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PROGRAMME SPECIFICATION

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MChem Chemistry

Intermediate award BSc (Hons), BSc, DipHE or CertHE Chemistry

Course status Validated

Awarding body University of Brighton

School Pharmacy and Biomolecular Sciences

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1. SELECT

Admissions

Admissions agency UCAS

Entry requirements

Include any progression opportunities into the course.

Check the University’s website for current entry requirements.

A-level or BTEC Entry requirements are in the range of A-level BBC (112 UCAS Tariff points), or BTEC Extended Diploma DMM.

A-levels must include chemistry with grade B. BTEC must be Applied Science with specific subjects required.

International Baccalaureate: 28 points, specific subjects. Must include biology and chemistry at grade 5 Higher level.

Access to HE Diploma Pass with 60 credits overall. At least 45 credits at level 3, with 24 credits at merit or above. Must include a merit pass in all science subjects at level 3.

GCSE (minimum grade C or grade 4) At least three subjects including English language, maths and science.

For non-native speakers of English IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.

Students on the BSc(Hons) Chemistry course at the University of Brighton may request to transfer to MChem at the end of their first or second year. This is subject to the permission of the course leader and will normally require a Merit (60%) average performance and all modules to be passed at the first attempt.

Start date (mmm-yy) September-19

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Mode of study

Mode of study Duration of study (standard)

Maximum registration period

Full-time 4 years 10 years

Part-time 8 years 10 years

Sandwich 5 years 10 years

Distance

Course codes/categories

UCAS code F101

Contacts

Course Leader (or Course Development Leader)

Dr Alison Willows

Admissions Tutor Dr Ian Gass

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr Tasnim Munshi

Dr N Chmel

University of Lincoln

University of Warwick

30/9/22

30/9/23

Examination Board(s) (AEB/CEB)

Chemistry and Pharmaceutical Sciences/Chemistry and Biology

Approval and review

Approval date Review date

Validation 20/06/20121 Sep 20172

Programme Specification January 20193 January 20204

Professional, Statutory and Regulatory Body 1 (if applicable): Royal Society of Chemistry

2016 May 20195

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are to:

instil in students an enthusiasm for chemistry, an appreciation of its application in different contexts and to involve them in an intellectually stimulating and satisfying experience of learning and studying

establish in students an appreciation of the importance of the chemical sciences to economic and social progress

extend students' knowledge and comprehension of key chemical concepts and so provide them with an in-depth understanding of specialised areas of chemistry

develop the students’ ability to work safely in the laboratory

provide students with the ability to plan and carry out experiments independently and assess the significance of outcomes

develop in students the ability to solve unfamiliar types of problems

encourage students to develop the ability to think logically and creatively, read critically, communicate clearly and to develop other transferable skills

promote a critical awareness of advances at the forefront of the field

encourage students to take responsibility for their own learning and for their future professional development

prepare students effectively for professional employment or for doctoral studies

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.

Knowledge and theory

On successful completion of the course the graduate should be able to:

KT1. demonstrate a knowledge and systematic understanding of organic and inorganic chemistry and materials, and of physicochemical principles and their applications KT2. evidence understanding of general synthetic pathways, including isolation, purification and characterisation techniques KT3. evidence a knowledge and systematic understanding of theoretical and practical analytical science and carry out competently (real world) analyses KT4. appreciate quality and quality assurance mechanisms in appropriate industrial settings KT5. use knowledge to develop solutions to theoretical and practical chemical problems KT6. develop an awareness of applications of chemistry to other disciplines

and at Masters Level

KT7. evidence in-depth knowledge and critical awareness at the forefront of a substantial area of chemistry KT8. undertake professional practice or study at doctoral level in the chemical sciences

Skills S1. Chemistry-related cognitive abilities a. demonstrate knowledge in selected areas at the forefront of science

6 Please refer to Course Development and Review Handbook or QAA website for details.

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Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

b. seek out, process and interpret scientific information using a variety of media

c. adapt and apply learnt and published information to the solution of unfamiliar problems

d. critically evaluate and present scientific data objectively and with an awareness of the importance of indicating the uncertainty of data

e. plan experiments with due regard for known limitations including accuracy

f. undertake and present a research project at a standard that is potentially publishable

S2. Chemistry-related practical skills a. work in the laboratory with due regard for safety procedures and the

efficient use of materials b. demonstrate relevant laboratory skills, design experiments, record,

evaluate, document and interpret the results c. select and utilise appropriate techniques, equipment and

instrumentation for the planned task S3. Generic skills

a. clearly communicate information orally and in written form to a variety of audiences, including professionals from other disciplines

b. think logically and critically to solve appropriate problems both as a member of a group and individually

c. demonstrate efficient skills in the use of information technology and information retrieval

d. demonstrate well developed planning, time management and organisational skills

e. make decisions in complex and unpredictable situations f. critically evaluate his/her own professional performance and take

responsibility for his/her own continuing professional and academic development

QAA subject benchmark statement (where applicable)7

Chemistry (2014)

http://www.qaa.ac.uk/en/Publications/Documents/SBS-chemistry-14.pdf

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Accredited by the Royal Society of Chemistry for fully meeting the academic criteria for Chartered Chemist (CChem).

http://www.rsc.org/

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

7 Please refer to the QAA website for details.

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The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

Learning and Teaching Strategy

The course has a strong emphasis on applying knowledge to real world examples and on taking personal responsibility for learning. It is delivered primarily via lectures, workshops and practical sessions alongside guided and self-directed study. Extensive use is made of our VLE, Studentcentral, as well as face to face interactive sessions.

Students are integrated into university learning as soon as they start with special sessions in induction week designed to familiarise them with the laboratories, enhance learning skills in lectures and become part of the chemistry community here. An introduction to the global chemistry community is provided through a “meet the Royal Society of Chemistry” event at the end of the week.

Within the main part of the course learning is structured such that each area of study forms a theme that runs throughout, and each level builds on the knowledge gained in the previous year. The structure shows which modules feed forward to others signposting the student to where that knowledge is most used, whilst retaining the cross-theme integration (see also Part 3 Course Structure).

Each module integrates formative tasks and feedback to ensure students understand what is required of them in the later summative work. Group work is conducted to help peer learning and groups are formed both randomly and via self-selection, to mimic real world team situations. Students experience working in unfamiliar and unchosen teams as they would in employment as well as working with a group they already know the strengths and weaknesses of the members. Early in the course group work helps foster a strong cohort identity as students get to know each other and helps to avoid feelings of isolation developing.

Knowledge from across the themes is integrated and consolidated via activities (workshops, guided study and computer based learning) and assessments (e.g. CH210 group consultancy report and “The Analyst” laboratory challenge) that form part of the chemical skills theme. Each module uses a carefully selected mixture of teaching methods and assessment to guide independent learning and preparation for assessment, geared to the needs of each subject. These include online tests; guided reading; worksheets; problems from the recommended texts and associated online support; and the Peer Assisted Study Scheme. Many of the key skills required of our chemists are developed by way of formative tasks within the laboratory or computer labs, the summative element of the task completed during the session ensures engagement and tests skills learnt within lecture/workshop time in the context of real examples.

In the third year students get the opportunity to undertake research with their first research project with specialised individual supervision. This sets the skill-base for the M level project in the final year. Students work with their supervisor in areas of current staff interest to bring together all of the skills and knowledge they have gained so far in their time here. The student learning journey culminates with developing and undertaking current novel research during the final year project. This extends the student from the third year project by allowing the student more direction to drive their research. These are the first steps to becoming independent researchers whilst providing good support and guidance from specialist staff in the area. To help support the students in their work the other modules focus heavily on current research and recent advances in the chemical sciences. Students enhance their critical awareness of others’ work whilst learning about state of the art discoveries in chemistry, shaping and directing their own research.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

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The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

The course contains some compulsory assessments not included in the breakdown provided on the KIS because they cannot be directly linked to credit. For example a pass/fail skills test included in one of the modules or as a course requirement. Full details of assessments within a module can be found on the University’s VLE, student central.

The assessment methods on this course are very diverse, reflecting the range of knowledge and skills students are expected to attain. Modules in the later years build on the foundations laid in the earlier modules, culminating in the advanced research project – in which students are expected to demonstrate their capacity for original and independent research in chemistry.

Assessment types used include:

Practical Reports

Examinations

Computer based tests

Viva voce

In-class presentations

Critical reviews

Portfolios

Problem solving (e.g. analytical method selection, molecular modelling)

Thesis

Poster presentation

In each year students are offered a choice of assessment in a compulsory module (CH150, CH210, CH351), to allow them to reflect on, and develop their work in a form they feel confident with.

The table below describes the principal or notable methods by which the learning outcomes will be assessed, and the modules associated with these. It should be noted that ALL modules and assessments will contribute in some way to the students’ development in most areas and this list will not capture the relationships and interdependencies between the modules that make up the course.

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Learning Outcome Assessment method Module

KT1. demonstrate a knowledge and systematic understanding of organic and inorganic materials, and of physicochemical principles and their applications

Practical Reports, Tests, Exams

CH110, CH119, CH117, CH211, CH213, CH350

KT2. evidence understanding of general synthetic pathways, including isolation, purification and characterisation techniques

Practical Reports, Tests, Exams

CH119, CH211, CH213, CH350

KT3. evidence a knowledge and systematic understanding of theoretical and practical analytical science and carry out competently (real world) analyses

Practical Reports, Exams, Viva, Critical reviews, Comparative report

CH117, CH150, CH250, CH327

KT4. appreciate quality and quality assurance mechanisms in appropriate industrial settings

Practical Reports, Exams, Validation report, viva.

CH150, CH250, CH327

KT5. use knowledge to develop solutions to theoretical and practical chemical problems

Practical Reports, Exams, Viva, Critical reviews, Comparative report, Thesis

All modules

KT6. develop an awareness of applications of chemistry to other disciplines

Reports, Essays, Exams, Presentations, Case Studies, Thesis, Viva

CH223, CH210, CH390, CH351, CH352, GG636, GG635

and at Masters Level

KT7. evidence in-depth knowledge and critical awareness at the forefront of a substantial area of chemistry

Scientific Article, Poster, Viva, Review Article, Literature Portfolio, Exams

CHM08, CHM21, CHM22, CHM23 CHM91, M level options

KT8. undertake professional practice or study at doctoral level in the chemical sciences

Scientific Article, Research Poster, Viva, Review Article, Literature Portfolio, Exams

CHM08, , CHM21, CHM22, CHM23, CHM91, M level options

S1. Chemistry-related cognitive abilities

a. demonstrate knowledge in selected areas at the forefront of science

b. seek out, process and interpret scientific information using a variety of media

c. adapt and apply learnt and published information to the solution of unfamiliar problems

d. critically evaluate and present scientific data objectively and with an awareness of the importance of indicating the uncertainty of data;

e. plan experiments with due regard for known limitations including accuracy

a. Exams, Research Article, Review Article, Literature Portfolio, Thesis, Research Poster, Viva b. Paper and computer based tests, Validation Report, Consultancy report, Literature Portfolio, Thesis, Review article, Critical reviews, Research article c. Exams, Paper and computer based tests

a. CH350, CH327, CHM91, CH390, CHM08, Options b. CH210, CH223, CH327, CH390, CHM91 c. All modules d. QM105, CH150, CH250, CH390, CHM91 e. All modules with a practical element f. CHM08, CH390, CHM91

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f. undertake and present a research project at a standard that is potentially publishable

d. Lab reports, Miniprojects, Comparative reports, Validation Report, Thesis, Research article e. & f. Practical reports and Research projects

S2. Chemistry-related practical skills

a. work in the laboratory with due regard for safety procedures and the efficient use of materials

b. demonstrate relevant laboratory skills, design experiments, record, evaluate, document and interpret the results

c. select and utilise appropriate techniques, equipment and instrumentation for the planned task

Practicals and Projects (All associated assessments)

All modules with a practical element

S3. Generic skills

a. clearly communicate information orally and in written form to a variety of audiences, including professionals from other disciplines

b. think logically and critically to solve appropriate problems both as a member of a group and individually

c. demonstrate efficient skills in the use of information technology and information retrieval

d. demonstrate well developed planning, time management and organisational skills

e. make decisions in complex and unpredictable situations

f. critically evaluate his/her own professional performance and take responsibility for his/her own continuing professional and academic development

a. All assessments, particularly reports, articles and oral presentations, “The Analyst” b. All assessments, particularly, projects, lab reports, test and exams c. All computer based assessments, particularly those in CH210 and CH222. Project assessments d. All assessments, particularly project conduct e. Project conduct f. Self assessment questionnaire, careers portfolios, tutor meetings, placements, project portfolio

a. All modules especially CH210, CH327, CHM08, Options themes. b. CH119, CH110, CH211, CH213, CH250, CH327, CH350, CH390, CHM91 c. CH210, CH223, CH390, CHM91 d. CH390, CHM08, CHM21, CHM22, CHM23 CHM91 e. CH390, CHM91 f. CH117, CH210, CH380, CH390, CHM21, CHM22, CHM23 CHM91

SUPPORT AND INFORMATION

Institutional/ University

All students benefit from:

University induction week programme

University student contract https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx

Course Handbook

Extensive library facilities centred in main Aldrich library

Computer pool rooms: Six open access computer pool rooms on the Moulsecoomb site with over 200 workstations (and a further 450 network points for personal PCs in the library). All are linked to the University network services and have daily user support help desk))

External and internal E-mail and internet access, and may set up personal websites

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Student services, including Welfare, Careers, Counselling, Legal, Financial, Accommodation, Childcare, Medical, Sexual Health and Chaplaincy support

Student central

ASK Study Skills

Student support and guidance tutor

Careers Planning Agreement

Personal academic tutor

Course-specific

Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

School Safety Policy

Student Central course specific areas

Small group tutorials

Assistant Course Leaders for each year of study

Placement tutor support

General and specialist chemistry facilities including:

Teaching laboratories equipped with instruments for high-performance liquid and gas chromatography, atomic absorption, UV/Vis and IR spectroscopy

Nuclear Magnetic Resonance and Mass Spectrometry

Electron microscopy

Modern synthetic and analytical chemistry equipment

Specialist research equipment (for use in projects)

ChemBioOffice Ultra

Industry standard chemical database access

Specialist and general chemistry journals and text books (online and paper-based)

Access to biological, pharmaceutical and environmental facilities

Research Informed teaching

Chemistry research underpins learning throughout this degree. Practical, computer and paper based research skills are embedded and developed at all levels. For example;

In years one and two computer based workshops are used to teach industry standard remote database/literature research methods

Library exercise and workshops ensure students are aware of and can use the full range of research resources on offer, and who to contact for support in using these

In year two students are asked to compare the performance of a practical method that is currently employed commercially, with a newly developed one based on a recent research publication

Subject conventions on referencing, presentation and data analysis are demonstrated with reference to current literature

Entire topics at level 6 and 7 cover areas of current research with reference to primary literature

The expectation that students will engage with research throughout their degree is further reinforced via assessment guidance and criteria. For example, in CH210 students are asked to search and evaluate the literature on a potential anti-ageing drug. For this assessment, the selection of information sources and proper presentation are included in the marking criteria.

In the 2014 REF within the A3 (Subjects Allied to Medicine Category) 38% of the research was considered to be world-leading (Outputs 13.2 %, Environment 87.5 % and Impact 80 %) further, 44% was considered to be internationally excellent.

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Particularly in the final year, lecturers deliver on their specialist research field. Examples include; the bio-organic chemistry of catalytic antibodies, therapeutic catalytic antioxidants, artificial ion channels, methods for the analysis of ageing, and computational chemistry.

We also draw on our professional network of expert contacts to talk about their work (e.g. in cleaning up environmental disasters such as the Fukushima and the Kursk incidents, and soil remediation in developing countries). This is supplemented by lectures from a range of local and visiting experts presenting their current research as part of a final year module (CHM08), as well as the departmental seminar programme. In the final two years of the programme students undertake research projects arising from, and contributing to, the research interests of the lecturing staff.

Employability development

Students are prepared for employment through a mixture of skills development (CH117, CH210) and delivery of material in applied contexts. Activities supporting preparation for employment are described in the chemistry Careers Planning agreement, and these are embedded throughout the course. Curriculum Vitae, application material and supporting statements begin to be developed through tutee meetings in CH117, using the RSC undergraduate skills record (https://www.rsc.org/cpd/undergraduates) as a basis for discussion of progress and achievements to date with your personal tutor. Year 2 starts with CV building sessions in CH210, and personalised support from our placement tutor in preparation for sandwich placement applications. Some students also choose to gain work experience through summer research projects, and staff routinely help students apply for and obtain funding from Nuffield foundation and the Wellcome trust to support these. In the final year, project supervisors support students as they apply for higher degrees or employment, and we run a “Where next?” session, with the support of the Career’s service, after teaching finishes.

Aspects of the academic curriculum are also designed to integrate employability development. For example the assessment programme in CH250 (Intermediate analysis) is based entirely around a scenario that students are new graduates employed to oversee the production and analysis of a hypothetical infant formula “Contentisup”. Equally, in CH210, the students spend the “intersemester” week researching, and then developing technical and marketing information and videos for a chromatography product in the Analyst laboratory challenge. The week culminates in an employer (the actual supplier of the product) assessment panel evaluating student team pitches.

Education for Sustainable Development

Sustainable Development - Technological developments arise out of science, and problems generated by development are solved by knowledge gained from further science. Therefore the course educates students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.

PART 3: COURSE SPECIFIC REGULATIONS

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COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

The course is structured around four themes that run throughout the course Core (Organic, Inorganic and Physical) Chemistry, Analytical Chemistry, Applications of Chemistry and Chemical Skills. The early years of the course form the foundations for study at an advanced level, culminating in work at the forefront of the field.

Core Chemistry CH119 and CH110 deliver fundamental core organic, inorganic and physical chemistry theory and laboratories. Knowledge and skills in this area are developed in CH211 and CH213, and extended in the advanced chemistry module (CH350), and research and frontiers modules (CHM08, CHM21, CHM22, CHM23). Chemistry special topics (CH351) and options modules include a range of current research in this area.

Analytical Chemistry CH150 introduces fundamental theoretical and practical aspects of analysis, including experimental design, data handling and simple classical and instrumental analytical techniques. The chemical/analytical theme is developed through CH250 which introduces more advanced analytical methods and CH327 includes recent advances in analytical techniques. Options (CHM01, CHM10) allow further study in this area.

Applications of Chemistry Two course-long optional themes provide contextual applications of chemistry. Biochemistry theme gives students an understanding of biological processes at the molecular and cellular level, whereas Geochemistry examines the chemistry of the natural environment. Students select which of these themes will best suit their interests at the start of the course, in discussion with the course leader.

Chemical Skills CH117 provides key skills in all types of chemistry, and give students the opportunity to practise their chemistry problem-solving skills. Mathematics topics (QM105) have been selected to support learning in both main themes. Assessment tasks in CH117 (Journalistic article) and CH210 (Group Consultancy Report and “The Analyst”) are designed to encourage integration of material from across the degree, and transferable skills development. CH210 enhances students understanding of scientific research, the scientific literature and potential career paths, whilst providing tutorial style support for the other chemistry modules and CH223 provides advanced information management and molecular modelling skills. Career development planning is encouraged through personal and project tutor meetings, as well as a through an extensive University Careers Service. This is formalised via CPD portfolio development using the RSC skills record beginning in CH117, assessed in CH210, and then promoted and supported by placement and project tutor meetings.

Sandwich Option An optional year-long Sandwich placement may be undertaken after successful completion of Year 2. This may be undertaken externally or within a Chemistry staff member’s research laboratory. A dedicated placement tutor and placements office supports students in identifying suitable placement opportunities, and in developing their CV’s and applications. Assessment of this year is detailed within the module, CH380 Chemistry placement.

Specialisation Students choose specialist areas of chemistry to study at advanced level. Level 6 and 7 chemistry options, research project modules (CH390, CHM91) and Current research in Chemistry (CHM08) all allow students to customise their experience and expertise to reflect their aptitudes, interests and career aspirations. It is also during these projects that the student integrates all the knowledge and skills acquired in the earlier years to demonstrate their abilities as a chemist.

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The table below shows how the modules and themes within the course relate to one another.

EITHER / OR

Level Sem Core Chemistry Analytical Chemistry

Chemical Skills Biochemistry Geochemistry

4

1 CH119

Introductory Chemistry

CH110 Introduction

to Experimental

work in Chem. & Mol. Sci.

CH150

Essentials of Analytical Chemistry

CH117

Introductory Skills in Mol.

Sciences

QM105 Mathematical

Skills for Scientists

BY148

Introductory Biochemistry

For Chemists

GG436

Earth Materials

2

5

1 CH211

Intermediate Chemistry I CH250 Intermediate

Analysis

CH210

Critical Skills for

Chemistry Students

CH223

Interdisciplinary Chemistry

BY150

Introduction to Genetics

and Molecular

Biology

GG536

Petrology and Geochemistry

2 CH213

Intermediate Chemistry II

Optional Sandwich

Year CH380 Sandwich Placement

6

1

CH350 Advanced Chemistry

CH351 Special

Topics in Chemistry

CH327 Advanced Analytical

Methodology

CH390 Chemistry Project

CH352 Topics in

Biochemistry

GG636 Petrogenesis

or GY635 Atmospheric Environment

2

7

1

CHM21 and/or CHM22 and/or CHM23

CHM08 Current

Research in Chemistry

(Sem 1 & 2)

CHM91 Advanced Chemistry Project

BYM67 Applied

Nucleic Acid Biochemistry

WEM04 Water Quality analysis

2 L7 Chemistry Options†

BMY68 Applied Protein

Biochemsitry

or GYM01 Basics of GIS

†e.g. CHM01 Advanced Pharmaceutical Analysis, PYM54 Novel Medicinal Products: A Clinical Perspective

Modules

Level8 Module code Status Module title Credit

4 CH119 C Introductory Chemistry 20

4 CH110 C Introduction to Experimental work in Chemical and Molecular Sciences

20

4 CH117 M Introductory Skills in Molecular Science 20

4 CH150 C Essentials of Analytical Chemistry 20

4 QM105 C Mathematical Skills for Scientists 20

4 BY148 OA Introductory Biochemistry for Chemists 20

4 BY150 OA Introduction to Genetics and Molecular Biology 20

4 GG436 OB Earth Materials 20

8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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5 CH211 C Intermediate Chemistry I 20

5 CH213 C Intermediate Chemistry II 20

5 CH210 C Critical Skills for Chemistry students 20

5 CH250 C Intermediate Analysis 20

5 CH223 C Interdisciplinary Chemistry 20

5 GG536 OB Petrology and Geochemistry 20

6 CH380 O Chemistry Placement 20

6 CH390 M Chemistry project 40

6 CH350 C Advanced Chemistry 20

6 CH327 C Advanced Analytical Methodology 20

6 CH351 C Special Topics in Chemistry 20

6 CH352 OA Topics in Biochemistry 20

6 GG636 OB Petrogenesis 20

6 GY635 OB Atmospheric Environment 20

7 CHM91 M Advanced Chemistry Project 60

7 CHM21 C/O Inorganic Chemistry Frontiers 10

7 CHM22 C/O Physical Chemistry Frontiers 10

7 CHM23 C/O Organic Chemistry Frontiers 10

7 CHM08 C Current Research in Chemistry 10

7 BYM67 OA Applied Nucleic Acid Biochemistry 10

7 BYM68 OA Applied Protein Biochemistry 10

7 GYM01 OB Introduction to Geographical Information Systems 20

7 WEM04 OB Water Quality Analysis 20

7 CHM01 O Advanced Pharmaceutical Analysis 10

7 CHM09 O Industrial Manufacturing Processes 10

7 BYM32 O Regenerative Medicine and Medical Devices 10

7 BYM70 O Microbiology, Ecotoxicology and Environmental Remediation

10

7 PYM12 O Real-Time Techniques for In Vitro and In Vivo Monitoring

10

7 PYM54 O Novel Medicinal Products: A Clinical Perspective 10

7 PBM20 O Controversies in Science 10

7 GYM02 O Applications of GIS 20

Note: the optional modules are an indicative list and may be subject to change, depending on timetabling and staff availability

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

C/O = Either or choice i.e. TWO from THREE must be taken

OA = Biochemistry theme

OB = Geochemistry theme

Students select OA or OB as a theme at the start of the course, and then study 20 credits per year from the modules in that theme.

Students who choose the Biochemistry route will study BY150 during level 5 as a level 5 module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits9 Minimum credits10 Ratio of marks11: Class of award

Final MChem MChem 7 Total credit 480 Minimum credit at level of award 120

Level 6 and 7 (50:50) Honours degree

Intermediate BSc(Hons) Chemistry 6 Total credit 360 Minimum credit at level of award 90

See course-specific regulations.

Honours degree

Intermediate BSc Chemistry 6 Total credit 300 Minimum credit at level of award 60

NA Not applicable

Intermediate DipHE Chemistry 5 Total credit 240 Minimum credit at level of award 90

NA Not applicable

Intermediate CertHE Chemistry 4 Total credit 120 Minimum credit at level of award 90

NA Not applicable

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g., dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course

e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the school office or the Registry).

In addition, the following course-specific regulations apply:

Students are expected to attend all lectures, laboratory classes, tutorials and seminars and to attempt all of the assessment tasks. Absence with good reason may be arranged in advance and/or covered by an absence form. Mitigating circumstances may also apply.

Students who do not pass all their modules at the first attempt may be offered referrals, at the discretion of the examination board. However, referral is not a right, and attendance falling below 80%, or any other indicator of failure to engage with the course is likely to result in the Exam Board not permitting a referral. This may lead to the student being asked to withdraw from the course, or being required to repeat the level of study.

Some assessments have a pass mark other than 40% (or 50% at Masters Level).

The Chemistry Placement, CH380, is an optional module for which the student has a free choice of whether to register for it or not. If the student takes up the placement then the module must be included in the algorithm for calculation of the final award. Whilst the University will provide assistance and support, it remains the responsibility of students who select this module to find suitable employment.

A student with insufficient credit for the award of MChem may be eligible for an exit award as described on p14. For BSc(Hons) the classification will be calculated based on the average of the best 120 credit weighted CATS points at levels 6 and 7, weighted at 75%. These must include CH390 or CHM91. The remaining 25% will be comprised of the average of the best remaining 120 credit weighted CATS points from levels 5, 6 and 7.

Students who choose the Biochemistry route will study BY150 during level 5 as a level 5 module. This will be included as if it was a level 5 module for the purposes of all awards.

Exceptions required by PSRB

These require the approval of the Chair

None

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of the Academic Board