) Analysis of literature	Analysis reveals new or surprising information.	Uses the literature to construct a coherent picture of the research area. Recognises scope and limitations of prior work. Critical evaluation / synthesis / analysis of literature as appropriate.	Critical evaluation of literature, some beyond that supplied; may rely on set sources to support arguments – not always sufficiently analytical.	Generally reliant on set sources for key arguments – i.e. limited analysis.	The introduction is descriptive and has a large reliance on text books or internet sources that has been regurgitated uncritically.	Literature evidence inappropriately used.
(c) Statement of aims and objectives	Evidence of extensive thought and critical evaluation of key needs with well-informed planning for advanced work that is highly ambitious and well argued.	Extensive grasp of the need for the work and formulates a realistic contribution to the current body of knowledge in the area. It is supported by well thought through arguments.	Grasps the relevance of this work and formulates a realistic plan for making a contribution to the current body of knowledge in the area. It is supported by some sensible arguments based on known concepts.	A descriptive view of the area of study with a suitable and achievable set of goals. It is supported by some evidence.	Some suitable plans related to a straightforward understanding of some of key ideas. Arguments are weak with little evidence to support them.	Missing or substantially incomplete / inappropriate

S1, S2, S3. Materials, methods and results / Experimental (25%)

(a) Methods / procedures

The record of the research methods is ready for immediate publication.

A clear account of the research methods written in a style appropriate for publication.

A clear account of the research methods, but may have some minor details missing or may not be in the appropriate style.

A full account of the research methods, but missing some significant details or containing ambiguity.

Experimental details are

missing or misleading.

It is not clear what research has been carried out.

(b) Data

The data is complete with correct interpretation ready for immediate publication.

concise and ready for immediate publication.

A full-range of data has been recorded, with complete and correct analysis.

commentary that provides justification for the experiments carried out. Reference to the experimental is only required to replicate the study.

A good range of data has been recorded and most of the analysis is correct.

experiments may not be fully justified. Some reference to the experimental may be required to understand the work done.

The minimum range of acceptable data has been recorded; there may be some errors in the analysis.

further clarification in some minor areas. Justification of the experiments is limited and the experimental section is often required to understand the work done.

The range of data is insufficient for the study. Analysis of data has been attempted but contains many errors.

requires major clarification.

Data is insufficient and there are major errors in the analysis of data.

section alone.

(b) Interpretation and use of data

Exceptional breadth and depth of knowledge and understanding of the area of study; findings are fully supported by clear reference to the data presented and commensurate with the state- of-the-art knowledge.

Interpretation of results is fully supported by clear reference to the data presented.

Interpretation of results is appropriate, but may not fully supported by the data.

Suitable interpretations are made, but there are flaws in the understanding that mean some conclusions are inconsistent with the data.

A significant proportion of the findings are inconsistent with the data.

The results are unsupported by the data.

(c) Context and significance

(including conclusions)

Provides new insight, with reference to prior knowledge, that is of publishable or commercial significance.

The key findings have been highlighted succinctly.

Thorough and appropriate plans for future work that demonstrate a high-level of comprehension of the research field.

Results are appropriately presented in the context of the aims and the literature. Excellent insight into significance of the findings.

The key findings have been highlighted. Thorough and appropriate plans for future work.

Results are competently related to the aims and the literature, but missing some context.

Tone of the work is analytical, and the significance not fully appreciated.

Some of the key findings have been overlooked. Thorough and appropriate plans for future work.

Results have some context but it is insufficient.

Tone of work is descriptive rather than critical or analytical.

Only a small proportion of the key findings have been noted. Future plans indicated but lack reasoning.

Contextualisation is limited to basic facts concerning the aims.

Tone is purely descriptive.

Key findings are missing. Future plans are trivial.

Highly insufficient knowledge or understanding of the area of study, that ignores the aims of the project and literature. No relevant context.

There has been no attempt to highlight the key findings.

Future plans are impractical.

(c) Context and significance

(including conclusions)

Provides new insight, with reference to prior knowledge, that is of publishable or commercial significance.

The key findings have been highlighted succinctly.

Thorough and appropriate plans for future work that demonstrate a high-level of comprehension of the research field.

Results are appropriately presented in the context of the aims and the literature. Excellent insight into significance of the findings.

The key findings have been highlighted. Thorough and appropriate plans for future work.

Results are competently related to the aims and the literature, but missing some context.

Tone of the work is analytical, and the significance not fully appreciated.

Some of the key findings have been overlooked. Thorough and appropriate plans for future work.

Results have some context but it is insufficient.

Tone of work is descriptive rather than critical or analytical.

Only a small proportion of the key findings have been noted. Future plans indicated but lack reasoning.

Contextualisation is limited to basic facts concerning the aims.

Tone is purely descriptive.

Key findings are missing. Future plans are trivial.

Highly insufficient knowledge or understanding of the area of study, that ignores the aims of the project and literature. No relevant context.

There has been no attempt to highlight the key findings.

Future plans are impractical.

S4. Presentation (15%)
(a) Writing style, grammar spelling	Writing style commensurate with the literature.	Literate style appropriate to subject area with some features of publishable content.	Writing lacks complete clarity or succinctness. Likely to have minor spelling or grammatical errors.	The lack of clarity impacts on the scientific understanding. Frequent grammatical or spelling errors.	An inconsistent and inappropriate writing style; difficulty in articulating key points. Grammatical and spelling errors detract from the findings.	Inability to present coherent material.
(b) Formatting, appearance, navigation.	Uses Table of Contents sophisticated navigation enabling key information to be found instantly. Publication quality diagrams.	Formatted for easy navigation, includes fully labelled tables, figures appendices, compound numbering etc. Well-presented diagrams that communicate the science clearly.	Consistent formatting and competent labelling of figures/tables. Structure is clear. Likely to have some problems with navigation. Diagrams used effectively, but could be better presented.	Mainly clear structure, but with limited correct use of headings, labels and navigation, e.g. not numbered. Diagrams support the text, but are likely to be poorly presented or insufficiently utilised.	Some competent aspects of structure and navigation, but navigation is challenging. Poor use of diagrams	The thesis has no structure. Diagrams have not been included.
(c) Referencing	References cited fully to professional journal practice and entirely error free.	References cited fully to professional journal practice	References mostly cited correctly but with some minor errors in formatting or abbreviations or reliance on web sources.	References are given but are incomplete or inconsistent.	Referencing is incomplete or incorrect.	References are mostly incomplete or missing.
Additional comments

Request Answer of this Assignment

Share this with your Friends

Facebook

Instagram

Working on your CHEM40152 Research Project and finding it difficult to manage research, data analysis, or report writing? You’re not alone—this type of project demands accuracy, depth, and a clear academic approach. With our reliable Assignment Help UK, you get expert support tailored to your research requirements. From structuring your project to presenting findings and analysis effectively, our specialists ensure your work meets university standards. We focus on clarity, proper referencing, and well-organized content so your research stands out. With plagiarism-free, AI-free solutions and complete guidance throughout the process, you can confidently complete your research project and submit it on time without unnecessary stress.