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Faculty of Science & Engineering School of Science & The Environment

School of Science & The Environment

Undergraduate Programmes

Programme Specification 2016 - 2017

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

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Versioning of this Programme Specification This Programme Specification is valid for the period of approval confirmed at the time of the last review event and relates to provision approved at that point. Programme Specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in Section 3 of the following table.

1 Date of last review: 1 15 January 2013

2 Effective date of Reviewed Programme Specification: 1 1 September 2013 – 31 August 2018

3 This Version effective from: 1 1 September 2016

4 Version number: 2013/Version 4

Students who commenced their study on awards within this Programme Specification prior to 1 September 2016 should refer to the previous version of the programme specification published on the CASQE website at: http://www.mmu.ac.uk/academic/casqe/specs/index.php .

Modifications to Programme Specification Modifications to the programme specification since last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications The following elements of provision included in this document are also included in the following Programme Specification

Units Programme Specification

Systems Physiology (6H4Z1001)

Disease Processes (6H5Z1007)

Human Neuroscience (6H5Z1013)

Genetics, DNA and Diseases (6H6Z1005)

Health Physiology (6H6Z1006)

Project (Healthcare Science ) (6H6Z1001)

Masters Project in Environmental and Geographical Sciences (6F7Z3010)

Masters Project in Biology or Conservation and Behaviour (6F7Z1023)

Statistics and Research Design (6F7Z1012)

Genetics of Populations (6F7Z1016)

Behavioural Biology (6F7Z1019)

Species Conservation (6F7Z1015)

Avian Biology and Conservation (6F4Z1018)

Frontiers in Chemical and Environmental Science (6F7Z2002)

Introduction to Applied Criminology (424Z0006)

Understanding Social Research (424Z0004)

Diversity and Discrimination in the Criminal Justice System (425Z0025)

Evaluating Criminal Justice and Crime Prevention: Policy and Practice (425Z0010)

Out of it: Substance (Mis)use, Trends and Responses (425Z0016)

Policing in Britain within a Global Context (425Z0017)

Youth in Crisis (425Z0024)

Dangerousness and Public Protection (425Z0027)

Community Safety and Crime Prevention (425Z0028)

Biomedical Science Undergraduate Programme (11201A)

School of Science & The Environment Postgraduate Programmes (11523A)

Sociology and Criminology Undergraduate Programme (11043A)

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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Media and Criminal Justice Policy (425Z0029)

Communities, Crime and Control (425Z0006)

Applied Criminology Placement (426Z0032)

Skills and Professional Practice (426Z0036)

Contemporary Issues in Criminology (425Z0065)

Amendments made to provision listed in this table, must also be reflected in the relevant Programme Specification listed above

Programme Specification The information in this document is organised into the following sections:

Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications Section I - Integrated masters Unit Specifications Section J – SENAA and Sandwich Year Unit Specifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION 1 Overarching Programme Specification Title School of Science & The Environment Undergraduate Programmes (11523A)

2 Brief Summary The School of Science & The Environment manages a large suite of undergraduate programmes that can be categorised in three cognate award clusters: Environmental and Geographical Sciences, Biology and Conservation Ecology and Chemistry and Forensic Science.

Environmental and Geographical Sciences Award Cluster: A range of geographical, environmental and ecological subjects are offered via this award cluster. The Geography route develops an understanding of patterns and processes in human and physical systems, while specialist routes enable students to concentrate on earth surface systems and processes (Physical Geography) or social, economic, cultural and political processes (Human Geography). The Environmental Science route develops the skills necessary to undertake scientific assessment of the environment and environmental issues. The Environmental Management and Sustainability route equips students to identify and apply appropriate management techniques to environmental problems. The Ecology and Conservation route develops an aptitude in students to make informed decisions for the conservation of biodiversity.

Biological Sciences Award Cluster: This award cluster is designed to give a wide-ranging experience, offering a great deal of choice among units. Routes in Wildlife Biology and Animal Behaviour focus on the science underpinning our understanding of the way animals behave and live in the natural world. The Microbiology and Molecular Biology route deals with the structure and function of cells and their component molecules, together with their significance in medicine and industry. Routes are available for those studying part-time whilst employed in the biological sciences sector. The undergraduate certificate in Biological Recording provides a vocational framework for biological recording and species identification, together with appropriate field techniques.

Chemistry and Forensic Science Award Cluster: Chemistry can be defined as the study of the composition, properties, and reactivity of matter at the atomic and molecular level. The applications of chemistry affect many aspects of our daily lives, from our own health and wellbeing to the material world around us. This award cluster reflects this in the available degree titles, which range from Chemistry as a central science to more vocational titles such as Pharmaceutical Chemistry and Medicinal and Biological Chemistry. Routes are available for those studying part-time whilst employed in the chemical science sector. Forensic Science incorporates the study of science with aspects of law. Forensic scientists analyse materials from a range of crime contexts. They are key in evaluating the significance of the findings and communicating these in a legal setting.

3 Awarding institution Manchester Metropolitan University

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4 Home Faculty Faculty of Science & Engineering

5 Home School School of Science & The Environment: All Divisions

6 UCAS/GTTR code(s)

Environmental and Geographical Sciences Award Cluster

MGeog (Hons) Geography

BSc (Hons) Ecology and Conservation: D447

BSc (Hons) Ecology and Conservation with SENAA: CD1K

BSc (Hons) Ecology and Conservation (Sandwich): D461

BSc (Hons) Environmental Management and Sustainability: DF47

BSc (Hons) Environmental Management and Sustainability with SENAA: F750

BSc (Hons) Environmental Management and Sustainability (Sandwich): DF4T

BSc (Hons) Environmental Science: F900

BSc (Hons) Environmental Science with SENAA: F754

BSc (Hons) Environmental Science (Sandwich): F903

BSc (Hons) Geography: L701

BSc (Hons) Geography with SENAA: F801

BSc (Hons) Geography (Sandwich): L702

BSc (Hons) Human Geography: L722

BSc (Hons) Human Geography with SENAA: L703

BSc (Hons) Human Geography (Sandwich): L723

BSc (Hons) Physical Geography: F840

BSc (Hons) Physical Geography with SENAA: F847

BSc (Hons) Physical Geography (Sandwich): F841

Biological Sciences Award Cluster

MBiol (Hons) Biology:

BSc (Hons) Animal Behaviour: C120

BSc (Hons) Animal Behaviour (with SENAA): C121

BSc (Hons) Animal Behaviour (Sandwich): C120

BSc (Hons) Biology : C101

BSc (Hons) Biology (with SENAA): C103

BSc (Hons) Biology (Sandwich): C101

BSc (Hons) Microbiology and Molecular Biology: CC57

BSc (Hons) Microbiology and Molecular Biology (with SENAA): C5C7

BSc (Hons) Microbiology and Molecular Biology (Sandwich): CC57

BSc (Hons) Wildlife Biology: C300

BSc (Hons) Wildlife Biology (with SENAA):C301

BSc (Hons) Wildlife Biology (Sandwich): C300

University Certificate in Biological Recording and Species Identification: N/A

University Certificate in Field Techniques and Species Identification: N/A

Chemistry and Forensic Science Award Cluster

MChem (Hons) Chemistry: F103

MChem (Hons) Chemistry with Study in Industry: F103

MChem (Hons) Pharmaceutical Chemistry: N/A

MChem (Hons) Pharmaceutical Chemistry with Study in Industry: F155

BSc (Hons) Chemistry: F100

BSc (Hons) Chemistry (with SENAA): F109/F102

BSc (Hons) Chemistry (Sandwich): F104

BSc (Hons) Medicinal and Biological Chemistry: C725

BSc (Hons) Medicinal and Biological Chemistry (with SENAA): F1C2

BSc (Hons) Medicinal and Biological Chemistry (Sandwich): C725

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BSc (Hons) Pharmaceutical Chemistry: F151

BSc (Hons) Pharmaceutical Chemistry (with SENAA): F155

BSc (Hons) Pharmaceutical Chemistry (Sandwich): F151

BSc (Hons) Forensic Chemistry: F190

BSc (Hons) Forensic Chemistry (with SENAA): F410

BSc (Hons) Forensic Chemistry (Sandwich) : F190

BSc (Hons) Forensic Biology: F411

BSc (Hons) Forensic Biology (with SENAA): F412

BSc (Hons) Forensic Biology (Sandwich) F411

BSc (Hons) Forensic Science and Applied Criminology: 6H78

BSc (Hons) Forensic Science and Applied Criminology (with SENAA): 6H78

BSc (Hons) Forensic Science and Applied Criminology (Sandwich): 6H78

7 Framework for HE Qualifications position of final awards

Certificate (Level 4) Honours (Level 6) Masters (Level 7)

8 Alignment with University Curriculum Framework

Undergraduate

9 Engagement with the University-Wide Provision

Foundation Year: Uniwide Language provision is not available to Foundation Year students. Environmental and Geographical Sciences Award Cluster Students choosing to undertake a 15-credit Uniwide language option will do the 15-credit version of Spatial Methods at Level 4 (6F4Z3007), Vocational Experience at Level 5 (6F5Z3010) and Contemporary Issues in Geography and Environment at Level 6 (6F6Z3013). Uniwide language is not available at level 7 of the MGeog (Hons) Geography course. Biology and Conservation Ecology Award Cluster A 15-credit alternative unit will be available at Levels 4, 5 and 6 to be taken with a 15-credit Uniwide Language option for the following routes (including with SENAA and Sandwich):

BSc (Hons) Animal Behaviour

BSc (Hons) Biology

BSc (Hons) Wildlife Biology

BSc (Hons) Microbiology and Molecular Biology

Uniwide language is not available at level 7 of the MBiol (Hons) Biology course. Chemistry and Forensic Science Award Cluster A 15-credit alternative unit will be available at Levels 4 and 5 only, to be taken with a 15-credit Uniwide Language option for the following routes (including with SENAA and Sandwich):

MChem/BSc (Hons) Chemistry

MChem/BSc (Hons) Pharmaceutical Chemistry At Level 4, it is offered alongside Introduction to Chemical Analysis (6F4Z2005) and at Level 5, alongside Analytical Techniques (6F5Z2008). Uniwide language is not offered at Levels 6 and 7 because curriculum content required for course accreditation by the Royal Society of Chemistry does not allow for Uniwide language electives.

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Uniwide language is not available for BSc (Hons) Medicinal and Biological Chemistry, BSc (Hons) Forensic Biology, BSc (Hons) Forensic Chemistry and BSc (Hons) Forensic Science with Applied Criminology as inclusion would not enable core aspects of biology and/or chemistry and/or forensic science to be covered effectively, thereby compromising the scientific rigour of the courses.

10 Compliance with University Assessment Regulations

Undergraduate

11 Approved Variations/Exemptions from University Assessment Regulations

Integrated Masters Routes The request to offer 120 credits at Level 7 within the MChem (Hons) integrated Master’s programmes as two, 30-credit units and one, 60-credit unit from September 2012 was approved on 28 October 2012. Units bearing practice-credit only These do not contribute to the year average for the programmes that they serve but are required to be assessed as satisfactory before the unit can be awarded. The units are:

Sandwich Year (6F6Z3018)

Negotiated Learning Agreement at Overseas University (

6F6Z1010) leading to the award BSc (Hons) ‘title’ with study in

Europe, North America or Australia

University Certificate in Biological Recording/Field Techniques and Species Identification Use of a 10-credit model was granted by the Chair of the Academic Quality and Standards Committee in April 2016 for 2015/16 and 2016/17.

12

Relationship with Faculty Foundation Year

Successful completion of the Faculty of Science & Engineering Foundation Year entitles students to entry at Level 4 of:

MBiol/BSc (Hons) Biology


BSc (Hons) Environmental Science


BSc (Hons) Forensic Biology

BSc (Hons) Forensic Chemistry

BSc (Hons) Chemistry and Biology

BSc (Hons) Medicinal and Biological Chemistry

MChem/BSc (Hons) Pharmaceutical Chemistry

Awards with Sandwich or with Study in Europe, North America or Australia will also have a route through the Faculty Foundation Year.

Awards 13 Final award titles and

AOS Codes


BSc (Hons) Ecology and Conservation*: 6926/6935/696H/693Y

BSc (Hons) Environmental Management and Sustainability*: 694D/694E/694F/69JX

BSc (Hons) Environmental Science*: 696B/6977/6978/694X

MGeog (Hons) Geography: 697H

BSc (Hons) Geography*: 691A/691B/696G/693Z

BSc (Hons) Human Geography*: 696D/6980/6981/693U

BSc (Hons) Physical Geography*: 692A/692B/696F/692S Biology and Conservation Ecology Award Cluster

BSc (Hons) Animal Behaviour*: 6106/611N/6148/61JX/611H

MBiol (Hons) Biology: 614N

BSc (Hons) Biology*: 6105/6146/6147/611X/614B/614X

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BSc (Hons) Microbiology and Molecular Biology*: 611M/611J

BSc (Hons) Wildlife Biology*: 6113/611L/6154/61LX/611K

University Certificate in Biological Recording and Species Identification: 614F

University Certificate in Field Techniques and Species Identification: 612K


MChem (Hons) Chemistry: 628F

MChem (Hons) Chemistry with a Year in Industry: 628F

BSc (Hons) Medicinal and Biological Chemistry*: 6230/623B/622F

BSc (Hons) Pharmaceutical Chemistry*: 6226/623C/62CX/622D

MChem (Hons) Pharmaceutical Chemistry: 628D

MChem (Hons) Pharmaceutical Chemistry with a Year in Industry: 628E

BSc (Hons) Chemistry*: 622A/6231/626E/622C

BSc (Hons) Forensic Chemistry*: 6232/623A/622E

BSc (Hons) Forensic Biology*: 612L/612N/612M

BSc (Hons) Forensic Science and Applied Criminology*: 628A/628C/628G/628B

* Available also with Sandwich or with Study in Europe, North America or Australia (SENAA)

14 Combined Honours The University has a defined list of approved combinations available to students through the Combined Honours scheme. Each approved combination is assigned to a programme specification and to a Department that is responsible for all programme management arrangements for students enrolled on that combination. Section 14a(iii) indicates all combinations available for subjects within this programme specification and also identifies those combinations which for which this programme specification is specifically responsible.

14a (i) Combined Honours Awards available:

(ii) Single Honours Awards available through Combined Honours (iii) Approved Subject

Combinations administered by this Programme Specification

None None None

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Dept

None

15 Interim exit awards and Subject title(s)

No exit award available at the end of Level 3 (Foundation Year).

Successful completion of 120 credits at Level 4 leads to: o Cert HE Ecology and Conservation o Cert HE Environmental Management and Sustainability o Cert HE Environmental Science o Cert HE Geography o Cert HE Human Geography o Cert HE Physical Geography o Cert HE Animal Behaviour

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o Cert HE Biology o Cert HE Microbiology and Molecular Biology o Cert HE Wildlife Biology o Cert HE Applied Science o Cert HE Chemistry o Cert HE Medicinal and Biological Chemistry o Cert HE Pharmaceutical Chemistry o Cert HE Forensic Chemistry o Cert HE Forensic Biology o Cert HE Forensic Science and Applied Criminology

Successful completion of 120 credits at Level 4 and 120 credits at Level 5 leads to: o Dip HE Ecology and Conservation* o Dip HE Environmental Management and Sustainability* o Dip HE Environmental Science* o Dip HE Geography* o Dip HE Human Geography* o Dip HE Physical Geography* o Dip HE Animal Behaviour* o Dip HE Biology* o Dip HE Biology and Forensic Science o Dip HE Microbiology and Molecular Biology * o Dip HE Wildlife Biology* o Dip HE Chemistry* o Dip HE Medicinal and Biological Chemistry* o Dip HE Pharmaceutical Chemistry* o Dip HE Forensic Chemistry* o Dip HE Forensic Biology* o Dip HE Forensic Science and Applied Criminology*

*Successful completion of 120 credits at Level 4 and 120 credits at Level 5, plus successful completion of 120 SENAA practice credits leads to Dip HE (title) with SENAA; successful completion of 120 credits at Level 4 and 120 credits at Level 5, plus successful completion of 120 Sandwich practice credits leads to Dip HE (title) (Sandwich).

For Integrated Masters courses, successful completion of 120 credits at Level 4, 120 credits at Level 5 and 120 credits at Level 6 leads to:

o BSc (Hons) Geography o BSc (Hons) Biology o BSc(Hons) Chemistry o BSc (Hons) Pharmaceutical Chemistry

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

None N/A

17 Articulation and Progression Arrangements with Partners

Partner Name Details of Arrangements

None N/A

Professional, Statutory and Regulatory Bodies 18 PSRBs associated with final

award of any route within the programme specification

Chartered Institute of Ecology and Environmental Management (CIEEM) – the following degree titles are accredited through to 30 June 2018:

BSc (Hons) Ecology and Conservation*

BSc (Hons) Environmental Science *

BSc (Hons) Environmental Management and Sustainability*

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[*N.B. Specific unit combination required.] Institution of Environmental Sciences (IES) & Committee of Heads of Environmental Sciences Accreditation Scheme (CHES) – the following degree titles are accredited from August 2009, pending regular reviews:

BSc Environmental Sciences (including sandwich & SENAA)

BSc Ecology and Conservation (including sandwich & SENAA)

BSc Environment and Enterprise (including sandwich & SENAA)

BSc Environment Management and Sustainability (including sandwich & SENAA)

Royal Society of Chemistry (RSC) – the following degree titles are accredited through to 2017/18:

MChem (Hons) Chemistry

BSc (Hons) Chemistry

BSc (Hons) Applied Chemistry PT


BSc (Hons) Pharmaceutical Chemistry 19 Date, outcome and period of

approval of last PSRB approval/accreditation

CIEEM: accreditation is valid for five years (expires 30th June

2018).

IES & CHES: continuing accreditation pending regular reviews.

RSC: A 12-month extension from February 2017 was approved by the RSC on 12 September 2016.

Approval Status 20 Date and period of approval of

most recent MMU review

(i) Latest review/approval Periodic Review and Major Modification to combine:

Environmental and Geographical Sciences Network

Biology and Health Science Undergraduate

Programme Network

Undergraduate Chemistry Network

Foundation Degree Applied Science

University Certificate into one Programme Specification, 15 January 2013. Foundation Year: Periodic Review - 2 May 2012.

(ii) Length & Dates of Period of Approval Given as a Result of Most Recent Review: Years: Five years (to align with the FdSc Applied Science programme) From: 1 September 2013 To: 31 August 2018

(iii) Major Modifications to Programme Specification since last

review/approval

Inclusion of integrated masters programmes (MGeog and MBiol) – 12 December 2013

Discontinuation of FdSc Applied Science – July 2014

21 Next Scheduled Review Date:

2017/18 Foundation Year and Combined Honours will be reviewed at the same time as the remainder of the Programme Specification.

22 Programme Specification effective date:

September 2016

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SECTION B - OUTCOMES 23 MMU Graduate Outcomes On successful completion of their course of study MMU graduates will be able to:

GO1. Apply skills of critical analysis to real-world situations within a defined range of contexts. GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity,

motivation and self-management. GO3. Express ideas effectively and communicate information appropriately and accurately using a

range of media including ICT. GO4. Develop working relationships using teamwork and leadership skills, recognising and

respecting different perspectives. GO5. Manage their professional development reflecting on progress and taking appropriate action. GO6. Find, evaluate, synthesise and use information from a variety of sources. GO7. Articulate an awareness of the social and community contexts within their disciplinary field.

Foundation Year Outcomes It is recognised that the University’s General Educational Outcomes will be met in full on completion of the total student experience over the period of study towards a degree. On successful completion of the University Foundation Year a student will be able to:

FY1. Demonstrate knowledge in the subject matter of their units appropriate to Level 3 and apply what has been learned.

FY2. Engage in discussion on topics/issues related to contemporary debate in the subject matter of their units.

FY3. Demonstrate safe and effective use of specific media/equipment/material where appropriate. FY4. Extract, summarise and synthesise relevant information. FY5. Produce a coherent and structured piece of written work. FY6. Demonstrate a readiness for lifelong learning and personal development. FY7. Participate effectively in group working and team activities. FY8. Demonstrate communication and presentation skills by clear and effective use of speech,

writing and other appropriate methods. FY9. Demonstrate a basic level of critical thought. FY10. Apply a range of study skills methods to enhance their academic development. FY11. Demonstrate numeracy skills in both everyday situations and in their specific subject areas

where appropriate. FY12. Demonstrate basic IT skills relating to word processing, spread sheets, simple databases

and the Internet.

FY13. Demonstrate an awareness of the programme of study in a wider context. 24 Programme Rationale

The School of Science & The Environment was formed in 2009, amalgamating Biological Sciences and Chemistry/Forensic Science (previously in the School of Biology, Health Science and Chemistry) with the Department of Environmental and Geographical Sciences. This Programme Specification brings together the following well-established existing programmes:

Environmental and Geographical Sciences Undergraduate Network (EGS)

Biology and Health Science Undergraduate Network (BHS)

Chemistry Undergraduate Network, including Forensic Science (CFS)

along with a recently introduced programme:

UGCert in Biological Recording/Species Identification and species Identification

into a single programme on the grounds of consolidation and rationalisation of provision in the newly formed School of Science & The Environment. The broad range of award types (Foundation Year, BSc (Hons), and MGeog/MBiol/MChem (Hons)), modes (full-time, part-time, sandwich, Study in Europe, North America and Australia (SENAA)) and award titles herein are relevant to contemporary employment needs and are designed to assure employers that core and specialist learning outcomes are reflected in the award title. For students who wish to pursue research/research and development careers, either in industry or academia, integrated masters awards are increasingly seen as the required qualification. Students will develop an in-depth knowledge and critical awareness of a substantial area of their discipline, and be suitably prepared for contemporary professional practice or for further study at doctoral level.

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The UGCert provides a vocational framework for biological recording and species identification, together with appropriate field techniques. 25 QAA Benchmark Statement(s) Biological Recording: no subject benchmark; Foundation Degree Qualification benchmark (2010); Geography, Earth Sciences, Environmental Sciences and Environmental Studies (2007); Biosciences (2007); Chemistry (2007)

26 Programme-Specific Outcomes

Final Award Learning Outcomes The final award learning outcomes for each award are determined by the specific units taken, which are detailed in Section 28: Structure (below). Unit learning outcomes are identified in the Unit Specifications and in the benchmark statement matrices in the Section H, Map 1 (below). The award learning outcomes for the Environmental and Geographical Sciences Award Cluster are aligned with the QAA benchmarking statements for Geography, Earth Sciences, Environmental Sciences and Environmental Studies (Section H, Map 1a (below)). The award learning outcomes for the Biological Sciences Award Cluster are aligned with the QAA benchmarking statements for Biosciences (Section H, Map 1b (below)). The award learning outcomes for the Chemistry and Forensic Science Award Cluster are aligned with the QAA benchmarking statements for Chemistry and Forensic Science (Section H, Map 1c (below)).

Additional outcomes for Sandwich routes:

Develop enhanced interpersonal and employability skills in a workplace situation; an understanding of how organisations work.

Consolidate, complement and extend the academic programme and enable its integration with professional practice.

Additional outcomes for with Study in Europe, North America and Australia routes:

Use diverse cultural frames of reference, and alternate perspectives to think critically and solve problems.

Critique differences in the way their academic disciplines are viewed and practiced between their host country and the UK.

Environmental and Geographical Sciences Cluster:

BSc (Hons) Ecology and Conservation (including Sandwich and with SENAA) On successful completion of BSc (Hons) Ecology and Conservation (including Sandwich and with SENAA) students will be able to:

PLO1-Demonstrate detailed knowledge of the scientific principles, concepts and methods relevant to the study of ecology and conservation.

PLO2-Apply intellectual and imaginative skills allowing identification and understanding of processes, interactions and feedback mechanisms within and between ecological systems, and the ways in which these may be affected by human activities.

PLO3-Solve problems, particularly through the critical analysis and interpretation of ecological data;

PLO4-Make recommendations for the conservation of biodiversity and its sustainable use for human welfare.

PLO5-Evaluate specialised techniques involved in collecting environmental information, recognise the diversity of techniques involved in analysing the information and evaluate the specialised techniques and approaches in presenting the information.

BSc (Hons) Environmental Management and Sustainability(including Sandwich and with SENAA) On successful completion of BSc (Hons) Environmental Management and Sustainability (including Sandwich and with SENAA) students will be able to:

PLO1-Demonstrate a comprehensive knowledge of the interrelated nature and complexity of the environment and human influences upon it.

PLO2-Apply a detailed understanding of the economic, environmental and social priorities influencing policy design and implementation to implement environmental management schemes.

PLO3-Evaluate the ways in which sustainability priorities have influenced the development and nature of approaches to management of human and environmental systems.

PLO4-Select and apply appropriate management techniques to specific environmental problems and critically appraise the implications for sustainability.

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BSc (Hons) Environmental Science(including Sandwich and with SENAA) On successful completion of BSc (Hons) Environmental Science (including Sandwich and with SENAA) students will be able to:

PLO1-Demonstrate a comprehensive knowledge of the scientific principles, concepts and methods relevant to the study of environmental science.

PLO2-Undertake complex scientific investigations and assessment of the environment.

PLO3-Critically evaluate environmental change and environmental problems.

PLO4-Make informed, evidence-based recommendations on the basis of information analysis across a range of disciplines.


BSc (Hons) Geography (including Sandwich and with SENAA) On successful completion of BSc (Hons) Geography (including Sandwich and with SENAA) students will be able to:

PLO1-Demonstrate both a breadth and depth of knowledge across the range of geography sub-disciplines.

PLO2-Identify and interrogate spatial and temporal patterns and processes in both the human and physical worlds.

PLO3-Analyse, interpret and communicate complex geographical concepts, theories and data.

PLO4-Solve human and physical geographical problems through the application of geographical information systems.

PLO5-Conduct a critical approach to research design and the gathering and evaluation of data sets from the broad areas of geographical research.

PLO6-Evaluate specialised techniques involved in collecting geographical information, recognise the diversity of techniques involved in analysing the information and evaluate the specialised techniques and approaches in presenting the information.

MGeog (Hons) Geography A systematic and broad understanding of key geographical concepts will be assumed prior to undertaking master’s level study (see PLO1-6 for BSc (Hons) Geography). In addition to the BSc (Hons) Geography PLOs, on successful completion of MGeog (Hons) Geography students will be able to:

PLO7- Develop an understanding of selected aspects of the specialised body of geographical knowledge, some of which may be informed by research and original thinking at current boundaries of theoretical knowledge.

PLO8- Apply and integrate their knowledge and skills in the planning and execution of an original research project.

BSc (Hons) Human Geography (including Sandwich and with SENAA) On successful completion of BSc (Hons) Geography (including Sandwich and with SENAA) students will be able to:

PLO1-Demonstrate a comprehensive knowledge of the substantive breadth and coherent intellectual core of human geography.

PLO2-Employ intellectual awareness and critique of the relationships between society, place and space.

PLO3-Apply knowledge in a real-life context from an understanding of diversity, societal trends and developments.

PLO4-Critically evaluate social, economic, cultural and political processes at a variety of spatial and temporal scales.


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BSc (Hons) Physical Geography (including Sandwich and with SENAA) On successful completion of BSc (Hons) Physical Geography (including Sandwich and with SENAA) students will be able to:

PLO1-Demonstrate a thorough knowledge of the theory and literature associated with earth surface systems and processes.

PLO2-Apply a suite of advanced field and laboratory skills to enable the scientific investigation of earth surface systems and processes.

PLO3-Critically evaluate relationships between past and present earth surface systems and the development of landforms at varying temporal and spatial scales.

PLO4-Discriminate between natural environments and landscapes and those modified by human activity.


Biology and Conservation Ecology Cluster

BSc (Hons) Animal Behaviour (including Sandwich and with SENAA) On successful completion of BSc (Hons) Animal Behaviour (including Sandwich and with SENAA) students will be able to:

PLO1-Acquire a knowledge base including key concepts, principles and theories which will support an understanding of animal behaviour.

PLO2-Develop a broad appreciation and understanding of the discipline of animal behaviour and its significance in the contemporary world.

PLO3-Formulate and clarify questions relating to contemporary issues within the field of animal behaviour.

PLO4-Develop practical and cognitive skills of analysis and synthesis in the context of investigation within the field of animal behaviour.

PLO5-Undertake advanced studies in chosen areas of animal behaviour. BSc (Hons) Biology (including Sandwich and with SENAA) On successful completion of BSc (Hons) Biology (including Sandwich and with SENAA) students will be able to:

PLO1-Acquire a knowledge base including key concepts, principles and theories which will support an understanding of biology.

PLO2-Develop a broad appreciation and understanding of the discipline of biology and its significance in the contemporary world.

PLO3-Formulate and clarify questions relating to contemporary issues within biology.

PLO4-Develop practical and cognitive skills of analysis and synthesis in the context of biological investigation.

PLO5-Undertake advanced studies in chosen areas of biology.

MBiol (Hons) Biology A systematic and broad understanding of key biology concepts will be assumed prior to undertaking master’s level study (see PLO1-5 for BSc (Hons) Biology). In addition to the BSc (Hons) Biology PLOs, on successful completion of MBiol (Hons) Biology students will be able to:

PLO6- Develop an understanding of selected aspects of the specialised body of biology knowledge, some of which may be informed by research and original thinking at current boundaries of theoretical knowledge.


BSc (Hons) Microbiology and Molecular Biology (including Sandwich and with SENAA) On successful completion of BSc (Hons) Microbiology and Molecular Biology (including Sandwich and with SENAA) students will be able to:

PLO1-Acquire a knowledge base including key concepts, principles and theories which will support an understanding of microbiology and molecular biology.

PLO2-Develop a broad appreciation and understanding of microbiology and molecular biology, their relationship to other areas of biology and their significance in the contemporary world.

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PLO3-Formulate and clarify questions relating to contemporary issues within microbiology and molecular biology to undertake reflection and reflective practice.


PLO5-Undertake advanced studies in chosen areas of microbiology or molecular biology.

BSc (Hons) Wildlife Biology (including Sandwich and with SENAA) On successful completion of BSc (Hons) Wildlife Biology (including Sandwich and with SENAA) students will be able to:

PLO1-Acquire a knowledge base including key concepts, principles and theories which will support an understanding of wildlife biology.

PLO2-Develop an appreciation and understanding of ecology, evolution, the study of animals and plants in their constituent habitats and ecosystems.

PLO3-Review the variety of adaptations that allow animals and plants to live in a range of environments.

PLO4-Develop a broad understanding of the discipline and the significance of wildlife biology in the contemporary world.

PLO5-Formulate and clarify questions relating to contemporary issues within wildlife biology.

PLO6-Gain skills in the analysis and interpretation of data relevant to animal and plants in their natural environment.

PLO7-Develop practical, field and cognitive skills of analysis and synthesis in the context of biological investigation.

University Certificate in Biological Recording/Field Techniques and Species Identification On successful completion of University Certificate in Biological Recording/Field Techniques and Species Identification students will be able to:

PLO1-Develop knowledge and skills in the identification of, and survey methods for, particular groups of plants and/or animals.

PLO2-Develop knowledge and skills associated with the study of particular groups of plants and/or animals.

PLO3-Develop a knowledge of how to collect and manage records for particular taxonomic groups. Chemistry and Forensic Science Cluster

BSc (Hons) Chemistry On successful completion of BSc (Hons) Chemistry students will be able to:

PLO1-Use major aspects of chemical terminology fluently.

PLO2-Systematically apply fundamental physicochemical and analytical principles to the solution of theoretical and practical problems.

PLO3-Understand the properties and applications of a range of inorganic and organic materials and understand their properties and applications and analyse the materials using appropriate experimental methods.

PLO4-Understand and describe general synthetic pathways, including related isolation, purification and characterisation techniques.

PLO5-Critically evaluate chemical science research methods and aspects of specialist chemical literature.

PLO6- Apply a suite of appropriate advanced laboratory techniques and skills to enable analysis and synthesis in the context of chemistry.

MChem (Hons) Chemistry A systematic and broad understanding of key chemical concepts will be assumed prior to undertaking master’s level study (see PLO1-6 for BSc (Hons) Chemistry). In addition to the BSc (Hons) Chemistry PLOs, on successful completion of MChem (Hons) Chemistry students will be able to:

PLO7- Develop an understanding of selected aspects of the specialised body of chemical knowledge, some of which may be informed by research and original thinking at current boundaries of theoretical knowledge.


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BSc (Hons) Medicinal and Biological Chemistry On successful completion of BSc (Hons) Medicinal and Biological Chemistry students will be able to:

PLO1-Be fully conversant with major aspects of chemical and biological terminology.

PLO2-Be able to demonstrate a systematic understanding of fundamental physicochemical principles and aspects of bioscience principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3-Gain chemical knowledge in the fields of medicine and biology and understand the properties and applications of chemicals in this context.

PLO4-Be able to evidence understanding of fundamental synthetic pathways, including related isolation, purification, characterisation and formulation techniques, especially in relation to drugs.

PLO5- Apply a suite of appropriate advanced laboratory techniques and skills to enable analysis and synthesis in the context of Medicinal and Biological Chemistry.

BSc (Hons) Pharmaceutical Chemistry On successful completion of BSc (Hons) Pharmaceutical Chemistry students will be able to:

PLO1-Be fully conversant with major aspects of chemical terminology.

PLO2-Be able to demonstrate a systematic understanding of fundamental physicochemical and analytical principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3-Gain knowledge of the chemistry and pharmaceutical chemistry of a range of materials and understand their properties and applications.

PLO4-Be able to evidence understanding of fundamental synthetic pathways, including related isolation, purification, characterisation and formulation techniques, especially in relation to drugs.

PLO5- Apply a suite of appropriate advanced laboratory techniques and skills to enable analysis and synthesis in the context of Pharmaceutical Chemistry.

MChem (Hons) Pharmaceutical Chemistry A systematic and broad understanding of key pharmaceutical chemical concepts will be assumed prior to undertaking master’s level study (see PLO1-6 for BSc (Hons) Phamaceutical Chemistry). In addition to the BSc (Hons) Pharmaceutical Chemistry PLOs, on successful completion of MChem (Hons) Pharmaceutical Chemistry students will be able to:

PLO6- Develop an understanding of selected aspects of the specialised body of pharmaceutical chemical knowledge, some of which may be informed by research and original thinking at current boundaries of theoretical knowledge.


BSc (Hons) Forensic Chemistry On successful completion of BSc (Hons) Forensic Chemistry students will be able to:

PLO1-Be fully conversant with major aspects of terminology in the chemical and forensic sciences.

PLO2-Be able to demonstrate a systematic understanding of fundamental physicochemical and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3-Gain chemical knowledge in the field of forensic science with an emphasis on analytical techniques and instrumentation.

PLO4-Be able to evidence understanding of fundamental synthetic pathways and analytical techniques, including related isolation, purification, characterisation.

PLO5-Evaluate issues within chemistry that overlap with forensic science and the law.

PLO6- Apply a suite of appropriate advanced laboratory techniques and skills to enable analysis and synthesis in the context of Forensic Science and Chemistry.

BSc (Hons) Forensic Biology On successful completion of BSc (Hons) Forensic Biology students will be able to:

PLO1-Be fully conversant with major aspects of terminology in the biological and forensic sciences.

PLO2-Be able to demonstrate a systematic understanding of fundamental biological and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3-Gain biological knowledge in the field of forensic science.

PLO4-Evaluate issues within biology that overlap with forensic science and the law.

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PLO5-Develop practical and cognitive skills of analysis and synthesis in the context of biological and forensic science investigation.

PLO6- Apply a suite of appropriate advanced laboratory techniques and skills to enable analysis and synthesis in the context of Forensic Science and Biology.

BSc (Hons) Forensic Science and Applied Criminology On successful completion of BSc (Hons) Forensic Science and Applied Criminology students will be able to:

PLO1 - Be fully conversant with major aspects of terminology in science in a forensic context.

PLO2 - Demonstrate a systematic understanding of fundamental scientific and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3 - Critically review, consolidate and extend a systematic and coherent body of criminological knowledge and demonstrate an advanced knowledge of criminology and of contemporary issues and debates within the field at the national and international level.

PLO4 - Articulate the dialectic between criminology and the contemporary context (social, legal, political, economic, ethical) both globally and at the local level.

PLO5 - Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects.

Combined Honours Learning Outcomes: N/A Pass Degree Learning Outcomes: Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study at

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-UG.php .

27 Interim Award Learning Outcomes

On successful completion of a Certificate of Higher Education students will be able to:

Environmental and Geographical Sciences Cluster: Cert HE Ecology and Conservation On successful completion of a Cert HE Ecology and Conservation students will be able to:

PLO1-Demonstrate a knowledge of the scientific concepts and methods relevant to the study of ecology and conservation.



PLO4-Recognise the diversity of techniques involved in analysing the information and describe the techniques and approaches in presenting the information.

Cert HE Environmental Management and Sustainability On successful completion of a Cert HE Environmental Management and Sustainability students will be able to:

PLO1-Demonstrate a knowledge of the interrelated nature and complexity of the environment and human influences upon it.

PLO2-Apply the understanding of the economic, environmental and social priorities influencing policy design and implementation to implement environmental management schemes.


PLO4-Apply appropriate management techniques to specific environmental problems and critically appraise the implications for sustainability.


Cert HE Environmental Science On successful completion of a Cert HE Environmental Science students will be able to:

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-UG.php

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PLO1-Demonstrate a knowledge of the scientific principles, concepts and methods relevant to the study of environmental science.

PLO2-Undertake basic scientific investigations and assessment of the environment.

PLO3-Make, evidence-based recommendations on the basis of information.

PLO4-Recognise the diversity of techniques involved in analysing the information and describe the specialised techniques and approaches in presenting the information

Cert HE Geography On successful completion of the Cert HE Geography students will be able to:

PLO1-Demonstrate a knowledge across the range of geography sub-disciplines.

PLO2-Identify spatial and temporal patterns and processes in both the human and physical worlds.

PLO3-Analyse and interpret simple geographical concepts, theories and data.


Cert HE Human Geography On successful completion of the Cert HE Human Geography students will be able to:

PLO1-Demonstrate a knowledge of core of human geography.

PLO2-Describe the relationships between society, place and space.


PLO4-Recognise the diversity of techniques involved in analysing the information and evaluate the techniques and approaches in presenting the information.

Cert HE Physical Geography On successful completion of the Cert HE Physical Geography students will be able to:

PLO1-Demonstrate a knowledge of the theory and literature associated with earth surface systems and processes.

PLO2-Apply basic field and laboratory skills to enable the scientific investigation of earth surface systems and processes.

PLO3-Describe natural environments and landscapes and those modified by human activity.


Biology and Conservation Ecology Cluster: Cert HE Animal Behaviour On successful completion of the Cert HE Animal Behaviour students will be able to:


PLO2-Develop an understanding of the discipline of animal behaviour and its significance in the contemporary world.

PLO3-Be aware of contemporary issues within the field of animal behaviour.

PLO4-Develop basic practical and cognitive skills of analysis and synthesis in the field of animal behaviour.

Cert HE Biology On successful completion of the Cert HE Biology students will be able to:

PLO1-Acquire a basic knowledge including key concepts, principles and theories which will support an understanding of biology.

PLO2-Develop an understanding of the discipline of biology and its significance in the contemporary world.

PLO3-Be aware of contemporary issues within biology.

PLO4-Develop basic practical and cognitive skills of analysis and synthesis in the field of biology. Cert HE Microbiology and Molecular Biology On successful completion of the Cert HE Microbiology and Molecular Biology students will be able to:


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PLO2-Develop an understanding of microbiology and molecular biology, their relationship to other areas of biology and their significance in the contemporary world.

PLO3-Develop basic practical and cognitive skills of analysis and synthesis in the context of biological investigation.

Cert HE Wildlife Biology On successful completion of the Cert HE Wildlife Biology students will be able to:


PLO2-Develop an understanding of ecology, evolution, the study of animals and plants in their constituent habitats and ecosystems.

PLO3-Develop an understanding of the discipline and the significance of wildlife biology in the contemporary world.

PLO4-Gain basic skills in the analysis and interpretation of data relevant to animal and plants in their natural environment.

PLO5-Develop basic practical and cognitive skills of analysis and synthesis in the context of biological investigation.

Chemistry and Forensic Science Cluster:

Cert HE Chemistry On successful completion of the Cert HE Chemistry students will be able to:

PLO1-Be conversant with basic chemical terminology;.

PLO2-Apply fundamental physicochemical and analytical principles to the solution of basic theoretical and practical problems.

PLO3-Understand the properties and applications of a range of inorganic and organic materials.

PLO4-Describe basic synthetic pathways, including related isolation, purification and characterisation techniques.

PLO5- Apply basic laboratory techniques and skills to enable analysis in the context of Chemistry. Cert HE Medicinal and Biological Chemistry On successful completion of the Cert HE Medicinal and Biological Chemistry students will be able to:

PLO1-Be conversant with basic chemical and biological terminology.

PLO2-Demonstrate an understanding of fundamental physicochemical principles and aspects of bioscience principles with the ability to apply that knowledge to the solution of basic theoretical and practical problems.

PLO3-Gain basic chemical knowledge in the fields of medicine and biology and understand the properties and applications of chemicals in this context.

PL04-Understand basic synthetic pathways, including related isolation, purification, characterisation and formulation techniques, especially in relation to drugs.

PLO5- Apply basic laboratory techniques and skills to enable analysis in the context of Medicinal and Biological Chemistry.

Cert HE Pharmaceutical Chemistry On successful completion of the Cert HE Pharmaceutical Chemistry students will be able to:

PLO1-Be conversant with basic chemical terminology.

PLO2-Demonstrate an understanding of fundamental physicochemical and analytical principles with the ability to apply that knowledge to the solution of basic theoretical and practical problems.

PLO3-Gain basic knowledge of the chemistry and pharmaceutical chemistry of a range of materials and understand their properties and applications.

PLO4-Understand basic synthetic pathways, including related isolation, purification, characterisation and formulation techniques, especially in relation to drugs.

PLO5- Apply basic laboratory techniques and skills to enable analysis in the context of Pharmaceutical Chemistry.

Cert HE Forensic Chemistry On successful completion of the Cert HE Forensic Chemistry students will be able to:

PLO1-Be conversant with basic terminology in the chemical and forensic sciences.

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PLO2-Demonstrate an understanding of fundamental physicochemical and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3-Gain basic chemical knowledge in the field of forensic science with an emphasis on analytical techniques and instrumentation.

PLO4-Understand basic synthetic pathways and analytical techniques, including related isolation, purification, characterisation.

PLO5-Develop an awareness of issues within chemistry that overlap with forensic science and the law.

PLO6- Apply basic laboratory techniques and skills to enable analysis in the context of Forensic Science and Chemistry.

Cert HE Forensic Biology On successful completion of the Cert HE Forensic Biology students will be able to:

PLO1-Be conversant with basic terminology in the biological and forensic sciences.

PLO2-Demonstrate an understanding of fundamental biological and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3-Gain basic biological knowledge in the field of forensic science.

PLO4-Develop an awareness of issues within biology that overlap with forensic science and the law.

PLO5-Develop basic practical and cognitive skills of analysis and synthesis in the context of biological and forensic science investigation.

PLO6- Apply basic laboratory techniques and skills to enable analysis in the context of Forensic Science and Biology.

Cert HE Forensic Science and Applied Criminology On successful completion of the Cert HE Forensic Science and Applied Criminology students will be able to:

PLO1 - Be conversant with terminology in science in a forensic context.

PLO2 - Demonstrate an understanding of fundamental scientific and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3 - identify different approaches to solving problems in, and for, criminology.

PLO4 - Communicate the results of their study accurately and reliably, and with structured and coherent arguments.

PLO5 - Demonstrate the acquisition of personal awareness and reflection and be able to identify and discuss skills which they might usefully develop during their degree programme.

Environmental and Geographical Sciences Cluster: Dip HE Ecology and Conservation On successful completion of the Dip HE Ecology and Conservation students will be able to:

PLO1-Demonstrate a knowledge of the scientific principles, concepts and methods relevant to the study of ecology and conservation


PLO3-Solve problems, particularly through the interpretation of ecological data.


PLO5-Recognise the diversity of techniques involved in analysing the information and evaluate the specialised techniques and approaches in presenting the information.

Dip HE Environmental Management and Sustainability On successful completion of the Dip HE Environmental Management and Sustainability students will be able to:

PLO1-Demonstrate a knowledge of the interrelated nature and complexity of the environment and human influences upon it.

PLO2-Apply an understanding of the economic, environmental and social priorities influencing policy design and implementation to implement environmental management schemes.


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PLO4-Select and apply appropriate management techniques to specific environmental problems and critically appraise the implications for sustainability.


Dip HE Environmental Science On successful completion of the Dip HE Environmental Science students will be able to:

PLO1-Demonstrate a knowledge of the scientific principles, concepts and methods relevant to the study of environmental science.

PLO2-Undertake scientific investigations and assessment of the environment.

PLO3-Evaluate environmental change and environmental problems.

PLO4-Make informed, evidence-based recommendations on the basis of information analysis across a range of disciplines.


Dip HE Geography On successful completion of the Dip HE Geography students will be able to:

PLO1-Demonstrate knowledge across the range of geography sub-disciplines.

PLO2-Identify and interrogate spatial and temporal patterns and processes in both the human and physical worlds.

PLO3-Analyse, interpret and communicate complex geographical concepts, theories and data;

PLO4-Solve human or physical geographical problems through the application of geographical information systems.

PLO5-Gather and evaluate of data sets from the broad areas of geographical research.


Dip HE Human Geography On successful completion of the Dip HE Human Geography students will be able to:

PLO1-Demonstrate a knowledge of the substantive breadth and coherent intellectual core of human geography.

PLO2-Employ intellectual awareness and critique of the relationships between society, place and space.


PLO4-Evaluate social, economic, cultural and political processes at a variety of spatial and temporal scales.

PL05-Recognise the diversity of techniques involved in analysing the information and evaluate the specialised techniques and approaches in presenting the information.

Dip HE Physical Geography On successful completion of the Dip HE Physical Geography students will be able to:

PLO1-Demonstrate a knowledge of the theory and literature associated with earth surface systems and processes.

PLO2-Apply a suite of field and laboratory skills to enable the scientific investigation of earth surface systems and processes.

PLO3-Evaluate relationships between past and present earth surface systems and the development of landforms at varying temporal and spatial scales.

PLO4-Discriminate between natural environments and landscapes and those modified by human activity.


Biology and Conservation Ecology Cluster: Dip HE Animal Behaviour On successful completion of the Dip HE Animal Behaviour students will be able to:


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PLO2-Develop a broad appreciation and understanding of the discipline of animal behaviour and its significance in the contemporary world.

PLO3-Undertake advanced studies in chosen areas of animal behaviour.

PLO4-Formulate and clarify questions relating to contemporary issues within the field of animal behaviour.

PLO5-Develop practical and cognitive skills of analysis and synthesis in the context of investigation within the field of animal behaviour.

Dip HE Biology On successful completion of the Dip HE Biology students will be able to:

PLO1-Acquire a knowledge base including key concepts, principles and theories which will support an understanding of biology.

PLO2-Develop an appreciation and understanding of the discipline of biology and its significance in the contemporary world.

PLO3-Formulate and clarify questions relating to contemporary issues within biology.


Dip HE Wildlife Biology On successful completion of the Dip HE Wildlife Biology students will be able to:


PLO2-Develop an understanding of ecology, evolution, the study of animals and plants in their constituent habitats and ecosystems.

PLO3-Review the variety of adaptations that allow animals and plants to live in a range of environments.

PL04-Develop an understanding of the discipline and the significance of wildlife biology in the contemporary world.

PLO5-Gain skills in the analysis and interpretation of data relevant to animals and plants in their natural environment.

PLO6-Develop practical, field and cognitive skills of analysis and synthesis in the context of biological investigation.

Dip HE Microbiology and Molecular Biology On successful completion of the Dip HE Microbiology and Molecular Biology students will be able to:


PLO2-Develop an appreciation and understanding of microbiology and molecular biology, their relationship to other areas of biology and their significance in the contemporary world.

PLO3-Formulate questions relating to contemporary issues within microbiology and molecular biology undertake reflection and reflective practice.


Chemistry and Forensic Science Cluster: Dip HE Chemistry Upon completion of 120 credits at Level 4 and 120 credits at Level 5, successful students will be able to:

PLO1- Be conversant with major aspects of chemical terminology.

PLO2- Apply fundamental physicochemical and analytical principles to the solution of theoretical and practical problems.

PLO3- Understand the properties and applications of a range of inorganic and organic materials and understand their properties and applications and analyse the materials using appropriate experimental methods.

PLO4- Understand and describe general synthetic pathways, including related isolation, purification and characterisation techniques.

PLO5- Apply laboratory techniques and skills to enable analysis in the context of Chemistry.

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Dip HE Pharmaceutical Chemistry Upon completion of 120 credits at Level 4 and 120 credits at Level 5, successful students will be able to:

PLO1- Be conversant with major aspects of chemical terminology especially in relation to pharmaceutical chemistry.

PLO2- Be able to demonstrate an understanding of fundamental physicochemical and analytical principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3- Gain knowledge of the chemistry and pharmaceutical chemistry of a range of materials and understand their properties and applications.

PLO4- Understand fundamental synthetic pathways, including related isolation, purification, characterisation and formulation techniques, especially in relation to drugs.

PLO5- Apply laboratory techniques and skills to enable analysis in the context of Pharmaceutical Chemistry.

Dip HE Medicinal and Biological Chemistry Upon completion of 120 credits at Level 4 and 120 credits at Level 5, successful students should have:

PLO1- Be conversant with major aspects of chemical terminology especially in relation to the interface with biological sciences.

PLO2- Be able to demonstrate an understanding of fundamental physicochemical principles and aspects of bioscience principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3- Gain chemical knowledge in the fields of medicine and biology and understand the properties and applications of chemicals in this context.

PLO4- Understand fundamental synthetic pathways, including related isolation, purification, characterisation and formulation techniques, especially in relation to drugs.

PLO5- Apply laboratory techniques and skills to enable analysis in the context of Medicinal and Biological Chemistry.

Dip HE Forensic Chemistry Upon completion of 120 credits at Level 4 and 120 credits at Level 5, successful students will be able to:

PLO1- Be conversant with major aspects of terminology in the chemical and forensic sciences.

PLO2- Be able to demonstrate an understanding of fundamental physicochemical and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3- Gain chemical knowledge in the field of forensic science with an emphasis on analytical techniques and instrumentation.

PLO4- Understand fundamental synthetic pathways and analytical techniques, including related isolation, purification, characterisation.

PLO5- Develop an awareness of issues within chemistry that overlap with forensic science and the law.

PLO6- Apply laboratory techniques and skills to enable analysis in the context of forensic science and chemistry.

Dip HE Forensic Biology Upon completion of 120 credits at Level 4 and 120 credits at Level 5, successful students will be able to:

PLO1- Be conversant with major aspects of terminology in the biological and forensic sciences.

PLO2- Be able to demonstrate an understanding of fundamental biological and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3- Gain biological knowledge in the field of forensic science.

PLO4- Develop an awareness of issues within biology that overlap with forensic science and the law.

PLO5- Develop practical and cognitive skills of analysis and synthesis in the context of biological and forensic science investigation.

PLO6- Apply basic laboratory techniques and skills to enable analysis in the context of forensic science and biology.

Dip HE Forensic Science and Applied Criminology On successful completion of the Cert HE Forensic Science and Applied Criminology students will be able to:

PLO1-Be conversant with major aspects of terminology in science in a forensic context.

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PLO2-Demonstrate an understanding of fundamental scientific and forensic principles with the ability to apply that knowledge to the solution of theoretical and practical problems.

PLO3- Use established criminological (theoretical and conceptual tools) to initiate and undertake critical analysis of information and deploy key research techniques of the discipline effectively.

PLO4- Evaluate real-world solutions to problems arising from criminological analysis. PLO5- Communicate information, arguments and analysis in a variety of forms to specialist and

non-specialist audiences.

SECTION C – STRUCTURE 28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all

units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

This section details the units that may be taken for each of the awards in the School of Science & The Environment Undergraduate Programmes.

OPTION UNITS Optional units listed in the following curriculum structures are all approved for delivery, but may not all run/be available in any one academic session.

A. Awards with Study in Europe, North America or Australia (SENAA) Students will take the following 120-credit, core unit between Levels 5 and 6 of their programme of studies:

6F6Z1010 Study in Europe*, North America or Australia (Practice Credits)

120 credits

This unit will be negotiated with the individual student on the basis of units of study available at their overseas university and will be assessed on a pass/fail basis. The learning outcomes of the programme of study at the overseas university are normally closely matched to the learning outcomes of the appropriate programme of study at MMU. The exchange programme of study is organized by the School Exchange Tutor in collaboration with MMU International staff and students. While on exchange, supervision is provided by the overseas institution and monitoring by the University is undertaken by the Exchange Tutor and MMU International staff. A student is normally required to satisfactorily complete this unit (6F6Z1010) for an award title ‘with Study in Europe, North America or Australia’. Students are normally required to pass Level 5 of the route in the summer Examination Board in order to be eligible to take up the SENAA study. *There is a prerequisite to study the appropriate Uniwide language at Levels 4 and 5 where language other than student’s mother tongue applies. B. Awards with Sandwich Year

Students must take the following 120-practice credit unit between Levels 5 and 6 of their programme of studies:

6F6Z3018 Sandwich Year 120 practice credits

The placement period will normally be not less than 36 weeks of full-time placement in an organisation that provides work experience, skills application and skills acquisition appropriate to a student’s degree discipline. Placements are organised by the Sandwich Year Coordinator in collaboration with students. Prerequisite workshops and tutorials supported by on-line resources are used to prepare for the placement and there are also sessions to provide feedback on the experience. While on placement, supervision is provided by a designated workplace supervisor and monitoring by the University is undertaken by the Sandwich Year Coordinator and other specified tutors. This unit will be assessed on a pass/fail basis. A student is normally required to satisfactorily complete this unit (6F6Z3018) for the award title ‘Sandwich’. Students are normally required to pass Level 5 of the route in the summer Examination Board in order to be eligible to take up the Sandwich study.

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Foundation Year Level 3

Core Units

Code Status: - Pre/Co-requisites - Excluded units

Unit Title No of credits

6F3Z1003 None Foundation Biology* 30

6F3Z2001 None Foundation Chemistry* 30

6G3Z3006 None Foundation Data Analysis 30

6G3Z0001 None Academic Skills for Higher Education 30

European Union and International students will replace one of the above units (the least relevant to their intended degree subject area) with:

443Z0005 None English for Academic Study 30

*Foundation Year units administered by the School of Science and the Environment are 6F3Z1003 Foundation Biology and 6F3Z2001 Foundation Chemistry. Successful completion of the Faculty of Science & Engineering Foundation Year entitles students to entry at Level 4 of:

BSc (Hons) Biology


BSc (Hons) Environmental Science


BSc (Hons) Forensic Biology


BSc (Hons) Medicinal and Biological Chemistry

MChem/BSc (Hons) Pharmaceutical Chemistry Awards with Sandwich or with Study in Europe, North America or Australia will also have a route through Foundation Year. Environmental and Geographical Sciences Cluster Reflective Study Portfolio units are available only at the discretion of the Route Leader where the individual needs of the student merit this option (e.g. some part-time students). The Reflective Study Portfolio units may replace one of the 30-credit core units as appropriate to the student’s programme of study. BSc (Hons) Ecology and Conservation, BSc (Hons) Ecology and Conservation with SENAA, BSc (Hons) Ecology and Conservation Sandwich

Level 4 Core Units

Code Status: - Pre-requisites (P) - Co-requisites (C)


6F4Z1001 None Ecology and Environment 30

6F4Z1003 None Genetics, Adaptation and Diversity 30

6F4Z3004 None Spatial Methods 30

6F4Z3005E None Tutorial and Field Activities (E strand) 30

Where appropriate, students may take:

6F4Z3006 None Reflective Study Portfolio 1 30

6F4Z3007* None Spatial Methods 15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4 – interim exit award: CertHE Ecology and Conservation

Level 5 Core Units



6F5Z1002 6F4Z1001 (P) Ecology and Biodiversity 30

6F5Z1007 6F4Z1003 (P) Conservation Biology 30

6F5Z3008E 6F4Z3005E (P) Fieldwork and Research Design (E Strand) 30

Option Units Choose 30 credits from:

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6F5Z3006 6F4Z3004 (P) GIS and Earth Observation 30

6F5Z3007 6F4Z3005E (P) Vocational Experience 30

6F5Z1008 6F4Z1003 (P) Comparative and Environmental Physiology 30


6F5Z3009 6F4Z3005E (P) Reflective Study Portfolio 2 Variable

6F5Z3010* 6F4Z3005E (P) Vocational Experience 15

*15 credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Ecology and Conservation

Level 6

Core Units



6F6Z3001 6F5Z3008E (P) Project 30

6F6Z1008 6F5Z1007 (P) Conservation of Biodiversity 30

6F6Z1009 6F5Z1002 (P) Global Environmental Change and Ecosystems 30

Option Units In addition, students must take 30 credits from:

6F6Z3009 6F5Z3006 (P) Applied Geographic Information 30

6F6Z3010 6F5Z3008E (P) Contemporary Issues in Geography and Environment

30

6F6Z3019 Advanced Professional Skills (C or F Strand) 30

6F6Z1004 6F5Z1007 (P) Wildlife Biology 30

6F6Z1002 6F5Z1002 (P) Environmental Microbiology 30


6F6Z3012 Reflective Study Portfolio 3 Variable

6F6Z3013* 6F5Z3008E (P) Contemporary Issues in Geography and Environment

15

*15 credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Ecology and Conservation BSc (Hons) Environmental Management and Sustainability, BSc (Hons) Environmental Management and Sustainability with SENAA, BSc (Hons) Environmental Management and Sustainability Sandwich

Level 4 Core Units




6F4Z3001 None Environmental Management 30






*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4 – interim exit award: CertHE Environmental Management and Sustainability

Level 5 Core Units



6F5Z3001 6F4Z3001(P) Sustainable Future Environments 30




6F5Z3003 6F4Z3004 (P) Economic and Development Geographies 30

6F5Z2005 6F4Z3001 (P) Natural Resources and Pollution 30



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*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Environmental Management and Sustainability

Level 6 Core Units



6F6Z3001 6F5Z3008E (P) Project 30

6F6Z3007 6F5Z3001 (P) Sustainable Production and Consumption 30


6F6Z2002 6F5Z2005 (P) Environmental Risk Management 30

6F6Z2003 6F5Z3001 (P) 6F5Z2005 (P)

Aviation and its Environmental Impact 30

6F6Z3015 6F5Z3003 (P) Contemporary Urbanism and Planning 30




6F6Z3010 6F5Z3008E (P) Contemporary Issues in Geography and Environment

30

6F6Z3019 6F5Z3008E (P) Advanced Professional Skills (C Strand) 30


6F6Z3012 None Reflective Study Portfolio 3 Variable

6F6Z3013* 6F5Z3008E (P) Contemporary Issues in Geography and Environment

15

* 15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Environmental Management and Sustainability BSc (Hons) Environmental Science, BSc (Hons) Environmental Science with SENAA, BSc (Hons) Environmental Science Sandwich

Level 4 Core Units




6F4Z3003 None Earth Systems 30






* 15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4 – interim exit award: CertHE Environmental Science

Level 5

Core Units



6F5Z2005 6F4Z3001 (P) 6F4Z3003 (P)

Natural Resources and Pollution 30



6F5Z3001 6F4Z1001 (P) 6F4Z3004 (P)

Sustainable Future Environments 30

6F5Z3005 6F4Z3003 (P) Climate and Climate Change 30


Page 26 of 155






*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Environmental Science

Level 6

Core Units



6F6Z3001 6F5Z3008E (P) Project 30


6F6Z2003 6F5Z2005 (P) 6F5Z3001 (P)




6F6Z3008 6F5Z3005 (P) Impacts and Models of Climate Change 30




6F6Z3010 6F5Z3008E Contemporary Issues in Geography and Environment

30

6F6Z3019 6F5Z3008E Advanced Professional Skills (C Strand) 30



6F6Z3013* 6F5Z3008E Contemporary Issues in Geography and Environment

15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Environmental Science BSc (Hons) Geography, MGeog (Hons) Geography The MGeog (Hons) Geography course extends to Level 7 as an integrated masters programme. Extensive breadth and depth of study, together with a major, independent 60-credit research project are key determinants here. In order to progress to the MGeog award at Level 6 and 7, students must have achieved a Level 5 average of 60% or greater and successfully elected to take and completed the relevant pre-requisites. Students not achieving this threshold will be transferred to the related BSc (Hons) course.

Level 4 Core Units



6F4Z3002 None Introducing Human Geographies 30



6F4Z3005G None Tutorial and Field Activities (G strand) 30




*15 credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4 – interim exit award: CertHE Geography

Level 5 Core Units



6F5Z3002 6F4Z3002 (P) Social and Cultural Geography 30

6F5Z3004 6F4Z3003 (P) Geomorphological Processes 30

6F5Z3008G 6F4Z3005G (P) Fieldwork and Research Design (G Strand) 30

Page 27 of 155


6F5Z3001 6F4Z3004 (P) Sustainable Future Environments 30






6F5Z3007 6F4Z3005G (P) Vocational Experience 30

Where appropriate, BSc (Hons) students may take:


6F5Z3010* 6F4Z3005G (P) Vocational Experience 15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Geography In order to progress to the Levels 6 and 7 of the integrated masters awards, students must have achieved a Level 5 average of 60% or greater. Students not achieving this threshold will be transferred to the related BSc (Hons) course.

Level 6 Core Units



6F6Z3001 6F5Z3008G (P) Project 30



6F6Z2003 6F5Z3001 (P) 6F5Z2005 (P)


6F6Z3002 6F5Z3002 (P) Spaces of Culture and Identity 30

6F6Z3005 6F5Z3004 (P) Applied Geomorphology 30






6F6Z3010 6F5Z3008G (P) Contemporary Issues in Geography and Environment

30

6F6Z3019 6F5Z3008G (P) Advanced Professional Skills (C Strand) 30

6F6Z3014 6F5Z3002 (P) Political Geography Beyond the Nation 30


6F6Z3016 6F5Z3004 (P) Glacial Systems 30

6F6Z3017 6F5Z3005 (P) Volcanoes and Applied Environmental Reconstruction

30

Where appropriate, BSc (Hons) students may take:


6F6Z3013* 6F5Z3008G (P) Contemporary Issues in Geography and Environment

15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – allows exit award: BSc (Hons) Geography

Level 7* - MGeog (Hons) Geography only Core Units



6F7Z3001 Research Design and Methods 30

6F7Z3008 6F6Z3009 (P) Earth Observation and GI Technology 30

6F7Z3010 Masters Project in Environment and Geography 60

On successful completion of Level 7 – final award: MGeog (Hons) Geography *Level 7 assessments will be marked according to the Level 7 assessment criteria

Page 28 of 155

BSc (Hons) Geography with SENAA, BSc (Hons) Geography Sandwich Level 4

Core Units






6F4Z3005G None Tutorial and Field Activities (G strand) 30




*15 credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4 – interim exit award: CertHE Geography

Level 5 Core Units





6F5Z3008G 6F4Z3005G (P) Fieldwork and Research Design (G Strand) 30








6F5Z3007 6F4Z3005G (P) Vocational Experience 30



6F5Z3010* 6F4Z3005G (P) Vocational Experience 15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Geography

Level 6 Core Units



6F6Z3001 6F5Z3008G (P) Project 30



6F6Z2003 6F5Z3001 (P) 6F5Z2005 (P)


6F6Z3002 6F5Z3002 (P) Spaces of Culture and Identity 30







6F6Z3010 6F5Z3008G (P) Contemporary Issues in Geography and Environment

30

6F6Z3019 6F5Z3008G (P) Advanced Professional Skills (C Strand) 30

6F6Z3014 6F5Z3002 (P) Political Geography Beyond the Nation 30



Page 29 of 155


30



6F6Z3013* 6F5Z3008G (P) Contemporary Issues in Geography and Environment

15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Geography BSc (Hons) Human Geography, BSc (Hons) Human Geography with SENAA, BSc (Hons) Human Geography Sandwich

Level 4 Core Units



6F4Z3001 None Environmental Management 30



6F4Z3005H None Tutorial and Field Activities (H strand) 30




*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4 – interim exit award: CertHE Human Geography

Level 5 Core Units




6F5Z3003 6F4Z3002 (P) Economic Development Geographies 30

6F5Z3008H 6F4Z3005H (P) Fieldwork and Research Design (H Strand) 30




6F5Z3007 6F4Z3005H (P) Vocational Experience 30



6F5Z3010* 6F4Z3005H (P) Vocational Experience 15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Human Geography

Level 6

Core Units



6F6Z3001 6F5Z3008H (P) Project 30

Core Option Units Choose 2 or 3 from

6F6Z3002 6F5Z3002 (P) 6F5Z3003 (P)

Spaces of Culture and Identity

6F6Z3014 6F5Z3002 (P) 6F5Z3003 (P)

Political Geography Beyond the Nation 30

6F6Z3015 6F5Z3002 (P) 6F5Z3003 (P)

Contemporary Urbanism and Planning 30

Option Units In addition, students may take 30 credits such that total =120 from



6F6Z3010 6F5Z3008H (P) Contemporary Issues in Geography and Environment

30

6F6Z3019 6F5Z3008H (P) Advanced Professional Skills (C Strand) 30

Page 30 of 155



6F6Z3013* 6F5Z3008H (P) Contemporary Issues in Geography and Environment

15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Human Geography BSc (Hons) Physical Geography, BSc (Hons) Physical Geography with SENAA, BSc (Hons) Physical Geography Sandwich

Level 4 Core Units






6F4Z3005P None Tutorial and Field Activities (P strand) 30




*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4 – interim exit award: CertHE Physical Geography

Level 5 Core Units





6F5Z3008P 6F4Z3005P (P) Fieldwork and Research Design (P Strand) 30


6F5Z2005 6F4Z1003 (P) 6F4Z1001 (P)

Natural Resources and Pollution 30

6F5Z1002 6F4Z1001 (P) 6F4Z1003 (P)

Ecology and Biodiversity 30


6F5Z3007 6F4Z3005P (P) Vocational Experience 30



6F5Z3010* 6F4Z3005P (P) Vocational Experience 15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Physical Geography

Level 6 Core Units



6F6Z3001 6F5Z3008P (P) Project 30

Core Option Units Choose 2 or 3 from




30

Option Units In addition, students may take 30 credits such that total =120 from


6F6Z2003 6F5Z3001 (P) 6F5Z3005 (P)





Page 31 of 155


6F6Z3010 6F5Z3008P (P) Contemporary Issues in Geography and Environment

30

6F6Z3019 6F5Z3008P (P) Advanced Professional Skills (C Strand) 30



6F6Z3013* 6F5Z3008P (P) Contemporary Issues in Geography and Environment

15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Physical Geography Distinctiveness of Programmes in the Environmental and Geographical Sciences Award Cluster: In accordance with The Curriculum Framework for Undergraduate Programmes of Study, Section 6: Design in the Undergraduate Curriculum Framework, paragraph 6.2, each award is distinct from other awards as follows:

Environmental Programmes and Geography Programmes: Environmental Programmes (Environmental Science, Environmental Management and Sustainability, Ecology and Conservation) are distinct from Geography Programmes (Geography, Physical Geography, Human Geography) because students on Environmental Programmes take the environmental strand of Tutorials and Field Activities (6F4Z3005) at Level 4 and the environmental strand of Fieldwork and Research Design (6F5Z3008) at Level 5; Geography students take the geography strand of Tutorials and Field Activities (6F4Z3005) at Level 4 and the geography strand of Fieldwork and Research Design (6F5Z3008) at Level 5; Physical Geography students take the physical geography strand of Tutorials and Field Activities (6F4Z3005) at Level 4 and the physical geography strand of Fieldwork and Research Design (6F5Z3008) at Level 5 and Human Geography students take the human geography strand of Tutorials and Field Activities (6F4Z3005) at Level 4 and the human geography strand of Fieldwork and Research Design (6F5Z3008) at Level 5.

Geography: Geography (GG) is distinct from all other courses because students take the geography strand of Tutorials and Field Activities (6F4Z3005) at Level 4 and the geography strand of Fieldwork and Research Design (6F5Z3008) at Level 5. GG is also distinct from Human Geography (HG) and Physical Geography (PG) because GG students must take both Social and Cultural Geography (6F5Z3002) and Geomorphological Processes (6F5Z3004) at Level 5; HG students cannot select Geomorphological Processes (6F5Z3004) and PG cannot select Social and Cultural Geography (6F5Z3002). At Level 6, the Project (6F6Z3001) is appropriate to students’ specialism.

Physical Geography: Physical Geography (PG) is distinct from all other courses because students take the physical geography strand of Tutorials and Field Activities (6F4Z3005 ) at Level 4 and the physical geography strand of Fieldwork and Research Design (6F5Z3008) at Level 5. PG is also distinct from Human Geography (HG) and Geography (GG) because GG students must take both Social and Cultural Geography (6F5Z3002) and Geomorphological Processes (6F5Z3004) at Level 5; HG students cannot select Geomorphological Processes (6F5Z3004) and PG cannot select Social and Cultural Geography (6F5Z3002). At Level 6, the Project (6F6Z3001) is appropriate to students’ specialism.

Human Geography: Human Geography (HG) is distinct from all other courses because students take the human geography strand of Tutorials and Field Activities (6F4Z3005) at Level 4 and the human geography strand of Fieldwork and Research Design (6F5Z3008) at Level 5. HG is also distinct from Physical Geography (PG) and Geography (GG) because GG students must take both Social and Cultural Geography (6F5Z3002) and Geomorphological Processes (6F5Z3004) at Level 5; HG students cannot select Geomorphological Processes (6F5Z3004) and PG cannot select Social and Cultural Geography (6F5Z3002). At Level 6, the Project (6F6Z3001) is appropriate to students’ specialism.

Ecology and Conservation: Ecology and Conservation (ECON) is distinct from all other courses because students must select appropriate Biology Award Cluster units at Levels 4 and 5, with options to select appropriate Biology Award Cluster units at Level 6. At Level 6, the Project (6F6Z3001) is appropriate to students’ specialism.

Page 32 of 155

Environmental Management and Sustainability: Environmental Management and Sustainability (EMS) is distinct from other Environmental Programmes as follows. EMS students cannot select Biology Award Cluster units (distinct from Ecology and Conservation); EMS students must take Environmental Management (6F4Z3001) at Level 4 (distinct from Environmental Science students who cannot take this unit Level 4); EMS students cannot select Climate and Climate Change (6F5Z3005) (distinct from Climate Change students who must take this unit at Level 5). At Level 6, the Project (6F6Z3001) is appropriate to students’ specialism.

Environmental Science: Environmental Science (ESC) is distinct from other Environmental Programmes as follows. ESC students cannot select Biology Award Cluster units (distinct from Ecology and Conservation); ESC students cannot select the environment and enterprise strand of Vocational Experience (6F5Z3007) at Level 5; ESC students cannot take Environmental Management (6F4Z3001) at Level 4 (distinct from EMS students who must take this unit at Level 4); ESC students must take Natural Resources and Pollution (6F5Z2005) at Level 5 and Environmental Risk Management (6F6Z2002) and Aviation and its Environmental Impact (6F6Z2003) at Level 6. At Level 6, the Project (6F6Z3001) is appropriate to students’ specialism.

Specialisms within Units: In addition to the distinctions identified above, a number of units will require students to undertake case studies/projects/assessments directly linked to their specialism as follows:

Level 6: Contemporary Issues in Geography and Environment (6F6Z3010); Applied Geographic Information (6F6Z3009); Advanced Professional Skills (6F6Z3019). As noted above, at Level 6, the final year Project (6F6Z3001) will also require students to undertake a project appropriate to their specialism.

UNIT CODE UNIT TITLE GG PG HG ESC EMS ECON

Level 4

6F4Z1001 Ecology and Environment x x x x

6F4Z3001 Environmental Management x x

6F4Z3002 Introducing Human Geographies x x

6F4Z3003 Earth Systems x x x

6F4Z3004 Spatial Methods x x x x x x

6F4Z3005E/G/H/P Tutorials and Field Activities x (G) x (P) x (H) x (E) x (E) x (E)

6F4Z3006 Reflective Study Portfolio 1 o o o o o o

6F4Z3007 Spatial Methods o o o o o o

Level 5

6F5Z3001 Sustainable Future Environments o o o x

6F5Z3002 Social and Cultural Geography x x

6F5Z3003 Economic and Development Geographies

o x o

6F5Z2005 Natural Resources and Pollution o o x o

6F5Z3004 Geomorphological Processes x x

6F5Z3005 Climate and Climate Change o x o

6F5Z1002 Ecology and Biodiversity o o o x x

6F5Z3006 GIS and Earth Observation o o o o o o

6F5Z3007/ 3010

Vocational Experience o o o o o o

6F5Z3008E/G/H/P Fieldwork and Research Design x (G) x (P) x (H) x (E) x (E) x (E)


6F6Z3010 Vocational Experience (15 credits)

o o o o o o

Level 6

6F6Z3001 Project x x x x x x

6F6Z2002 Environmental Risk Management o o x o

6F6Z2003 Aviation and its Environmental Impact

o o x o

6F6Z3002 Spaces of Culture and Identity o xo

6F6Z3005 Applied Geomorphology o xo

Page 33 of 155

6F6Z3007 Sustainable Production and Consumption

o o o x

6F6Z3008 Impacts and Models of Climate Change

o o o

6F6Z1008 Conservation of Biodiversity o o o o x

6F6Z1009 Global Environmental Change and Ecosystems

o o o o x

6F6Z3009 Applied Geographic Information o o o o o o

6F6Z3010 Contemporary Issues in Geography and Environment

o o o o o o

6F6Z3019 C,I,F,P Advanced Professional Skills o o o o o o


6F6Z3013 Contemporary Issues in Geography and Environment (15 credits)

o o o o o o

6F6Z3014 Political Geography Beyond the Nation

o xo

6F6Z3015 Contemporary Urbanism and Planning

o xo o

6F6Z3016 Glacial Systems o xo

6F6Z3017 Volcanoes and Applied Environmental Reconstruction

o xo

Level 4: Ecology and Conservation (ECON) students also take 6F4Z1003 Evolution and Biodiversity

Level 5: Ecology and Conservation (ECON) students must also take 6F5Z1007 Conservation Biology and can also choose 6F5Z1008 Comparative and Environmental Physiology

Level 6: Ecology and Conservation (ECON) students also take (6F6Z1004) Wildlife Biology and (6F6Z1002) Environmental Microbiology

All Levels: x = core; o = option; xo = core option GG = Geography, PG = Physical Geography, HG = Human Geography, ESC = Environmental Science, EMS = Environmental Management and Sustainability, ECON = Ecology and Conservation

Some units have more than one possible pre-requisite in order to allow students taking different routes to progress on to a unit relevant to their route. In all cases successful completion of any one of the pre-requisites would enable the student to progress to the listed unit/s at the next level. The full listing of prerequisite links within the Environmental and Geographical Sciences Cluster is presented on the following table:

Level 4 Pre-requisite Level 5 Units Pre-requisites for Level 6

Environmental Management (6F4Z3001)

Spatial Methods (6F4Z3004)

Sustainable Future Environments (6F5Z3001)

Sustainable Production and Consumption (6F6Z3007)

Aviation and its Environmental Impact (6F6Z2003)

Introducing Human Geographies (6F4Z3002)

Social and Cultural Geography (6F5Z3002)

Spaces of Culture and Identity (6F6Z3002)

Political Geography Beyond the Nation (6F6Z3014)

Contemporary Urbanism and Planning (6F6Z3015)

Environmental Management (6F4Z3001)

Introducing Human Geographies (6F4Z3002)

Economic and Development Geographies (6F5Z3003)

Spaces of Culture and Identity (6F6Z3002)

Political Geography Beyond the Nation (6F6Z3014)

Contemporary Urbanism and Planning (6F6Z3015)

Ecology and Environment (6F4Z1001)

Earth Systems (6F4Z3003)

Natural Resources and Pollution (6F5Z2005)

Environmental Risk Management (6F6Z2002)

Aviation and its Environmental Impact (6F6Z2003)

Earth Systems (6F4Z3003) Geomorphological Processes (6F5Z3004)

Applied Geomorphology (6F6Z3005)

Glacial Systems (6F6Z3016)

Page 34 of 155

Earth Systems (6F4Z3003) Climate and Climate Change (6F5Z3005)

Impacts and Models of Climate Change (6F6Z3008)

Volcanoes and Applied Environmental Reconstruction (6F6Z3017)

Ecology and Environment (6F4Z1001)

Earth Systems (6F4Z3003)

Ecology and Biodiversity (6F5Z1002)

Conservation of Biodiversity (6F6Z1008)

Global Environmental Change and Ecosystems (6F6Z1009)

Spatial Methods (6F4Z3004) GIS and Earth Observation (6F5Z3006)

Applied Geographic Information (6F6Z3009)

Tutorials and Field Activities (6F4Z3005 E/G/H/P)

Vocational Experience (6F5Z3007/3010)

Advanced Professional Skills (6F6Z3019)


Fieldwork and Research Design (6F5Z3008E/G/H/P)

Project (6F6Z3001)

Contemporary Issues in Geography and Environment (6F6Z3010)

Advanced Professional Skills (6F6Z3019)

Reflective Study Portfolio 3 (6F6Z3012)


Reflective Study Portfolio 2 (6F5Z3009)

Genetics Adaptation and Diversity (6R4Z1003)

Conservation Biology (6F5Z1007)

Wildlife Biology (6F6Z1004)

Genetics Adaptation and Diversity (6R4Z1003)

Comparative and Environmental Physiology (6F5Z1008)

Environmental Microbiology (6F6Z1003)

Biological Sciences Award Cluster BSc (Hons) Animal Behaviour / BSc (Hons) Animal Behaviour (with Study in Europe, North America or Australia) / BSc (Hons) Animal Behaviour (Sandwich)

Level 4 Core Units



6F4Z1002 None Animal Behaviour 30


6F4Z1005 None Tutorial Activities and Field Skills 30

Core Option Units In addition, students must take 30 credits from:


6F4Z1006* None Ecology and Environment 15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4, interim exit award: CertHE Biology

Level 5 Core Units



6F5Z1003 None Research Design and Analysis 30

6F5Z1006 None Evolution and Behaviour 30


6F5Z1005 None Field Course 30

6F5Z1009* None Field Course 15


6F5Z1001 None Techniques and Applications in Molecular Biology 30

6F5Z1007 None Conservation Biology 30

Page 35 of 155

6F5Z1002 None Ecology and Biodiversity 30

6F5Z1008 None Comparative and Environmental Physiology 30

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Biology

Level 6 Core Units



6F6Z1001 None Project 30

6F6Z1003 None Cognition and Behaviour 30

6F6Z3019 None Advanced Professional Skills (C, F or P Strand) 30


6F6Z1004 None Wildlife Biology 30

6F6Z1005 None Molecular Conservation Genetics and Evolutionary Biology 30

6F6Z1006* None Molecular Conservation Genetics and Evolutionary Biology 15

6F6Z1008 None Conservation of Biodiversity 30

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Animal Behaviour BSc (Hons) Biology, MBiol (Hons) Biology The MBiol (Hons) Biology course extends to Level 7 as an integrated masters programme. Extensive breadth and depth of study together with a major, independent 60-credit research project are key determinants here. In order to progress on the MBiol route or transfer to the MBiol route from BSc (Hons) Biology routes, students must have achieved a Level 5 average of 60% or greater. Students not achieving this threshold will be transferred to the related BSc (Hons) course.

Level 4 Core Units

Code Status (if applicable)ie

- Pre/Co-requisites



6F4Z1004 None Biomolecules, Cells and Microorganisms 30

6F4Z1005 None Tutorial Activities and Field Skills 30 Core Option Units Choose 1 from options listed

6H4Z1001 None Systems Physiology 30


*15 credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4, interim exit award: CertHE Biology

Level 5

Core Units


- Pre/Co-requisites Unit Title No of

credits

6F5Z1003 None Research Design and Analysis 30 Option Units Choose 3 from




6F5Z1004 None Microbiology

6F5Z1005 OR 6F5Z1009*

None Field Course 30




6H5Z1007 None Disease Processes 30

6H5Z1013 None Human Neuroscience 30

*15 credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Biology

Page 36 of 155

In order to progress to the Levels 6 and 7 of the integrated masters awards, students must have achieved a Level 5 average of 60% or greater. Students not achieving this threshold will be transferred to the related BSc (Hons) course.

Level 6 Core Units



credits

6F6Z1001 None Project 30 Option Units Choose 3 from


6F6Z1005 OR 6F6Z1006*

None Molecular Conservation Genetics and Evolutionary Biology

30


15

6F6Z1002 None Environmental Microbiology 30


6F6Z1007 None Plant Drugs and Poisons 30

6F6Z1009 None Global Environmental Change and Ecosystems 30


6H6Z1005 None Genetics, DNA and Diseases 30

6H6Z1006 None Health Physiology 30

6H6Z1001 None Project (Healthcare Science ) 30

*15 credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – allows exit award: BSc (Hons) Biology

Level 7 – MBiol (Hons) Biology only Core Units



credits

6F7Z1023 None Masters Project in Conservation and Behaviour 60

6F7Z1012 None Statistics and Research Design 30 Option Units Choose 1 from

6F7Z1016 None Genetics of Populations 30

6F7Z1019 None Behavioural Biology 30

6F7Z1015 None Species Conservation 30

6F4Z1018 None Avian Biology and Conservation 30

On successful completion of Level 7 – final award: MBiol (Hons) Biology *Level 7 assessments will be marked according to the Level 7 assessment criteria.

BSc (Hons) Biology (with Study in Europe, North America or Australia), BSc (Hons) Biology (Sandwich)

Level 4 Core Units









*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4, interim exit award: CertHE Biology

Level 5 Core Units





Page 37 of 155



6F5Z1004 None Microbiology

6F5Z1005 OR 6F5Z1009*

None Field Course

30





6H5Z1007 None Disease Processes 30

6H5Z1013 None Human Neuroscience 30

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Biology

Level 6

Core Units



Choose one project unit from:


6H6Z1001 None Project ( Healthcare Science ) 30





6F6Z1005 OR 6F6Z1006*


30


15


6F6Z1009 None Global Environmental Change and Ecosystems 30



6H6Z1006 None Health Physiology 30

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Biology BSc (Hons) Microbiology and Molecular Biology, BSc (Hons) Microbiology and Molecular Biology with SENAA, BSc (Hons) Microbiology and Molecular Biology Sandwich

Level 4 Core Units






Option Units Choose at least 30 credits from:


6F4Z1006* None Ecology and Environment

15

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4, interim exit award: CertHE Microbiology and Molecular Biology

Page 38 of 155

Level 5 Core Units





6F5Z1004 None Microbiology 30




6H5Z1001 None Infection and Immunity 30

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Microbiology and Molecular Biology

Level 6 Core Units





6H6Z1007 None Microbiology and Health 30


6F6Z1005


30

6F6Z1006* None Molecular Conservation Genetics and Evolutionary Biology

15



*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6 – Final exit award: BSc (Hons) Microbiology and Molecular Biology

BSc (Hons) Wildlife Biology, BSc (Hons) Wildlife Biology with SENAA, BSc (Hons) Wildlife Biology Sandwich

Level 4 Core Units



6F4Z1002 None Animal Behaviour 30






*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 4, interim exit award: CertHE Wildlife Biology

Level 5 Core Units





Core Option Units Choose at least 30 credits from:

6F5Z1005 None Field Course 30






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*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Levels 4 & 5 – interim exit award: DipHE Wildlife Biology

Level 6 Core Units





6F6Z3019 None Advanced Professional Skills (F or P Strand) 30



6F6Z1005


30

6F6Z1006* None Molecular Conservation Genetics and Evolutionary Biology

15

6F6Z1008 None Conservation of Biodiversity 30

6F6Z1009 None Global Environmental Change and Ecosytems 30

*15-credit version of this unit identified for partnering a Uniwide language option (15 credits) On successful completion of Level 6, final exit award: BSc (Hons) Wildlife Biology

BSc (Hons) Degrees by Part-Time Study The sequence of units studied will be determined by the student’s individual programme of study. Distinctiveness of Programmes in the Biological Sciences Award Cluster In accordance with The Curriculum Framework for Undergraduate Programmes of Study, Section 6: Design in the undergraduate curriculum framework, paragraph 6.2, each award is distinct from other awards as follows: 60 credits at Level 6 are distinctive to each full-time programme to distinguish between cognate but separate award titles. 30 credits of distinctiveness are provided through the Project (6F6Z1001) unit whereby the project topic is related to the specific award title. The other 30 credits of distinctiveness are provided as follows: Animal Behaviour and Wildlife Biology: The Advanced Professional Skills (6F6Z3019) unit is core for both titles. As with the Project unit the Advanced Professional Skills topics are specific to the award title. Biology students have options that are available to both Animal Behaviour and Wildlife Biology but distinctiveness will again be provided by the Advanced Professional Skills topics if students choose this unit or by choosing a different unit not taken by students on the other degrees. Distinctiveness between Biology and Microbiology and Molecular Biology is provided by inclusion of the Microbiology and Health (6H6Z1007) unit as a core unit for Microbiology and Molecular Biology.

University Certificate in Biological Recording and Species Identification Level 4

Core Units



6ABL6002 None Introduction to Biological Recording 10

6ABL6003A None Identification and Survey Techniques for Biological Recording 1 10

6ABL6003B None Identification and Survey Techniques for Biological Recording 2 10

6ABL6003C None Identification and Survey Techniques for Biological Recording 3 10

6ABL6003D None Identification and Survey Techniques for Biological Recording 4 10

6ABL6003E None Identification and Survey Techniques for Biological Recording 5 10

On successful completion of 60 credits at Level 4 exit award: UCert in Biological Recording and Species Identification

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University Certificate in Field Techniques and Species Identification Level 4

Core Units



6ABL6003A None Identification and Survey Techniques for Biological Recording 2 10

6ABL6003B None Identification and Survey Techniques for Biological Recording 3 10

6ABL6003C None Identification and Survey Techniques for Biological Recording 4 10

6ABL6003D None Identification and Survey Techniques for Biological Recording 5 10

6ABL6003E None Identification and Survey Techniques for Biological Recording 6 10

6ABL6003F None Identification and Survey Techniques for Biological Recording 6 10

On successful completion of 60 credits at Level 4 exit award: UCert in Field Techniques and Species Identification

Student Mobility The following 15-credit units are available across the Programme Specification for Student Mobility students attending MMU for less than a full academic year:

Level 6 Option Units MOBILITY STUDENTS ONLY

Code - Pre/Co-requisites - Excluded units


6F6Z2017 None Negotiated Study 1 (Student Mobility) 15




Chemistry and Forensic Science Award Cluster The MChem programmes, ‘Chemistry’, ‘Chemistry with a Year in Industry’, ‘Pharmaceutical Chemistry’ and ‘Pharmaceutical Chemistry with a Year in Industry’, extend to Level 7 as integrated masters programmes. Extensive breadth and depth of study and laboratory training together with a major independent, 60-credit research project are key determinants here. In order to progress on the MChem routes or transfer to the MChem routes from BSc (Hons) Chemistry routes, students must have achieved a Level 5 average of 60% or higher.

MChem (Hons) Chemistry, MChem (Hons) Chemistry with a Year in Industry, BSc (Hons) Chemistry, BSc (Hons) Chemistry (with SENAA), BSc (Hons) Chemistry (SW)

Level 4 Core Units



6F4Z2003 None Fundamental Chemistry Concepts 1 30


6F4Z2005* None Introduction to Chemical Analysis 30

6F4Z2006 None Essentials of Modern Industrial Chemistry 30

*15-credit version of this unit (6F4Z2011) identified for partnering a Uniwide language option On successful completion of Level 4 – interim exit award: CertHE Chemistry

Level 5

Core Units



6F5Z2006 None Inorganic and Organic Synthesis 30

6F5Z2007 None Physical and Inorganic Chemistry 30

6F5Z2008* None Analytical Techniques 30


6F5Z2009 None Biological Processes and Pharmaceutical Chemistry 30

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6F5Z2005 None Natural Resources & Pollution 30

*15-credit version of this unit (6F5Z2014) identified for partnering a Uniwide language option On successful completion of Levels 4 & 5 – interim exit award: DipHE Chemistry In order to progress to the Levels 6 and 7 of the integrated masters awards, students must have achieved a Level 5 average of 60% or greater. Students not achieving this threshold will be transferred to the related BSc (Hons) course. BSc (Hons) Chemistry, BSc (Hons) Chemistry (with SENAA), BSc(Hons) Chemistry (SW)

Level 6

Core Units



6F6Z2001 None Project and Personal Development 30

6F6Z2004 None Advanced Chemistry Concepts 1 (IOP Med Bio) 30

6F6Z2005 None Advanced Chemistry Concepts 2 (IOP) 30


6F6Z2006 None Advanced Chemistry Concepts 3 (Analytical Techniques) 30

6F6Z2002 None Environmental Risk Management 30

On successful completion of Level 6 – Final exit award: BSc (Hons) Chemistry, BSc(Hons) Chemistry (SW), BSc (Hons) Chemistry (with Study in Europe, North America and Australia) MChem (Hons) Chemistry

Level 6 Core Units






6F6Z2007 None Advanced Pharmaceutical Chemistry 30

In exceptional circumstances, on successful completion of level 6, students may be awarded a BSc (Hons) Chemistry at this stage subject to ratification of the Exam Board.

MChem (Hons) Chemistry

Level 7* Core Units



6F7Z2001 None Advanced Project 60

6F7Z2002 None Frontiers in Chemical and Environmental Science 30

6F7Z2004 None Advanced Analytical Chemistry 30

On successful completion of Level 7 - Final Exit Award: MChem (Hons) Chemistry *Level 7 assessments will be marked according to the level 7 assessment criteria

MChem (Hons) Chemistry with a Year in Industry Level 6

Students spend the Level 6 year in industry. The minimum period will normally be 36 weeks. Students will be required to fulfil the normal attendance requirements of the host institution or company. Each student will be visited at least twice at the company and on each occasion a visit report will be completed by the visiting tutor and industrial supervisor based on their observation of the student's progress. The research project, professional experience and work experience aspects of the year in industry are related to the Advanced Project (6F6Z2001) and Advanced Professional Skills (6F6Z3019) units. Advanced Chemistry Concepts 1 (IOP Med Bio) (6F6Z2004) and Advanced Chemistry Concepts 2 (IOP) 6F6Z2005 may be studied either by day release or by distance learning. Core Units





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6F6Z3019 None Advanced Professional Skills (I Strand) 30

On successful completion of Level 6 –progress to Level 7† †Alternatively, in exceptional circumstances, students may be awarded a BSc (Hons) Chemistry at this stage subject to ratification of the Exam Board. MChem (Hons) Chemistry with a Year in Industry

Level 7* Core Units





6F7Z2004 None Advanced Analytical Chemistry 30

On successful completion of Level 7 - Final Exit Award: MChem (Hons) Chemistry with a Year in Industry * Level 7 assessments will be marked according to the level 7 assessment criteria BSc (Hons) Medicinal and Biological Chemistry, BSc (Hons) Medicinal and Biological Chemistry with SENAA, BSc (Hons) Medicinal and Biological Chemistry (Sandwich)

Level 4 Core Units







On successful completion of Level 4 – interim exit award: CertHE Medicinal and Biological Chemistry

Level 5 Core Units









6H5Z1013 6H4Z1001 (P) Human Neuroscience 30

*15-credit version of this unit (6F5Z2014) identified for partnering a Uniwide language On successful completion of Levels 4 & 5 – interim exit award: DipHE Medicinal and Biological Chemistry

Level 6 Core Units







6F6Z2009 None Advances in Forensic Chemical Analysis 30

6F6Z1007 None Plants, Drugs and Poisons 30

6H6Z1006 6H5Z1013 (P) Health Physiology 30

On successful completion of Level 6 – Final exit award: BSc (Hons) Medicinal and Biological Chemistry

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MChem (Hons) Pharmaceutical Chemistry, MChem (Hons) Pharmaceutical Chemistry with a Year in Industry, BSc (Hons) Pharmaceutical Chemistry, BSc (Hons) Pharmaceutical Chemistry with SENAA, BSc (Hons) Pharmaceutical Chemistry (Sandwich)

Level 4 Core Units





6F4Z2005* None Introduction to Chemical Analysis 30


*15-credit version of this unit (6F4Z2011) identified for partnering a Uniwide language On successful completion of Level 4 – interim exit award: CertHE Pharmaceutical Chemistry

Level 5

Core Units







*15-credit version of this unit (6F5Z2014) identified for partnering a Uniwide language option On successful completion of Levels 4 & 5 – interim exit award: DipHE Pharmaceutical Chemistry BSc (Hons) Pharmaceutical Chemistry, BSc (Hons) Pharmaceutical Chemistry (with SENAA), BSc(Hons) Pharmaceutical Chemistry (SW)

Level 6 Core Units





6F6Z2006 None Advanced Chemistry Concepts 3 (Analytical Techniques)

30


On successful completion of Level 6 – Final exit award: BSc (Hons) Pharmaceutical Chemistry, BSc(Hons) Pharmaceutical Chemistry (SW), BSc (Hons)Pharmaceutical Chemistry (with Study in Europe, North America and Australia)

MChem (Hons) Pharmaceutical Chemistry

Level 6 Core Units






6F6Z2006 None Advanced Chemistry Concepts 3 (Analytical Techniques)

30

On successful completion of Level 6 –progress to Level 7††Alternatively, in exceptional circumstances, students may be awarded a BSc (Hons) Pharmaceutical Chemistry at this stage subject to ratification of the Exam Board.

MChem (Hons) Pharmaceutical Chemistry

Level 7 Core Units




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6F7Z2003 None Frontiers in Pharmaceutical Chemistry 30

On successful completion of Level 7 - Final Exit Award: MChem (Hons) Pharmaceutical Chemistry †Alternatively, in exceptional circumstances, students may be awarded a BSc (Hons) Pharmaceutical Chemistry at this stage subject to ratification of the Exam Board.*Level 7 assessments will be marked according to the level 7 assessment criteria

MChem (Hons) Pharmaceutical Chemistry with a Year in Industry

Level 6 Students spend the Level 6 year in industry. The minimum period will normally be 36 weeks. Students will be required to fulfil the normal attendance requirements of the host institution or company. Each student will be visited at least twice at the company and on each occasion a visit report will be completed by the visiting tutor and industrial supervisor based on their observation of the student's progress. The research project, professional experience and work experience aspects of the year in industry are related to the Project and Personal Development (6F6Z2001) and Advanced Professional Skills (6F6Z3019) units. The Advanced Chemistry Concepts 1 (IOP Med Bio) (6F6Z2004) and Advanced Chemistry Concepts 2 (IOP) (6F6Z2005) units may be studied either by day release or by distance learning. Core Units






6F6Z3019 None Advanced Professional Skills (I Strand) 30

On successful completion of Level 6 –progress to Level 7† MChem (Hons) Pharmaceutical Chemistry with a Year in Industry

Level 7* Core Units





6F7Z2003 None Frontiers in Pharmaceutical Chemistry 30

On successful completion of Level 7 - Final Exit Award: MChem (Hons) Pharmaceutical Chemistry with a Year in Industry *Level 7 assessments will be marked according to the level 7 assessment criteria BSc (Hons) Forensic Biology, BSc (Hons) Forensic Biology with SENAA ,BSc (Hons) Forensic Biology (Sandwich)

Level 4 Core Units






6F4Z2002 None Introduction to Forensic Science 30

On successful completion of Level 4 – interim exit award: CertHE Forensic Biology

Level 5 Core Units




6F5Z1004 None Microbiology 30

6F5Z2011 None Forensic Investigation: Scene to Court 30

6F5Z2013 None Forensic Biology 30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Forensic Biology

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Level 6 Core Units



6F6Z2008 None Forensic Case Handling 30

6F6Z2010 None Current Topics in Forensic Biology 30

Core Option Units Choose 30 credits from:

6F6Z1001 None Project (Biology) 30

6F6Z2013 None Forensic Investigative Project 30


6F6Z1005


30


On successful completion of Level 6 – Final exit award: BSc (Hons) Forensic Biology BSc (Hons) Forensic Chemistry, BSc (Hons) Forensic Chemistry with SENAA ,BSc (Hons) Forensic Chemistry (Sandwich)

Level 4 Core Units





6F4Z2005 None Introduction to Chemical Analysis 30


On successful completion of Level 4 – interim exit award: CertHE Forensic Chemistry

Level 5 Core Units








6F5Z2012 None Chemical and Physical Analysis for Forensic Science 30

*15-credit version of this unit (6F5Z2014) identified for partnering a Uniwide language option On successful completion of Levels 4 & 5 – interim exit award: DipHE Forensic Chemistry

Level 6 Core Units







6F6Z2013 None Forensic Investigative Project 30


6F6Z2006 6F5Z2008 (P) Advanced Chemistry Concepts 3 (Analytical Techniques)

30

6F6Z2009 6F5Z2012 (P) Advances in Forensic Chemical Analysis 30

On successful completion of Level 6 – Final exit award: BSc (Hons) Forensic Chemistry

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BSc (Hons) Forensic Science and Applied Criminology, BSc (Hons) Forensic Science and Applied Criminology with SENAA ,BSc (Hons) Forensic Science and Applied Criminology

(Sandwich) *The diet of units associated with these awards is subject to change from year to year, depending on the portfolio of units delivered by the School of Humanities, Languages and Social Science.

Level 4 Core Units



6F4Z2001 None Essential Science for Forensics 30


424Z0006* None Introduction to Applied Criminology 30

424Z0004* None Understanding Social Research 30

On successful completion of Level 4 – interim exit award: CertHE Forensic Science and Applied Criminology

Level 5 Core Units



425Z0017* None Policing in Britain within a Global Context 30



6F5Z2012 None Chemical and Physical Analysis for Forensic Science 30

6F5Z2013 None Forensic Biology 30


425Z0006* None Communities, Crime and Control 30

425Z0016* None ‘Out of it’: Substance (mis)use, trends and responses 30

425Z0024* None Youth in Crisis 30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Forensic Science and Applied Criminology

Level 6



Core Units

426Z0036* None Skills and Professional Practice 30


426Z0032* None Applied Criminology Placement 30


6F6Z2012 6F5Z2013 (P) Forensic Investigative Project 30

6F6Z2001 6F5Z2012 (P) Project and Personal Development (Chemistry) 30

On successful completion of Level 6 – Final exit award: BSc (Hons) Forensic Science and Applied Criminology

BSc (Hons) and MChem (Hons) Degrees by Part-Time Study:The sequence of units studied will be determined by the student’s individual programme of study. Distinctiveness of Programmes in the Chemistry and Forensic Science Award Cluster: In accordance with The Curriculum Framework for Undergraduate Programmes of Study, Section 6: Design in the undergraduate curriculum framework, paragraph 6.2, each award is distinct from other awards as follows: 60 credits at Level 6 are distinctive to each full-time programme to distinguish between cognate but separate award titles. 30 credits of distinctiveness are provided through unit the Project (6F6Z2001) unit, whereby the project topic is related to the specific award title. The other 30 credits of distinctiveness are summarised in the table below, which shows that there is not more than 60 credits of commonality between any two separate programmes.

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BSc (Hons)

Chemistry

BSc (Hons) Pharma- ceutical

Chemistry

BSc (Hons)

Medicinal &

Biological Chemistry

BSc (Hons)

Forensic Chemistry

BSc (Hons)

Forensic Biology

BSc (Hons) Forensic

Science and Criminology

6F6Z2002 Excluded Excluded Excluded Excluded Excluded

6F6Z2004 Excluded Excluded Excluded

6F6Z2005 Excluded Excluded Excluded Excluded


6F6Z2007 Excluded Excluded Excluded Excluded


6F6Z2009 Excluded Excluded

6F6Z2010 Excluded Excluded Excluded Excluded Excluded

Biology elective

Excluded Excluded Excluded Excluded

For MChem Chemistry and MChem Pharmaceutical Chemistry, 60 credits of distinctiveness are provided through the Advanced Project (6F7Z200) unit, whereby the project topic is related to the specific award title. In addition, the Advanced Analytical Techniques (6F7Z2004) unit is exclusive to MChem (Hons) Chemistry and Frontiers in Pharmaceutical Chemistry (6F7Z2003) is exclusive to MChem (Hons) Pharmaceutical Chemistry.

SECTION D - TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects The academic team uses data from a range of sources to determine the current and possible future career prospects of our graduates. These sources include local information from graduates, alumni data, the Careers and Employability Service, Uniview and the Higher Education Statistics Agency’s (HESA) Destination of Leavers in Higher Education (DLHE) data. The information is used in the development of curriculum content and teaching, learning and assessment strategies. This has led, for example, to the development of a cross-School industrial placement provision and the broadened opportunity to study abroad. The programmes herein recognise that graduates require personal and intellectual skills that are required of non-specifically allied professions. These skills include analysis and problem solving, decision-making, critical interpretation, reasoning, numerical skills, team-working, project planning and management, presentation and information technology and communication skills that can be applied to non-subject-specific career pathways such as in local government, teaching, law, journalism, business and finance. 94%* of Geography and Environmental Science graduates go straight into employment and/or further study. Previous graduates have found careers in transport planning, environmental quality monitoring, managing environmental sustainability for business, urban planning, the recycling industry, the international environmental charity sector and the energy efficiency industry, transport planning and urban planning, teaching and research. Major employers include private sector environmental consultancies, local and regional authorities, environmental charities and trusts, and energy and communications companies. 93%* of biological sciences graduates go straight into employment and/or further study. Biological sciences graduates may go on to a variety of subject-specific careers in the biological, pharmaceutical and agrochemical industries, in medical, public health and environmental services or in teaching or research. Recent graduates have found employment across a wide range of sectors including industrial research laboratories, medical communications, pharmaceutical companies, environmental consultancies and nature conservation organisations. The UK’s ‘upstream’ chemical industry and ‘downstream’ chemistry-using sectors support over six million UK jobs. The national need for chemistry graduates along with the perception of chemistry-based degrees, as having excellent academic rigour, underpins the graduate prospects of MMU chemical science graduates. 76%* of chemistry and forensic science graduates go straight into employment and/or further study. Career opportunities for chemists and forensic scientists are excellent and graduates can expect to earn competitive salaries. Graduates may be employed in the chemical, pharmaceutical, materials, food and drink, utility, healthcare, aerospace, automotive, IT and telecommunications industries. The skills developed in forensic science for interpretation and

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presentation can be used in a wide range of employment contexts including forensics companies, the police or other public sector organisations. *Source: DLHE survey 2011 for all respondents available for employment or further study and whose destinations are known.

30 Curriculum Design Curriculum design is informed by staff research and enterprise activities in their subject specialism and by innovations in academic practice within established School and University staff development frameworks and aims to produce graduates competent in a range of knowledge, understanding, experience and skills appropriate to their subject discipline. The curriculum is designed to provide a cycle of preparation, learning, assessment and feedback. For example, in the week-by-week teaching timetable, classes are specifically highlighted and set aside for formal feedback on assessed work. Feedback on summative assessment is normally provided within four working weeks. Formative assessment is a significant contributor to the learning process and is employed in every unit. Feedback on formative work is typically subject to a more rapid turn-around and may involve peer and self-assessment. Submission dates for summative work are staggered where possible to provide early and regular assessment and feedback. Assessment is set according to a schedule indicated in Moodle™ unit areas to assist students in planning their work and managing their time.

All programmes meet The MMU Commitment and the MMU Strategy for Learning, Teaching and Assessment through an extended induction programme. Much of this period is given over to a collaborative project that provides students with opportunities to make friends, settle in at MMU, develop new skills, be motivated towards new learning and receive feedback on their first formative assessment. During the induction period, all students will meet their personal tutor. One-to-one support at Level 6 is provided through final year project supervision. This support comprises regular meetings arranged at mutually convenient times at which project and wider personal development planning (PDP) issues are discussed. All academic staff identify their availability to students via the Student Hub (Faculty of Science & Engineering).

For Foundation Year students, the Academic Skills for Higher Education (6G3Z0001) unit is provided to acclimatise students to university-level study. Assessment is used to:

Enable students to demonstrate that they have fulfilled the learning outcomes of their studies and have achieved the required standard.

Assess students' achievements as objectively and reliably as possible.

Aid learning by providing opportunities for practice and feedback on student performance. Assessment is integrated into the curriculum and is directly aligned with intended learning outcomes. All summative assessment will be marked in accordance with the University’s marking guidelines. Further details are provided in Section 32 (below). All honours degree students have the opportunity to gain experience of the approach to, practice and evaluation of scientific research (e.g. within a project). This will mainly be in the student’s final year and will draw on the experience gathered during the whole course. In project units, the possible problems associated with the diversity of student experiences are overcome by comprehensive written guidance to students, individual supervision by academics and double marking of summative assessed work. Students taking the 60-credit integrated masters project will be allocated to their supervisor in the previous academic session. In cases where seasonal data collection is required (e.g. during the summer prior to the start of the academic session), appropriate research design and statistics workshop sessions will be provided in the third term of Level 6. UCert Biological Recording/Field Techniques and Species Identification For Biological Recording and Species Identification, students take one, 10-credit core unit (Introduction to Biological Recording (6ABL6002)) and 50 credits of study from the shell units on offer in any year (Identification and Survey Techniques for Biological Recording 1-5 (6ABL6003A-E). For Field Techniques and Species Identification, students take 60 credits of study from the shell units on offer in any year (Identification and Survey Techniques for Biological Recording 1-6 (6ABL6003A-F). The

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content for the shell units will be identified annually by the Programme Team and reported to the External Examiner and the Faculty Academic Quality and Standards Committee (FAQSC). Students will be counselled on their choice of subject and an annual review of the management of these units will be made and reported through the Programme Committee. Student Mobility Students on the Student Mobility scheme will study the same curriculum as MMU home students. Where appropriate, 15-credit unit specifications (based on the same curriculum content) have been developed to accommodate students studying at MMU for less than a full academic year). The content of the 15-credit units will be a truncated version of the existing unit. OPTION UNITS Optional units listed in the following curriculum structures are all approved for delivery, but may not all run/be available in any one academic session.

31 Learning and Teaching Within the context of the The MMU Commitment and the MMU Strategy for Learning, Teaching and Assessment , the teaching and learning methods employed in these programmes, including combined honours, aim to:

Ensure a high quality of educational experience for all students through the provision of high quality learning opportunities.

To offer a structure that is progressive in terms of increasing academic depth and rigour, and enhancing students’ independent learning and personal research.

Provide a range of learning experiences to suit varying learning preferences and curriculum demands, including inter alia: o Lectures o Seminar classes o Small group tutorials o Fieldwork o Laboratory and workshop practicals o Computer classes o Group work o Student presentations o Student-directed discussion o Case studies o One-to-one tutorials o Final year project supervision o The use of external expertise through visiting lecturers and involvement of external

stakeholders in assessment tasks

Deliver a minimum threshold of learning resources on-line to facilitate flexible, independent learning.

Emphasise student-centred learning to develop confident, self-aware students with an enquiring, investigative approach to study.

Support students in the use of learning technologies.

Provide a curriculum that is research-informed and draws directly upon staff research expertise.

Capture and disseminate innovative learning.

Be vigorously proactive in obtaining feedback from students on the quality of their learning and teaching experience.

Ensure that graduates are well prepared for their futures and are in a position to add value to the communities in which they work.

Reflect the learning needs of an increasingly diverse student body. Student Mobility Students on the Student Mobility scheme will study the same curriculum as MMU home students. Where appropriate, 15-credit unit specifications (based on the same curriculum content) have been developed to accommodate students studying at MMU for less than a full academic year). The content of the 15-credit units will be a truncated version of the existing unit.

32 Assessment Assessment is integrated into the curriculum and is directly aligned with intended learning outcomes. The assessment process complies with the Institutional Code of Practice on Assessment. All summative assessment will be marked in accordance with the University’s marking guidelines, which are set out in

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the University Assessment Regulations for Undergraduate Programmes of Study.

The assessment strategy is designed to:

Enable students to demonstrate their achievement of the programme learning outcomes in accordance with explicit and transparent assessment criteria.

Promote students’ learning by providing multiple and appropriate opportunities for constructive feedback.

Be capable of being used for diagnostic, formative and summative purposes.

Be valid, reliable and fairly administered. The methods of assessment are very varied across the diverse units that make up the programmes and include, inter alia:

Unseen examinations.

Computer-based assessments (e.g. using molecular modelling software, reaction and substance data searching).

Assessment of laboratory skills.

Laboratory reports.

Essays, summaries and assignments.

Data interpretation exercises.

Critical analysis of case studies.

Review of scientific papers.

Verbal, poster, audio-visual, or electronic presentations.

Project or dissertation reports.

Assessment may involve:

Group and/or individual work.

Verbal and/or written work.

Tutor-directed and student-directed tasks.

Work completed within time constraints and work completed in self-directed study time.

Paper-based and/or web-based products.

Tutor, self and peer-assessment.

As well as summative assessment, there will be formative components to progress learning towards the final goal and provide a mechanism for students to obtain feedback on interim stages of their work.

In each unit, individual elements of assessment will be introduced with explicit attention to the relevant learning outcomes, their relationship to the level of study and University graduate outcomes. Accompanying each assessment set are the relevant assessment criteria, grade descriptors and any marking scheme. While the criteria for assessment tasks vary with discipline and the nature of the task, common criteria include the ability to: evaluate and synthesise a range of sources; apply wide-ranging knowledge; demonstrate a grasp of concepts; structure logical answers; apply theories to cases; construct a reasoned argument, draw conclusions and communicate these effectively in speech and writing; self-organise work; collect, analyse and interpret data; use laboratory/field/workshop equipment; research independently. Details of the criteria for each assessment task is provided through the individual unit handbooks.

Across the programmes, each 30-credit unit has two summative assessments and the 60-credit units may have two or three summative assessments. Where appropriate, the assessments may have a number of linked components e.g. a series of laboratory or workshop exercises. Where there are several components, these will share one or more of: associated learning outcomes, curriculum content, or type of assessment. Multiple components will be submitted for grading and summative assessment at the same time. For each unit, approximately 25% of student effort is allocated to summative assessment. Typically, 25% is allocated to directed study and 50% to student-centred study – but the exact proportion of directed to student-centred effort varies with discipline and activity. Assessment Descriptors for Marking Summative Assessments For Levels 4, 5 and 6, all summative assessment will be marked in accordance with the University’s marking scheme, based on the following grade bands:

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Mark Outcome Descriptor

<35 Fail Unit Learning outcomes not achieved

35 to 39 Marginal Fail Most learning outcomes achieved at a threshold level

40 to 49 Pass All learning outcomes achieved at threshold level

50 to 59 Pass All learning outcomes achieved exceed threshold level

60 to 69 Pass All learning outcomes achieved at a very good level

70 Pass All learning outcomes achieved at an outstanding level

Programme-Specific Assessment Criteria Integrated masters programmes (MChem/MBiol/MGeog) Although the undergraduate assessment regulations apply to the integrated masters programmes, at Level 7 the unit pass mark is 50% (not 40%). At Level 7, all summative assessment will be marked based on the following grade bands :

Mark Outcome Descriptor

<45 Fail Unit Learning outcomes not achieved

45 to 49 Marginal Fail Most learning outcomes achieved at a threshold level

50 to 59 Pass All learning outcomes achieved at a threshold level

60 to 69 Pass All learning outcomes achieved exceed threshold level

70 Pass All learning outcomes achieved at an outstanding level

In order to progress to the Levels 6 and 7 of the integrated masters awards, students must have achieved a Level 5 average of 60% or greater. Students not achieving this threshold will be transferred to the related BSc (Hons) course. Units bearing practice credit only for sandwich and overseas placement programmes These do not contribute to the year average for the awards that they serve, but must be assessed as satisfactorily complete before the unit can be awarded. The units are:

Sandwich Year (6F6Z3018).

Negotiated Learning Agreement at Overseas University (6F5Z1010). Student Mobility Students following the 15-credit units must be assessed via types of assessment other than formal written examinations. Where students complete their assessment outside the standard timescale for consideration by Board of Examiners, Chair’s Action will be taken to confirm the outcome of their assessment.

33 Inclusive Practice The School has an inclusive approach to learning, so that all students, including those with a disability, can become part of an integrated learning community within the University. The School has a member of academic staff who acts as a Disability Officer and coordinates support to students with disabilities across the Faculty. The MMU Learner Development Service (LDS) provides support for students who have disabilities or a health condition. Where appropriate, LDS will produce a personal learning plan (PLP) describing students’ particular support needs. The PLP is available to the teaching team via the virtual learning environment (VLE), Moodle™, so that the members of staff teaching a student will be aware of their learning and assessment related needs and can be prepared to accommodate them. All programmes comply with Faculty plans, the University Equal Opportunities Policies and Institutional Codes of Practice. The LDS assists in making applications for funding for additional support through the Disabled Students’ Allowances and will liaise with other agencies in arranging support. A package of support will normally be arranged to suit each individual student. The LDS works closely with Access Summit – the Disability Resource Centre in organising:

A full assessment of study/support needs.

Liaison with relevant funding agencies to secure support.

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Support for study needs, for example, through the employment of a non-medical helper, attendance

at study support groups, access to specialist equipment such as a computer and appropriate

software.

The programme conforms to the MMU framework that provides support for students encountering temporary illness or permanent disability through the University support unit and the impartial and fair procedure of “Exceptional Factors Affecting Performance”. The University Equal Opportunities Policy and anti-discrimination legislation are adhered to so, no student is discriminated against in any way.

34 Technology Enhanced Learning

Learning technology is integrated into the curriculum at all levels. The use of subject-specific software and information retrieval systems aims to equip students for a variety of careers in their subject area. Also the extensive use of more generic learning technologies will equip students with a wide variety of transferable skills that can be applied to a number of non-subject-specific career paths.

Students will receive an introduction to various student support services (including the Faculty Student Support Officer), the library, IT provision and use of the University’s VLE, Moodle™. The Library provides information literacy (IL) training via face-to-face sessions, on-line tutorials within Moodle™, the provision of IL content within the university-wide Skills Online Moodle™ resource and through help sheets and podcast content. The relevant subject librarian provides additional one-to-one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or e-mail. Use of the University VLE for teaching, learning and assessment is widely used, including:

E-submission of assignments e.g. Turnitin™.

On-line multiple-choice quizzes, short-answer questions and data exercises (formative and

summative).

Videos for demonstrations and to convey complex information.

Links to useful journal articles and materials on the Internet.

Electronic marking.

Podcast/audiocasts to support taught sessions. 35 Placement and/or Work-Based Learning Activities A high value is placed on employability and each award cluster addresses the requirements of the Employability Curriculum Framework by embedding employability into the programmes across all levels. Each award cluster provides students with opportunities to apply skills of critical analysis to real-world situations through opportunities for placement learning (see below); engagement with external stakeholders; utilisation of real-world examples, data and scenarios in practical work and assessment tasks. Students are trained to demonstrate a high degree of professionalism by developing and testing initiative, creativity, motivation, professional practice and self-management. There are numerous opportunities for students to develop, practice and demonstrate effective communication using a variety of appropriate media e.g. through written work and verbal presentations. The programmes provide opportunities for students to develop team-working and leadership skills through participating in collaborative projects with peers and external partners. Across the programmes, students are encouraged to develop and articulate an awareness of the environmental, social and community contexts within their discipline. This is achieved through the use of examples throughout the curriculum demonstrating these contexts. The aim is to develop graduates who can live and act sustainably and make informed decisions for the benefit of themselves and society, now and in the future, with an understanding of the limits of the natural resources to sustain life on Earth. The academic team also articulate current, and possible future, graduate prospects through the curriculum content and the learning, teaching and assessment strategy. The Faculty Careers and Employability Representative and a representative from the Royal Society of Chemistry are involved in supporting the programmes through facilitating the delivery of careers talks and delivering CV workshops. The learning outcomes for the programmes are each mapped against the MMU Graduate Outcomes. Moreover, a wide range of activities that support the development of employability skills is

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available across the programmes. These include live projects, practical activities and case studies, applied research projects and collaborative enquiry. Employer engagement is a feature of the programmes and is delivered through:

Short-term placement at Level 5 via Vocational Experience (6F5Z3007/3010) (Environmental and Geographical Sciences Award Cluster only).

Year-long placement between Levels 5 and 6 via the Sandwich Year (6F6Z3014) 120-practice-credit unit.

Employer commissioned projects at Level 6 via the AdvancedProfessional Skills (6F6Z3019) unit. Arrangements for placement learning are compliant with the Institutional Code of Practice for Work-Based and Placement Learning. Students will be asked to provide feedback on their placement experience in the form of a report. SENAA: Placement learning is also available through the exchange programme of study (in Europe, North America or Australia) which is organised by the School Exchange Tutor in collaboration with MMU International staff and students. Students are required to submit a course option form at the time of application to the host university (which is signed and approved by an academic) and they are also required to submit a learning agreement within a month of starting the exchange which is approved by the student, overseas university and MMU. While on exchange, supervision is provided by the overseas institution and monitoring by the University is undertaken by the exchange tutor and MMU International staff. Other specific placement/work-based learning opportunities through partnership with local schools: The Undergraduate Ambassador Scheme enables final-year chemistry undergraduate students, who wish to pursue a career in teaching to gain valuable experience by working in a school under the supervision of a mentor within the Project and Professional skills (6F6Z2001) unit. The Student Associate Scheme enables students to gain work experience in schools in the summer term between Level 5 and 6 studies.

36 Engagement with Employers There are a number of employer-engagement activities across the School of Science & The Environment. There are two current projects, namely the Working Higher and Higher Level Skills Partnership (HLSP) initiatives, where the emphasis is on working in partnership with employers (in the Chemicals sector) to develop both complete programmes and individual units to meet the specific up-skilling requirements of the chemical industry. In particular, EDF Energy (formerly known as British Energy) and Hanson Cement are providing valuable input in terms of piloting the developed materials, and providing the development team with valuable feedback.

An Employer Reference Group (ERG), made up of employer representatives, workplace mentors, and the Programmes Leader, will be established. The ERG will collaborate with the MMU academic team in maintaining an innovative curriculum, sharing best practice and identifying the opportunities to maximise work-based learning. UGCert in Biological Recording/Field Techniques and Species Identification This programme was developed in association with industry. Continued liaison with appropriate organisations will be on-going to ensure that the needs of the sector continue to be reflected in the programme. 37 Personal Development Planning Personal development planning (PDP) and development of essential generic skills are embedded within the majority of units in the School of Science & The Environment Undergraduate Programmes (see Appendix I). Students are encouraged to be reflective in their learning and recognise their developing knowledge and skills bases. All students will have access to PDP and employability opportunities through a wide range of projects and schemes involving both on-line and face-to-face activities. Extracurricular PDP opportunities such as workshops, seminars, teamwork and other activities, including volunteering and exchange programmes, are arranged through the University-wide provisions supported by the Library and Careers Service, and through faculty-specific activities organised by Faculty Student Support Officers (FSSO). Examples of on-line University and Faculty-wide PDP provisions include:

Skills Online: http://moodle.mmu.ac.uk/course/view.php?id=525

Employability Online: http://moodle.mmu.ac.uk/course/view.php?id=526

Careers & Employability Service: http://www.mmu.ac.uk/careers/students-and-graduates/resources/

http://moodle.mmu.ac.uk/course/view.php?id=525

http://moodle.mmu.ac.uk/course/view.php?id=526

http://www.mmu.ac.uk/careers/students-and-graduates/resources/

http://www.mmu.ac.uk/careers/students-and-graduates/resources/

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Personal Development Planning for Students: http://www.pdp.mmu.ac.uk/pdp/index.php Specific PDP activities tailored towards the requirements for each award cluster are outlined below: Foundation Year: PDP for Foundation Year students is addressed within the Academic Skills for Higher Education (6G3Z0001) unit, which includes building a personal development portfolio as part of the formative assessment process. Combined Honours: PDP for combined honours is delivered within and outside the main subjects’ curriculum as part of the core units offered at Levels 4, 5, and 6. It is complemented by the Academic Tutor system and other subject-specific activities. Environmental and Geographical Sciences Award Cluster: The Level 4 induction programme and common core unit Tutorials and Field Activities (6F4Z3005) are designed to develop PDP. At this level, the focus is on development of academic skills. This is achieved through the induction programme which includes a collaborative project, the weekly small group tutorials, additional workshops during a mid-term ‘Activity Week’ and a two residential field courses, one at the end of the induction period the other towards the end of the year. In addition, a one-to-one meeting takes place at the start of term two to discuss student progress. Academic skills forming the focus of these activities include referencing and citation, plagiarism avoidance, scientific-writing skills, verbal presentations, information literacy, ICT skills, annotated bibliographies, collaborative enquiry, constructing a critical argument, time management, data presentation, and note-taking. These are embedded within discipline-specific learning materials. At Level 5, PDP is delivered in an ‘Employability Event’ during induction. This focuses on the production of a CV; evidence of answers to competence-based questions used in job applications; and a skills audit, which will be revisited again later in the year as part of the schedule of project development tutorials. Biological Sciences Award Cluster: A core unit at Levels 4 and 5 of each programme is designated as a PDP unit e.g. Tutorial and Field Activities (6F4Z3005) and Skills for Health Sciences (6H4Z1002). At Level 4, the focus is on development of academic skills. This is achieved through the induction programme, the weekly small group tutorials, additional workshops during a mid-term ‘Activity Week’ and a residential field course or other activity relevant to the course of study, at the end of the induction period. In addition, a one-to-one meeting takes place at the start of term two to discuss student progress. Academic skills forming the focus of these activities include: referencing and citation, plagiarism avoidance, scientific-writing skills, verbal presentations, information literacy, ICT skills, annotated bibliographies, collaborative enquiry, constructing a critical argument, time management, data presentation, and note-taking. These are embedded within discipline-specific learning materials. Continued development of PDP is linked to the Research Design Analysis (6F5Z1003) unit or Skills for Health Science (6H5Z1012) unit at Level 5. At Level 6, PDP will be linked with the independent project. Guidance on and monitoring of PDP will be part of the Project Supervisor role at Level 6. UGCert Biological Recording/Field Techniques and Species Identification: Students are encouraged to participate in the School of Science & The Environment PDP scheme that will normally be delivered and supported through Moodle™, in conjunction with tutor meetings to help students create records of learning, achievement and aspiration. Chemistry and Forensic Science Award Cluster: General skills development and PDP will be developed in all chemistry programmes. At Level 4, each core unit (6F4Z2003/04/05/06) contains a PDP/employability element. The emphasis in these parts of the unit is to develop/enhance generic core skills such as maths, communication, ICT, problem-solving, team working, professionalism, awareness of sustainability issues and communication. One of the central activities undertaken by the students is a self-audit in terms of generic skills. This is achieved by using the booklet published by the Royal Society of Chemistry entitled “Undergraduate Skills Record”. At the start of each academic year, a Royal Society of Chemistry representative will talk to Level 4 students in order to promote the use of this booklet, in order to record self-development and collate evidence for future career prospects. PDP activity will be fully embedded into the Personal Tutor system, whereby each student is required to meet their Personal Tutor at least once each term to discuss their progress in terms of personal development. Formative assessment and feedback on the skills profile is provided by Personal Tutors and collated in the Undergraduate Skills Record (USR) booklet at Levels 4 and 5. Continued development of PDP is linked to the Project and Professional Skills (6F6Z2001) unit. Guidance on and monitoring of PDP will be part of the Project Supervisor role at Level 6.

http://www.pdp.mmu.ac.uk/pdp/index.php

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SECTION E - PROGRAMME MANAGEMENT 38 Programme-Specific Admission Requirements The following admissions requirements comply with University standard admission requirements. Direct Entry: Applications for direct entry beyond Level 4 of the Programmes will involve careful consideration of a student’s qualifications by the Admissions Team.

Admission with Exemption: At the discretion of the Admissions Team, a student with prior demonstration of the learning outcomes of a unit from another programme that equate to a complete unit, may be admitted with an exemption in that unit. Where appropriate, the recommendations will involve consultation with the External Examiner. Admission with Specific Credit: At the discretion of the Admissions Team, a student with prior demonstration of the learning outcomes of a particular unit of the programme, may be admitted with a credit in that unit and shall accordingly be considered to have passed the unit. Where appropriate, the recommendations will involve consultation with the External Examiner.

Accreditation of Prior Learning - APL (Policy for Accreditation of Prior Learning; for Part-time routes only): The following apply to exemptions from one or more units in the Programmes and should be distinguished from accreditation within a unit where, for example, a learning outcome may involve making a case for accreditation as part of the learning process, e.g. constructing an evaluative portfolio of laboratory skills drawing from prior experience. Progression on integrated masters programmes: In order to progress on the integrated masters programmes or transfer to the integrated master’s programmes from the related BSc (Hons) routes, students must have achieved a Level 5 average of 60% or greater. In addition, for the MGeog programme, students must have successfully completed and elected to take the relevant pre-requisites for the units offered. Guidance to students about progression through the integrated masters programmes will be provided by the Year Tutor/Programme Leader during induction at the beginning of each academic session. The guidance will also be available on the School of Science & The Environment Undergraduate Programmes Moodle™ area. Those students eligible for transfer to the integrated masters programmes from the related BSc (Hons) programmes will be sent a letter offering the transfer by the Programmes Office along with the Student Transcript. Foundation Year: Admission to the Faculty of Science & Engineering Foundation Year complies with standard University admission requirements. Guidance will be provided to students about progression through the integrated masters programmes by the Programme Leader during the induction at the beginning of the academic session Students eligible for transfer to MBiol and MChem programmees (see above) will be counselled to seek advice about access to funding for course fees from the Finance Office.

NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus: http://www.mmu.ac.uk/study/

39 Programme-Specific Management Arrangements There are no additional arrangements further to those outlined on the CASQE website. A School Combined Honours tutor shall be responsible for all aspects of the general organisation and management of combined honours combinations, whose home department is the School of Science & The Environment.

NB: the University’s Management of Programme Delivery is available from: http://www.mmu.ac.uk/academic/casqe/regulations/policies.php

40 Staff Responsibilities School of Science & The Environment Undergraduate Programmes Manager: Has the following key tasks and responsibility for: • Managing the annual student lifecycle, including: enrolment, induction, teaching schemes, option

choices, assessment and examination moderation, Boards of Examiners, timely and effective communication with students and reassessment.

http://www.mmu.ac.uk/study/

http://www.mmu.ac.uk/academic/casqe/regulations/policies.php

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• Ensuring, in collaboration with the Programmes Office and Student Life Office that all arrangements are in place for assessment of students and for the organisation and presentation of comprehensive assessment data to the Board of Examiners.

• Ensuring quality assurance and audit, including: the Continuous Monitoring and Improvement Process, Programme Logs and formal student feedback in line with the University's quality control mechanisms.

• Ensuring coordination, smooth administration and effective day-to-day operation of the undergraduate programmes, including delivery of The MMU Commitment and management of the student experience and progression within the policies of Programme Committee and Academic Board.

• Convening and chairing programme management meetings and participation in Staff Student Liaison meetings.

• Strategic planning and management with reference to new curriculum developments in consultation with the Heads of School/Divisions.

• Communicating with staff and students at School and University level on all issues related to the management, development and enhancement of the undergraduate programmes and the student experience.

• Leading and coordinating activities of Award Cluster Course Leaders and Year Tutors. • Reporting to Head of Division and School Programmes Director. Award Cluster Course Leaders: Have the following key tasks and responsibility for: • Coordinating, in collaboration with the Undergraduate Programmes Manager, management of the

annual student lifecycle, including: enrolment, induction, teaching schemes, option choices, assessment and examination moderation, exceptional factors, Boards of Examiners, timely and effective communication with students and reassessment.

• Maintaining academic standards of the programmes, enhancing student experience and preparing quality assurance and audit documentation, including: the Continuous Monitoring and Improvement Process, Programme Logs and Programme Specifications.

• Coordinating, in collaboration with the Undergraduate Programme Manager, new course developments.

• Communicating with Unit Coordinators, students and External Examiners. • Organising and chairing the Programme Committee and course team meetings. • Organising and chairing Staff Student Liaison meetings. • Coordinating advice to students on option choices. • Coordinating student attendance and progress monitoring to identify students who are not engaging

with study and implementation of appropriate support. • Coordinating guidance to students with Learning Support needs. • Coordinating activities of Year Tutors, Foundation Tutor, Combined Honours Coordinator and

Academic Support Tutors. • Reporting to the Undergraduate Programme Manager. School Combined Honours Coordinator: Has the following key tasks and responsibility for: • Coordinating, in collaboration with the Undergraduate Programmes Manager and other

Schools/Departments (e.g. School of Computing, Mathematics and Digital Technology), managing the annual student lifecycle, including: enrolment, induction, teaching schemes, option choices, assessment and examination moderation, Boards of Examiners, timely and effective communication with students and reassessment.

• Maintaining academic standards, enhancing student experience and preparing quality assurance and audit documentation.

• Providing academic support to students throughout the academic year. • Coordinating, in collaboration with the Undergraduate Programmes Manager, new course

developments. • Communicating with Unit Coordinators, other Schools/Departments and students. • Attending Staff Student Liaison meetings and Programme Committee Meeting. • Coordinating advice to students on option choices. • Coordinating student attendance and progress monitoring to identify students who are not engaging

with study and implementation of appropriate support. • Coordinating guidance to students with learning support needs. • Coordinating activities of the combined honours subject leaders. • Reporting to the Undergraduate Programmes Manager. Foundation Year Tutors: Have the following key tasks and responsibility for: • Coordinating the Level 3 unit.

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• Providing academic support to students throughout the academic year. • Communicating with students and the School of Computing, Mathematics and Digital Technology. • Coordinating student attendance and progress monitoring to identify students who are not engaging

with study and implementation of appropriate support. • Coordinating guidance to students with learning support needs. • Reporting to the Undergraduate Programmes Manager. Award Cluster Year Tutors: Have the following key tasks and be responsible for: • Coordinating, in collaboration with the Undergraduate Programmes Leader, management of the

annual student lifecycle for students in their year, including: enrolment, induction, teaching schemes, option choices, assessment and examination moderation, Boards of Examiners, timely and effective communication with students and reassessment.

• Maintaining academic standards and enhancing student experience. • Providing academic support to students throughout the academic year. • Communicating with Unit Coordinators and students for their year. • Attending and assisting with Staff Student Liaison meetings and Programme Committee Meetings. • Coordinating advice to Level 4 students on option choices. • Monitoring student attendance and progress to identify students who are not engaging with study

and implementation of appropriate support. • Providing guidance to students with learning support needs. • Assisting with quality assurance procedures, including the Continuous Monitoring and Improvement

Process, Programme Log etc. • Reporting to the Undergraduate Programmes Manager. Undergraduate Project Coordinators: Have the following key tasks and responsibility for: • Coordinating the project allocation process and ensuring, in collaboration with the Health and Safety

Coordinator and Ethics Coordinator, that all Level 6 students are assigned to an appropriate project and project tutor.

• Ensuring the smooth running and assessment of projects by communicating with students and staff. • Producing and distributing project guidelines to students and staff. • Coordinating project quality assurance procedures including the marking and second marking of projects and the use of Turnitin®. • Ensuring bound copies of projects and all other assessed components are available for scrutiny by

External Examiners. • Presenting comprehensive project assessment data to the Board of Examiners. • Reporting to the Undergraduate Programmes Manager. Undergraduate Placement and Employability Tutors: Have the following key tasks and responsibility for: • Developing relations with appropriate external organisations to develop placement and employability opportunities for students on divisional networks. • Organising meetings with all potential sandwich/placement students. • Arranging individual meetings with students, as appropriate, to support their placement/ sandwich

opportunities. • Contacting organisations and arranging visits and interviews for all sandwich/placement students. • Coordinating a divisional supporting programme for placement/sandwich students including ensuring

that placement visits by tutors take place. • Ensuring that all assessment criteria are met during placements/the sandwich year. • Ensuring that placements/sandwich year adhere to the university's Institutional Code of Practice on

Placement and Work-Based learning, including health and safety criteria. • Reporting to the School’s Sandwich and Employability Coordinator. Undergraduate Certificate in Biological Recording/Field Techniques and Species Identification: The Biological Recording Programmes Leader will be responsible for the day-to-day running of the programmes and will liaise with the Route Leader who will deal with the operational management of the programmes, including: liaising with Unit Coordinators and unit lecturers and assignment markers; dealing with student queries; dealing with venue arrangements for delivery of remote teaching and field work; coordinating the creation and delivery of distance learning materials. Administrative support will be provided from one of the field sites. This support will be evaluated on an on-going basis. Delivery of some content will be by Associate Lecturers. The arrangements for such delivery will be made on an annual basis and, any Associate Lecturers used, will be included in an induction process to

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ensure the level and delivery of their provisions are appropriate. Any Associate Lecturers who mark work will also be included in the induction programme and all such marks will be moderated by MMU staff.

NB: the University’s Management of programme Delivery is available from: http://www.mmu.ac.uk/academic/casqe/regulations/policies.php

41 Programme Specific Academic Student Support Generic academic student support is provided to all students in line with the guidance outlined in the University Student Handbook. The University Student Handbook is available from: http://www.mmu.ac.uk/studenthandbook/ All new and returning students, including combined honours students, participate in an induction programme that includes a general introduction to their programme, its aims, overall structure and organisation. Students will meet with their Personal Tutor and have an opportunity to discuss the aims and operation of their programme. They will also receive an introduction to various student support services (including the Faculty Student Support Officer and Programme Support Officer), the Library, IT provision and use of the University’s (VLE), Moodle™ and The Union, MMU activities. The Library provides information literacy (IL) training via face-to-face sessions, on-line tutorials within Moodle™, the provision of IL content within the University-wide Skills Online Moodle™ resource and through help sheets and podcast content. The relevant subject librarian provides additional one-to-one support on demand, helping students locate information for their research areas. This support is also available to students by phone or e-mail.

All students will receive key information that will guide them through the organisation and assessment of their units. Course Leaders, Route Leaders, Level Tutors and Unit Coordinators also provide programme and unit-level support.

All students will be allocated a Personal Tutor in the first year of study. Students remain with their Personal Tutor throughout Level 4, 5 and 6 study. During the first and second years, students have regular meetings with their tutor, who will: monitor attendance/engagement data and performance throughout the year; identify specific weaknesses and study skills needs; and provide support and advice as appropriate. The role is less formalised at Level 6. The Project Supervisor will often be the first point of contact for pastoral and study skills support and careers awareness. For level 7 integrated masters students, the Project Supervisor assumes the role of Personal Tutor. There will be increasing use of web-based materials to provide programme and unit information as well as to deliver ancillary learning support materials and personalised timetables. This will facilitate communication with students, rapid feedback on VLE-based assignments and allow flexible access to learning materials. This will also enable tutors to monitor engagement with each unit as well as performance levels.

A Faculty Exceptional Factors Panel convenes to oversee the fair, consistent and confidential consideration of individual circumstances and necessary adjustments. The School is committed to transparent and accessible courses. Where necessary, reasonable adjustments for individuals will be considered under the Equality Act 2010.

More general advice and support in areas including study skills is available at Faculty level from the Faculty Student Support Officer (FSSO). The FSSO runs sessions on topics such as time management, note-taking, report writing and revision strategies. A range of support services are available at University level and through The Union, MMU. Students are introduced to these during their induction programme. These services include, but are not limited to:

Accommodation.

Careers.

Counselling.

Financial.

Health.

Information Systems.

Nursery.

http://www.mmu.ac.uk/academic/casqe/regulations/policies.php

http://www.mmu.ac.uk/studenthandbook/

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Learner Development Service (LDS). The LDS provides a comprehensive advisory, assessment and support service to disabled students from the pre-application stage through to graduation. Coordinators at School level liaise with the LDS and provide advice to both students and staff. They also deal with issues such as the development of personal learning plans (PLPs). Placement learning through the exchange programme of study in Europe, North America or Australia is organized by the School Exchange Tutor in collaboration with MMU International staff and students. While on exchange, supervision is provided by the overseas institution and monitoring by the University is undertaken by the Exchange Tutor and MMU International (MMUi) staff.

Programme-Specific Support Undergraduate Certificate in Biological Recording/Field Techniques and Species Identification: These students will be studying off-site so, there will be a dedicated Route Leader, who will provide appropriate student support. This will follow existing practice within the School, which has been successful for many years. Students will be taught together for each unit at Field Studies Council sites where there will be an opportunity to provide pastoral and academic support.

42 Programme-Specific Student Evaluation The Programmes comply with current institutional evaluation guidance. NB University information on Student Evaluation is available from: http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf Programme-Specific Evaluation Undergraduate Certificate in Biological Recording/Field Techniques and Species Identification: The student voice will be sought formally (e.g. Programme Committee Meetings, elected student representatives, etc.) and informally (e.g. during field visits) and used to ensure the programme provides the skills and support required by students.

SECTION F – MAPPING

Maps associated with the following units can be found in the Programme Specification for the Human Biology and Physiology Undergraduate Programmes:

Systems Physiology (6H4Z1001)

Infection & Immunity (6H5Z1001)

Human Neuroscience (6H5Z1013)

Genetics, DNA and Disease (6H6Z1005)

Health Physiology (6H6Z1006)

Microbiology & Health (6H6Z1007)

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) MAP I

Benchmarks / achievement levels in earth sciences, environmental sciences and environmental studies

Level 4 Level 5

Knowledge Mapping (K)

6F

4Z

1001

6F

4Z

3001

6F

4Z

3002

6F

4Z

3003

6F

4Z

3004

6F

4Z

3005E

,G,H

,P

6F

4Z

3006

6F

4Z

3007

6F

5Z

3001

6F

5Z

3002

6F

5Z

3003

6F

5Z

2005

6F

5Z

3004

6F

5Z

3005

6F

5Z

1002

6F

5Z

3006

6F

5Z

3007/1

0

6F

5Z

3008E

,G,H

,P

6F

5Z

3009

Skills Mapping (S)

Intellectual skills Practical skills

Knowledge based on the directly taught programme and some evidence of enquiry beyond that

K S

K K K S

K S

K S

Sub

ject to

learn

ing a

gre

em

ent

K K K K K S

K S

K S

K S

K S

K K S

Sub

ject to

learn

ing a

gre

em

ent

Ability to describe and record material in the field and laboratory

Ability to integrate lines of evidence from a range of sources to support findings and hypotheses

S S S K S

K K K S

K S

K S

S S K S

Ability to interpret practical results in a logical manner

Understanding of subject-specific theories, paradigms, concepts and principles and some understanding of more specialised areas

K S

K K K S

K K S

K K K K K S

K S

K S

K S

K K K S

Ability to use appropriate laboratory and field equipment competently and safely

Ability to consider issues from a range of multidisciplinary and interdisciplinary perspectives and to draw on appropriate concepts and values in arriving at a critical assessment

K K K K S

K K K K S K K S

Ability to use spatial technologies in addressing problems effectively

Ability to analyse, synthesise, summarise and critically evaluate information K K K K K K K K K K K K K K

K S

K S

Ability to plan, conduct and present an independent project with limited reliance on guidance

Ability to define complex problems and to devise and evaluate possible solutions in relatively unpredictable contexts

K S S S K S

S S S K

S S K S

K S

Ability to select and apply a range of methods to solve problems

Critical approach to academic literature and other sources of information

K K K K S

K S

K S

K S

K S

K S

K S

K S

K K S

K S

K K S

Ability to present research findings in a number of formats effectively and appropriately

Recognition of the moral and ethical dimensions of issues and investigations and the need for professional codes of conduct

K K K K S

K S

K S

K S

S S S S S K S

K S

Ability to relate investigations to prior work and to reference appropriately

Page 61 of 155


6F

4Z

1001

6F

4Z

3001

6F

4Z

3002

6F

4Z

3003

6F

4Z

3004

6F

4Z

3005E

,G,H

,P

6F

4Z

3006

6F

4Z

3007

6F

5Z

3001

6F

5Z

3002

6F

5Z

3003

6F

5Z

2005

6F

5Z

3004

6F

5Z

3005

6F

5Z

1002

6F

5Z

3006

6F

5Z

3007/1

0

6F

5Z

3008E

,G,H

,P

6F

5Z

3009

Skills Mapping (S)

Communication skills

S S S S S S

S S S S S S S S S S S

Ability to communicate effectively to a variety of audiences in written, graphical and verbal forms

S S S S S S


Ability to read and respond to written material effectively

Numeracy and C & IT skills

S S S S S S S S S S S S

Ability to collect and record data

S S S S S S S S S S S S S S

Ability to prepare, process and interpret data using appropriate techniques

S S S S S S S S

Ability to solve numerical problems using appropriate techniques

S S S S S S


Ability to use the internet critically for communication and information retrieval

Interpersonal/teamwork

S S S S S S S S S S S S S S S S

Ability to contribute effectively to team work

S S S S S S


Ability to recognise and respect the views of others

Self-management and professional development

S S S S S S


Ability to develop the skills necessary for self-managed and lifelong learning (e.g. independent study, time management, organisational skills)

S S S

S S

Ability to identify and work towards targets for personal, career and academic development

S S S

Ability to be adaptable and flexible

S

S S

Ability to analyse personal strengths and weaknesses

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Benchmarks / achievement levels in earth sciences, environmental sciences and environmental studies

Level 6


6F

6Z

3001

6F

6Z

2002

6F

6Z

2003

6F

6Z

3002

6F

6Z

3005

6F

6Z

3006

6F

6Z

3007

6F

6Z

3008

6F

6Z

1008

6F

6Z

1009

6F

6Z

3009

6F

6Z

3010/1

3

6F

6Z

3019

6F

6Z

3012

6F

6Z

3014

6F

6Z

3015

6F

6Z

3016

6F

6Z

3017

Skills Mapping (S)

Intellectual skills Practical skills

Knowledge based on the directly taught programme and some evidence of enquiry beyond that

K S

K S

K S

K K S

K S

K K S

K S

K S

K K K

Sub

ject

to

lear

nin

g ag

reem

ent

K K K S

K S

Ability to describe and record material in the field and laboratory

Ability to integrate lines of evidence from a range of sources to support findings and hypotheses

K S

K S

K K S

K S

K S

K S

K S

K S

K S

K K K K K S

K S

Ability to interpret practical results in a logical manner

Understanding of subject-specific theories, paradigms, concepts and principles and some understanding of more specialised areas

K S

K S

K K K S

K S

K K S

K S

K S

K K K K K K S

K S

Ability to use appropriate laboratory and field equipment competently and safely

Ability to consider issues from a range of multidisciplinary and interdisciplinary perspectives and to draw on appropriate concepts and values in arriving at a critical assessment

K S

K K K K K S

K S

K K K K K K Ability to use spatial technologies in addressing problems effectively

Ability to analyse, synthesise, summarise and critically evaluate information

K S

K K K K K K K K K K K K S

K K K K Ability to plan, conduct and present an independent project with limited guidance

Ability to define complex problems and to devise and evaluate possible solutions in relatively unpredictable contexts

K S

K S

K S

K S

K S

K S

K S

K S

S S K S

K S

K S

K S

K S

K S

Ability to select and apply a range of methods to solve problems

Critical approach to academic literature and other sources of information

K S

K S

K S

K K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

Ability to present research findings in a number of formats effectively and appropriately

Recognition of the moral and ethical dimensions of issues and investigations and the need for professional codes of conduct

K S

S K S

K S

S S K S

K S

K S

S K S

S K S

K S

K S

S S Ability to relate investigations to prior work and to reference appropriately

Communication skills S S S S S S S S S S S S S S S S S Ability to communicate effectively to a variety of

audiences in written, graphical and verbal forms

Page 63 of 155

S S S S S S S S S S S S S S S S S Ability to read and respond to written material effectively

Numeracy and C & IT skills

S S S S S S S S S S S S Ability to collect and record data

S S S S S S S S S S S S S S S S Ability to prepare, process and interpret data using appropriate techniques

S S S S S S S S S Ability to solve numerical problems using appropriate techniques

S S S S S S S S S S S S S S S S S Ability to use the internet critically for communication and information retrieval

S S Ability to contribute effectively to team work

S S S S S S S S S S S S S S S S S Ability to recognise and respect the views of others

Self-management and professional development

S S S S S S S S S S S S S S S S S Ability to develop the skills necessary for self-managed and lifelong learning (e.g. independent study, time management, organisational skills)

S S S S S S S S S S S S S S S S S Ability to identify and work towards targets for personal, career and academic development

S S Ability to be adaptable and flexible

S S S Ability to analyse personal strengths and weaknesses

Page 64 of 155

Benchmarks / achievement levels in geography Level 4 and Level 5

Level 4 Level 5


6F

4Z

1001

6F

4Z

3001

6F

4Z

3002

6F

4Z

3003

6F

4Z

3004

6F

4Z

3005E

,G,H

,P

6F

4Z

3006

6F

4Z

3007

6F

5Z

3001

6F

5Z

3002

6F

5Z

3003

6F

5Z

2005

6F

5Z

3004

6F

5Z

3005

6F

5Z

1002

6F

5Z

3006

6F

5Z

3007/1

0

6F

5Z

3008E

,G,H

,P

6F

5Z

3009

Skills Mapping (S)

Knowledge and understanding Intellectual (thinking) skills

Demonstrate comprehension of the nature of change within human environments K K K K S

Sub

ject to

learn

ing a

gre

em

ent

K K K S

K S

S K S

Sub

ject to

learn

ing a

gre

em

ent

Illustrate and discuss the contested and provisional nature of knowledge and understanding

Demonstrate comprehension of the nature of change within physical environments

K K S

K K S

K K K K K S S K S

Identify / formulate and evaluate questions or problems

Demonstrate comprehension of the reciprocal relationships between physical and human environments

K K K K S

S K S

K K S

K K S

K S S K S

Identify and evaluate approaches to problem-solving

Demonstrate comprehension of the significance of spatial relationships as influences upon physical and human environments

K K S

S K S

K S

K S

S S S S S K S S K

S

Synthesise information and recognise relevance

Demonstrate comprehension of the diversity and interdependence of places at various spatial scales

S S K S K S K S

K S

S K S

K S

S K S

S K S

Develop a sustained and reasoned argument

Evaluate the diversity of approaches to the generation of knowledge and understanding deriving from experience of the epistemologies of the humanities, social and natural sciences

K K K K K S

K S

K S

K S

K S

K S

K S

K K S

K K K K S

Evaluate and articulate weaknesses in the arguments of others

Apply understanding of geographical concepts in different situations

K K K K K K K K K

Have a systematic approach to accuracy, precision and uncertainty

K K K K K K K K K K K K

Discipline-specific skills

K K K K K

K S

K K K K K S

K K K K K S

Evaluate the issues involved in applying research design and execution skills within the specific context of field-based research

Page 65 of 155


6F

4Z

1001

6F

4Z

3001

6F

4Z

3002

6F

4Z

3003

6F

4Z

3004

6F

4Z

3005E

,G,H

,P

6F

4Z

3006

6F

4Z

3007

6F

5Z

3001

6F

5Z

3002

6F

5Z

3003

6F

5Z

2005

6F

5Z

3004

6F

5Z

3005

6F

5Z

1002

6F

5Z

3006

6F

5Z

3007/1

0

6F

5Z

3008E

,G,H

,P

6F

5Z

3009

Skills Mapping (S)

S K K S

K S

S K S

S K K S

K S

S S S S S K K S

Evaluate the diversity of specialised techniques and approaches involved in collecting geographical information (e.g. instrumentation, remote sensing, cartographic surveying, social survey, observation and the use of textual and archival sources)

S S S S

S S S S S S S S S

Evaluate the diversity of specialised techniques and approaches involved in presenting geographical information (e.g. GIS, cartography and different textual strategies)

S S S S

Evaluate the diversity of specialised techniques and approaches involved in presenting geographical information (e.g. GIS, cartography and different textual strategies)

S S S S S S S S Articulate and communicate personal views about geographical issues

S S S S S S Apply ideas to new situations

Generic skills

S S S S S S


Communicate geographical ideas, principles and theories effectively and fluently by written, oral and visual means


Relate material appropriately to the intended audience


Use communications and ICT effectively and appropriately to select, analyse, present and communicate geographical information

S S S S S S S S S S S S S

Effectively and appropriately interpret and use numerical statistical information

S S S S S

Apply basic and more advanced numerical skills effectively and appropriately to geographical info

Page 66 of 155


6F

4Z

1001

6F

4Z

3001

6F

4Z

3002

6F

4Z

3003

6F

4Z

3004

6F

4Z

3005

E,G

,H,P

6F

4Z

3006

6F

4Z

3007

6F

5Z

3001

6F

5Z

3002

6F

5Z

3003

6F

5Z

2005

6F

5Z

3004

6F

5Z

3005

6F

5Z

1002

6F

5Z

3006

6F

5Z

3007

/10

6F

5Z

3008

E,G

,H,P

6F

5Z

3009 Skills

Mapping (S)

S S S S S S


Undertake independent / self-directed study / learning (including time management) to achieve consistent, proficient and sustained attainment

S S S S S S S S S S S S S

Work as a participant or leader of a group and contribute effectively to the achievement of objectives

S S S S

Reflect on the process of learning and evaluate personal strengths and weaknesses

Page 67 of 155

Benchmarks / achievement levels in geography Level 6

Level 6


6F

6Z

3001

6F

6Z

2002

6F

6Z

2003

6F

6Z

3002

6F

6Z

3003

6F

6Z

3004

6F

6Z

3005

6F

6Z

3006

6F

6Z

3007

6F

6Z

3008

6F

6Z

1008

6F

6Z

1009

6F

6Z

3009

6F

6Z

3010/1

3

6F

6Z

3019

6F

6Z

3012

6F

6Z

3014

6F

6Z

3015

6F

6Z

3016

6F

6Z

3017

Skills Mapping (S)

Knowledge and Understanding Intellectual (thinking) skills

Demonstrate comprehension of the nature of change within human environments

K S

S S K S

K S

K S

S S K S

S S S K S

K S

S

Sub

ject

to

lear

nin

g ag

reem

ent

K S

K S

S S Illustrate and discuss the contested and provisional nature of knowledge and understanding

Demonstrate comprehension of the nature of change within physical environments

K S

K S

K S

S S K S

K S

K S

S K S

K S

K S

S K S

S S

S K S

K S

Identify / formulate and evaluate questions or problems

Demonstrate comprehension of the reciprocal relationships between physical and human environments

K S

K S

K S

S S S K S

K S

K S

K S

S S K S

K S

S S S S K S

Identify and evaluate approaches to problem-solving

Demonstrate comprehension of the significance of spatial relationships as influences upon physical and human environments

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

Synthesise information and recognise relevance

Demonstrate comprehension of the diversity and interdependence of places at various spatial scales

K S

S S K S

S S S S K S

K S

S S K S

S S K S

K S

K S

K S

Develop a sustained and reasoned argument

Evaluate the diversity of approaches to the generation of knowledge and understanding deriving from experience of the epistemologies of the humanities, social and natural sciences

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

Evaluate and articulate weaknesses in the arguments of others

Apply understanding of geographical concepts in different situations

K K K K K K K K K K K K K K K K K K K

Have a systematic approach to accuracy, precision and uncertainty

K K K K K K K K K K K K K K K K K K K

Discipline-specific skills

S S S S S S S Evaluate the issues involved in applying research design and execution skills within the specific context of field-based research

Page 68 of 155


6F

6Z

3001

6F

6Z

2002

6F

6Z

2003

6F

6Z

3002

6F

6Z

3003

6F

6Z

3004

6F

6Z

3005

6F

6Z

3006

6F

6Z

3007

6F

6Z

3008

6F

6Z

1008

6F

6Z

1009

6F

6Z

3009

6F

6Z

3010/1

3

6F

6Z

3019

6F

6Z

3012

6F

6Z

3014

6F

6Z

3015

6F

6Z

3016

6F

6Z

3017

Skills Mapping (S)

S S S S S S S S S S S S S S S S S S S Evaluate the diversity of specialised techniques and approaches involved in collecting geographical information (e.g. instrumentation, remote sensing, cartographic surveying, social survey, observation and the use of textual and archival sources)

S S S S S S S S S S S S S S S S S S S Evaluate the diversity of specialised techniques and approaches involved in presenting geographical information (e.g. GIS, cartography and different textual strategies)

S S S Evaluate the diversity of specialised techniques and approaches involved in presenting geographical information (e.g. GIS, cartography and different textual strategies)

S S S S S S S S S S S S S S S Articulate and communicate personal views about geographical issues

S S S S S S S S S S S S S S S S S S S Apply ideas to new situations

Generic skills

S S S S S S S S S S S S S S S S S S S Communicate geographical ideas, principles and theories effectively and fluently by written, oral and visual means

S S S S S S S S S S S S S S S S S S S Relate material appropriately to the intended audience

S S S S S S S S S S S S S S S S S S S Use communications and ICT effectively and appropriately to select, analyse, present and communicate geographical information

S S S S S S S S S S S S Effectively and appropriately interpret and use numerical statistical information

S S S Apply basic and more advanced numerical skills effectively and appropriately to geographical info

Page 69 of 155


6F

6Z

3001

6F

6Z

2002

6F

6Z

2003

6F

6Z

3002

6F

6Z

3003

6F

6Z

3004

6F

6Z

3005

6F

6Z

3006

6F

6Z

3007

6F

6Z

3008

6F

6Z

1008

6F

6Z

1009

6F

6Z

3009

6F

6Z

3010/1

3

6F

6Z

3019

6F

6Z

3012

6F

6Z

3014

6F

6Z

3015

6F

6Z

3016

6F

6Z

3017

Skills Mapping (S)

S S S S S S S S S S S S S S S S S S S Undertake independent / self-directed study / learning (including time management) to achieve consistent, proficient and sustained attainment

S S S S Work as a participant or leader of a group and contribute effectively to the achievement of objectives

S S S Reflect on the process of learning and evaluate personal strengths and weaknesses

Level 7 benchmarks / achievement levels in geography are not defined

Page 70 of 155

Benchmark Statement Matrix – Biosciences The benchmark statements for the Biosciences recognise that the range of the biosciences is so wide and the scope of courses offered in the UK so different, that it is not possible to lay down meaningful discipline-specific standards for all such areas. Therefore the benchmark statements provided below describe the transferable and core skills that would be expected of all Honours graduates in the biosciences. The following matrices relate the generic bioscience benchmark statements to the content of units offered within the Biological Sciences award cluster.

Level 7 benchmarks / achievement levels in biosicences are not defined

Level 4


6F

4Z

3005

6F

4Z

1002

6F

4Z

1003

6F

4Z

1004

6H

4Z

100

1

6H

4Z

100

2

6H

4Z

100

3

6H

4Z

100

4

6F

4Z

1001

Skills Mapping (S)

Abilities and skills

S S S S S S S S S Be able to access bioscience information from a variety of sources and to communicate the principles in a manner appropriate to the programme of study

S S S S S S S S S Have ability in a range of practical bioscience techniques including data collection, analysis and interpretation of those data, and testing of hypotheses

S S S S Have an understanding of the explanation of biological phenomena at a variety of levels (from molecular to ecological systems) and be able to explain how evolutionary theory is relevant to their area of study

S Be able to plan, execute and present an independent piece of work (e.g. a project) within a supported framework in which qualities such as time management, problem solving, and independence are evident

S S S S S Have some understanding of ethical issues and the impact on society of advances in the biosciences

S S S S S S S S S Be able to record data accurately, and to carry out basic manipulation of data (including quantitative data and some statistical analysis when appropriate)

Page 71 of 155

Level 5


6F

5Z

1001

6F

5Z

1002

6F

5Z

1003

6F

5Z

1004

6F

5Z

1005

6F

5Z

1006

6F

5Z

1007

6F

5Z

1008

6F

5Z

1009

6H

5Z

100

1

6H

5Z

101

3

6H

5Z

101

4

6H

5Z

100

7

6H

5Z

101

5

6H

5Z

101

6

Skills Mapping (S)


S S S S S S S S S S S S S S S Be able to access bioscience information from a variety of sources and to communicate the principles in a manner appropriate to the programme of study

S S S S S S S S S S S S S S S Have ability in a range of practical bioscience techniques including data collection, analysis and interpretation of those data, and testing of hypotheses

S S S S S S S S S S Have an understanding of the explanation of biological phenomena at a variety of levels (from molecular to ecological systems) and be able to explain how evolutionary theory is relevant to their area of study

S S S Be able to plan, execute and present an independent piece of work (e.g. a project) within a supported framework in which qualities such as time management, problem solving, and independence are evident

S S S S S S S S Have some understanding of ethical issues and the impact on society of advances in the biosciences

S S S S S S S S S S S S S S S Be able to record data accurately, and to carry out basic manipulation of data (including quantitative data and some statistical analysis when appropriate)

Page 72 of 155

Level 6


6F

6Z

1001

6H

6Z

100

1

6F

6Z

1002

6F

6Z

1003

6F

6Z

1004

6F

6Z

1005

6F

6Z

1006

6F

6Z

1007

6F

6Z

1008

6F

6Z

1009

6F

6Z

3019

6H

6Z

100

5

6H

6Z

100

6

6H

6Z

100

7

6H

6Z

101

1

6H

6Z

101

2

Skills Mapping (S)


S S S S S S S S S S S S S S S S Be able to access bioscience information from a variety of sources and to communicate the principles in a manner appropriate to the programme of study

S S S S S S S S S S S S S S S S Have ability in a range of practical bioscience techniques including data collection, analysis and interpretation of those data, and testing of hypotheses

S S S S S S S Have an understanding of the explanation of biological phenomena at a variety of levels (from molecular to ecological systems) and be able to explain how evolutionary theory is relevant to their area of study

S S S Be able to plan, execute and present an independent piece of work (e.g. a project) within a supported framework in which qualities such as time management, problem solving, and independence are evident

S S S S S S S S S S S S S S Have some understanding of ethical issues and the impact on society of advances in the biosciences

S S S S S S S S S S S S S S S S Be able to record data accurately, and to carry out basic manipulation of data (including quantitative data and some statistical analysis when appropriate)

Page 73 of 155

Benchmark Statement Matrix – Chemistry Level 4 Level 5


6F

4Z

2002

6F

4Z

2003

6F

4Z

2004

6F

4Z

2005

6F

4Z

2006

6F

5Z

2005

6F

5Z

2006

6F

5Z

2007

6F

5Z

2008

6F

5Z

2009

6F

5Z

2011

6F

5Z

2012 Skills

Mapping (S)

General aims of degree programmes involving chemistry Chemistry-related cognitive abilities

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

K K S

K S

K S

K S

K K S

K S

K S

K S

S

The ability to demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to the subject areas identified above

Establish in students an appreciation of the importance and sustainability of the chemical sciences in an industrial, academic, economic, environmental and social context

S K S

K S

S K K S

K S

K S

K S

K S The ability to apply such knowledge and understanding to the solution of qualitative and quantitative problems of a familiar nature

Develop in students, through an education in chemistry, a range of appropriate generic skills, of value in chemical and non-chemical employment.

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

The ability to recognise and analyse problems and plan strategies for their solution

Provide students with a broad and balanced appreciation of key chemical concepts

K K S

K S

K S

S K K S

K S

K S

K S

K Skills in the evaluation, interpretation and synthesis of chemical information and data

Develop in students a range of practical skills so that they can understand and assess risks and work safely in the laboratory

K K K S

S K S

K S

K K S

K S

K Skills in communicating scientific material and arguments

Develop in students the ability to apply standard methodology to the solution of problems in chemistry

K K K S

S K S

K S

K S

K S

K S

S K S

Information technology (IT) and data-processing skills, relating to chemical information and data.

Provide students with a knowledge and skills base from which they can proceed to further studies in chemistry or multidisciplinary areas involving chemistry.

K K K K K K K K K K K K

Develop an appreciation of the importance of chemistry in modern society – economic, environmental, social, industrial, medicinal.

K K K K K K K

Page 74 of 155


6F

4Z

2002

6F

4Z

2003

6F

4Z

2004

6F

4Z

2005

6F

4Z

2006

6F

5Z

2005

6F

5Z

2006

6F

5Z

2007

6F

5Z

2008

6F

5Z

2009

6F

5Z

2011

6F

5Z

2012 Skills

Mapping (S)

Subject knowledge and understanding Chemistry-related practical abilities

be fully conversant with major aspects of chemical terminology

KS

K S

K S

K S

K K S

K S

K S

K S

S

Skills in the safe handling of chemical materials, taking into account their physical and chemical properties, including any specific hazards associated with their use and the ability to conduct risk assessments

Be able to demonstrate a systematic understanding of fundamental physicochemical and analytical principles with the ability to apply problems

S K K S

S S K K S

K S

Skills required for the conduct of documented laboratory procedures involved in synthetic and analytical work, in relation to both inorganic and organic systems

Gain knowledge of: a range of inorganic and organic materials and understand their properties and applications

S K S K S

K S

K K S

K S

S K S

S

Skills in the monitoring, by observation and measurement, of chemical properties, events or changes, and the systematic and reliable recording and documentation thereof

Be able to evidence understanding of general synthetic pathways, including related isolation, purification and characterisation techniques

K S S K S S K S Skills in the operation of standard chemical instrumentation

Develop an awareness of issues of chemistry in society that overlap with other related disciplines K S K K S S K

K S

K S

The ability to interpret and explain the limits of accuracy of their own experimental data in terms of significance and underlying theory.

Be conversant with chemical science research methods and aspects of specialist chemical literature

K K

Essential generic skills

S S S S S Communication skills, covering both written and oral communication

S S S S S S S S Problem-solving skills, relating to qualitative and quantitative information

S S S S S

Numeracy and mathematical skills, including such aspects as error analysis, order-of-magnitude estimations, correct use of units and modes of data presentation

Page 75 of 155


6F

4Z

2002

6F

4Z

2003

6F

4Z

2004

6F

4Z

2005

6F

4Z

2006

6F

5Z

2005

6F

5Z

2006

6F

5Z

2007

6F

5Z

2008

6F

5Z

2009

6F

5Z

2011

6F

5Z

2012 Skills

Mapping (S)

S S S S S

Information-retrieval skills, in relation to primary and secondary information sources, including information retrieval through online computer searches

S S S S S S S S IT skills

S S S

Interpersonal skills, relating to the ability to interact with other people and to engage in team working

S S S S S S S S S S S S

Time management and organisational skills, as evidenced by the ability to plan and implement efficient and effective modes of working

S S S S Skills needed to undertake appropriate further training of a professional nature.

Page 76 of 155

[N.B. benchmarks in bold italics are for the MChem (Hons) programmes only.] Level 6 Level 7


6F

6Z

2001

6F

6Z

2002

6F

6Z

2004

6F

6Z

2005

6F

6Z

2006

6F

6Z

2007

6G

6Z

200

8

6F

7Z

2001 (

60)

6F

7Z

2002

6F

7Z

2003

6F

7Z

2004

Skills Mapping (S)

General aims of degree programmes involving chemistry Chemistry-related cognitive abilities

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

K S

K S

K S

K S

K S

K S

K K S

K S

K S

K S

The ability to demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to the subject areas identified above

Establish in students an appreciation of the importance and sustainability of the chemical sciences in an industrial, academic, economic, environmental and social context

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

The ability to apply such knowledge and understanding to the solution of qualitative and quantitative problems of a familiar nature

Develop in students, through an education in chemistry, a range of appropriate generic skills, of value in chemical and non-chemical employment.

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S


Provide students with a broad and balanced appreciation of key chemical concepts

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

K S

Skills in the evaluation, interpretation and synthesis of chemical information and data

Develop in students a range of practical skills so that they can understand and assess risks and work safely in the laboratory

K S

S K S

K K K S

K S

S Skills in communicating scientific material and arguments

Develop in students the ability to apply standard methodology to the solution of problems in chemistry

K S

K K S

K S

K S

K S

S K S

K S

K K S


Provide students with a knowledge and skills base from which they can proceed to further studies in chemistry or multidisciplinary areas involving chemistry.

K K K K K K K K K K K The ability to demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to the subject areas identified above

Develop an appreciation of the importance of chemistry in modern society – economic, environmental, social, industrial, medicinal.

K K K K K K K K K K K The ability to apply such knowledge and understanding to the solution of qualitative and quantitative problems of a familiar nature

Page 77 of 155


6F

6Z

2001

6F

6Z

2002

6F

6Z

2004

6F

6Z

2005

6F

6Z

2006

6F

6Z

2007

6G

6Z

200

8

6F

7Z

2001 (

60)

6F

7Z

2002

6F

7Z

2003

6F

7Z

2004

Skills Mapping (S)

Extend students’ comprehension of key chemical concepts and so provide them with an in-depth understanding of specialised areas of chemistry

K S

K K K S


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

K S

S Skills in the evaluation, interpretation and synthesis of chemical information and data

Develop in students the ability to adapt and apply methodology to the solution of unfamiliar types of problems

K S

K K K S

Skills in communicating scientific material and arguments

Instil a critical awareness of advances at the forefront of the chemical science discipline

K S

K S

K K S


Prepare students effectively for professional employment or doctoral studies in the chemical sciences.

K

Subject knowledge and understanding Chemistry-related practical abilities

Be fully conversant with major aspects of chemical terminology K

S K

K S

K S

K S

K S

K S

K K K S

Skills in the safe handling of chemical materials, taking into account their physical and chemical properties, including any specific hazards associated with their use and the ability to conduct risk assessments

Be able to demonstrate a systematic understanding of fundamental physicochemical and analytical principles with the ability to apply problems

K S

K S

K S

S K S

K K S

K K K S

Skills required for the conduct of documented laboratory procedures involved in synthetic and analytical work, in relation to both inorganic and organic systems

Gain knowledge of: a range of inorganic and organic materials and understand their properties and applications

K S

K S

K S

S K S

S K S K K S

Skills in the monitoring, by observation and measurement, of chemical properties, events or changes, and the systematic and reliable recording and documentation thereof

Be able to evidence understanding of general synthetic pathways, including related isolation, purification and characterisation techniques

K S K S S

K S

K S K S Skills in the operation of standard chemical instrumentation

Page 78 of 155


6F

6Z

2001

6F

6Z

2002

6F

6Z

2004

6F

6Z

2005

6F

6Z

2006

6F

6Z

2007

6G

6Z

200

8

6F

7Z

2001 (

60)

6F

7Z

2002

6F

7Z

2003

6F

7Z

2004

Skills Mapping (S)

Develop an awareness of issues of chemistry in society that overlap with other related disciplines S K K

K S

K S

K S

K S S K K

K S

The ability to interpret and explain the limits of accuracy of their own experimental data in terms of significance and underlying theory.

Be conversant with chemical science research methods and aspects of specialist chemical literature

K K K K K S K K

K S

The ability to select appropriate techniques and procedures

Research training (project specific experimental skills, accessing literature, planning, including evaluation of hazards and environmental effects, making oral presentations, writing reports, including critical evaluation)

K S K S

Competence in the planning, design and execution of experiments

Research project implementation of planned experiments, recording of data and their critical analysis, dissertation, outcome potentially publishable

K S S

Skills required to work independently and be self critical in the evaluation of risks, experimental procedures and outcomes

Advanced studies (in area of specialism to support research topic, complementary studies outside, but cognate to, area of specialism)

S K K K S

The ability to use an understanding of the limits of accuracy of experimental data to inform the planning of future work.

Problem solving (development of general strategies including identification of additional information required and problems where there is no unique solution, application of advanced studies to the solution of problems)

K K K K

Professional studies (ethics and societal responsibilities, environmental impact, sustainability)

K K

Essential generic skills

S S S S S S S S S S

Communication skills, covering both written and oral communication

S S S S S S S S S S S Problem-solving skills, relating to qualitative and quantitative information

Page 79 of 155


6F

6Z

2001

6F

6Z

2002

6F

6Z

2004

6F

6Z

2005

6F

6Z

2006

6F

6Z

2007

6G

6Z

200

8

6F

7Z

2001 (

60)

6F

7Z

2002

6F

7Z

2003

6F

7Z

2004

Skills Mapping (S)

S S S S S S S S S

Numeracy and mathematical skills, including such aspects as error analysis, order-of-magnitude estimations, correct use of units and modes of data presentation

S S S S S S S S S

Information-retrieval skills, in relation to primary and secondary information sources, including information retrieval through online computer searches

S S S S S S S IT skills

S S S

Interpersonal skills, relating to the ability to interact with other people and to engage in team working


Time management and organisational skills, as evidenced by the ability to plan and implement efficient and effective modes of working

S S S S S S S S S

Skills needed to undertake appropriate further training of a professional nature.

S S S S

Problem-solving skills; demonstrate self-direction and originality

S S S S

The ability to communicate and interact with professionals from other disciplines

S S Exercise initiative and personal responsibility

S S

Decision-making skills in complex and unpredictable situations

S S S S

Independent learning ability required for continuing professional development

Page 80 of 155

MAP II ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – CertHE Programme Learning Outcomes (Section 27)


Level 4 Level 4 6F4Z1001 ECOLOGY AND

ENVIRONMENT 6F4Z1003 GENETICS, ADAPTATION AND DIVERSITY

6F4Z3001 ENVIRONMENTAL MANAGEMENT

6F4Z3002 INTRODUCING HUMAN GEOGRAPHIES

On-line Test 50%

On-line Test 50%

Practical Report 40%

Multiple Choice Test 60%

Essay 50% Group

Assessment 50% Essay 25% Report 75%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO 1,2,4 PLO 1-4 PLO1,4 PLO1,4

EMS PLO 1,2,4,5 PLO 1,4,5 PLO 1-4 PLO 1-4

ESc PLO 1-4 PLO 1-4

Geog PLO 1-3 PLO 1-4

HumG PLO 2,3 PLO 2,3 PLO 1-3 PLO 1-4

PhysG

WildBio* PLO 1-5 PLO 1-5

AniBeh* PLO 1,4 PLO 1,4

*Eligible units for Wildlife Biology and Animal Behaviour (Biological Sciences Award Cluster)

Page 81 of 155


Level 4 (Cont’d)

Level 4 6F4Z3003 EARTH SYSTEMS 6F4Z3004 SPATIAL METHODS TUTORIAL AND FIELD ACTIVITIES 6F4Z3005E: Environment 6F4Z3005G: Geography 6F4Z3005H: Human Geography 6F4Z3005P: Physical Geography

Evidence of Practical

Learning 50% Exam 50%

GIS Mapping Exercise 50%

Mapping Exercise 50%

Skills Portfolio 50%

Fieldwork Report 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO 1,2,4 PLO 1,2,4 PLO 1,4 PLO 1,2,4

EMS PLO 1, 3,4,5 PLO 1, 4,5 PLO 1,3,5 PLO 1,4,5

ESc PLO 2-4 PLO 1 PLO 1-4 PLO 1-4 PLO 1,4 PLO 1-4

Geog PLO 2-4 PLO 1 PLO 1-4 PLO 1-4 PLO 1-4 PLO 1-4

HumG PLO 1,2,4 PLO 1,2,4 PLO 1,2, 4 PLO 2-4

PhysG PLO 2-4 PLO 1 PLO 1-4 PLO 2,4 PLO 1,3,4 PLO 1-4

Page 82 of 155

Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – DipHE Programme Learning Outcomes (Section 27)


Level 5

Level 5 6F5Z1002 ECOLOGY AND BIODIVERSITY

6F5Z1007 CONSERVATION BIOLOGY

6F5Z1008 COMPARATIVE AND ENVIRONMENTAL PHYSIOLOGY

6F5Z2005 NATURAL RESOURCES AND POLLUTION

Laboratory File 60%

On-line Test 40%

Case Study 70% Exam 30% Practical File 50%

Test 50% Essay 50% Technical Report 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO 1-5 PLO 1-5 PLO1-5 PLO1-5 PLO1,2,3,5 PLO1,2,3,5

EMS PLO 1,5 PLO 1,5 PLO 1-3 PLO 4-5

ESc PLO 1,2,3,5 PLO 1,2,3,5 PLO 1,3,4 PLO 2,4,5

Geog PLO 1,3,5,6 PLO 1,3,5,6 PLO 1,2,5 PLO 1,2,5,6

HumG

PhysG PLO 5 PLO 4,5 PLO 1,5 PLO 2,4,5

Chemistry* PLO 1,5 PLO 1,2,3,5

*Eligible unit for BSc (Hons) Chemistry (Chemistry and Forensic Science Award Cluster)

Page 83 of 155

Environmental and Geographical Sciences Award Cluster Level 5 (Cont’d)

Level 5 6F5Z3001 SUSTAINABLE FUTURE ENVIRONMENTS

6F5Z3002 SOCIAL AND CULTURAL GEOGRAPHY

6F5Z3003 ECONOMIC AND DEVELOPMENT GEOGRAPHIES

6F5Z3004 GEOMORPHOLOGICAL PROCESSES

Presentation 50%

Group Assessment

50%

Essay 50% Essay 50% Group Poster Presentation

40%

Report 60% Report 50% Poster 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon

EMS PLO 1,2,3,5 PLO 1-5 PLO 1,3,5 PLO 1,2,5

ESc PLO 1-5 PLO 1-5

Geog PLO 1,2,3,4,6 PLO 1-6 PLO 1,3,6 PLO 1,3,5,6 PLO 1-5 PLO 1,2,3,5,6 PLO 1,2,3,5,6 PLO 1-3

HumG PLO 1-5 PLO 1-5 PLO 1-4 PLO 1-5 PLO 1-5 PLO 1-5 PLO 1-4 PLO 1,3

PhysG

Page 84 of 155


Level 5 6F5Z3005 CLIMATE AND CLIMATE CHANGE

6F5Z3006 GIS AND EARTH OBSERVATION

6F5Z3007 VOCATIONAL EXPERIENCE

FIELDWORK AND RESEARCH DESIGN 6F5Z3008E: Environment 6F5Z3008G: Geography 6F5Z3008H: Human Geography 6F5Z3008P: Physical Geography

Individual practical

portfolio 50%

Examination 50%

Portfolio 50% Group project poster display

50%

Portfolio 25% Placement Assessment

75%

Research Proposal 50%

Report 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO 1,3,5 PLO 1,2,3,5 PLO 3,4 PLO 1-5 PLO 1,2,5 PLO 1-5

EMS PLO 1,4,5 PLO 1-5 PLO 3 PLO 1-5 PLO 1,2,3,5 PLO 1-5

ESc PLO 1-5 PLO 1,3,4,5 PLO 1,2,3,5 PLO 1-5 PLO 3,4 PLO 1-5 PLO 1,3,5 PLO 1-5

Geog PLO 1,2,3,5,6 PLO 1,2,3,6 PLO 2-6 PLO 1-5 PLO 1,3 PLO 1-6 PLO 1-6 PLO 1-6

HumG PLO 2,5 PLO 1-5 PLO 1,3,5 PLO 1-5 PLO 1-5 PLO 1-5

PhysG PLO 1,3,4,5 PLO 1-5 PLO 1,3,4,5 PLO 1-5 PLO 1 PLO 1-5 PLO 1,3 PLO 1-5

Page 85 of 155

Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26)


Level 6

Level 6 6F6Z1002 ENVIRONMENTAL

MICROBIOLOGY

6F6Z1008 CONSERVATION

OF SPECIES

6F6Z1009 GLOBAL

ENVIRONMENTAL CHANGE

AND ECOSYSTEMS

Laboratory

Report 50%

Exam 50% Report 50% Poster 50% Practical Report

50%

Examination

50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO1,2,5 PLO1,5 PLO 1-4 PLO 1-5 PLO 1-5 PLO 1-4

EMS PLO 1-4 PLO 1,2,4,5 PLO 1,3,4,5 PLO 1

ESc PLO 1,3,4 PLO 1-5 PLO 1-5 PLO 1,3,4

Geog PLO 1-5 PLO 1-6 PLO 1,2,3,5,6 PLO 1-3

HumG

PhysG PLO 4 PLO 1,4,5 PLO 1-4 PLO 1,3,4

Page 86 of 155


Level 6 6F6Z2002

ENVIRONMENTAL RISK

MANAGEMENT

6F6Z2003 AVIATION AND

ITS ENVIRONMENTAL

IMPACT

6F6Z3001 PROJECT* 6F6Z3002 SPACES OF

CULTURE AND

IDENTITY

6F6Z3005 APPLIED

GEOMORPHOLOGY

Portfolio 60% Exam 40% Essay 50% Executive

Summary

50%

Research

Proposal

15%

Project 85% Essay 50% Essay 50% Portfolio 100%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO 1-5 PLO 1-5

EMS PLO 1-5 PLO 1-3 PLO 1-4 PLO 1-5 PLO 1-5 PLO 1-5

ESc PLO 1-5 PLO 1,3,4 PLO 1,3,4 PLO 1-5 PLO 1,3,5 PLO 1-5

Geog PLO 1,2,3,4,6 PLO 1-3 PLO 1,2,3 PLO

1,2,3,5,6

PLO 1,2,3,5,6 PLO 1-6 PLO 1-3 PLO 1-3 PLO 1,2,3,5,6

HumG PLO 1-5 PLO 1-5 PLO 1-4 PLO 1-4

PhysG PLO 2,4,5 PLO 4 PLO 1,4 PLO 1,4,5 PLO 1-4 PLO 1-4 PLO 1-4

*may vary dependent on project topic

Page 87 of 155


Level 6 6F6Z3007 SUSTAINABLE

PRODUCTION AND

CONSUMPTION

6F6Z3008 IMPACTS AND

MODELS OF CLIMATE

CHANGE

6F6Z3009 APPLIED

GEOGRAPHIC INFORMATION

6F6Z3010 CONTEMPORARY

ISSUES IN GEOGRAPHY AND

ENVIRONMENT

Poster 50% Classroom

Delivered

Verbal

Presentation

50%

Synthesis

Report 50%

Examination

50%

Portfolio 50% Examination

50%

Report 40% Essay 60%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO 2,3,5 PLO 2,3,5 PLO 1,2,4,5 PLO 1,2,4,5

EMS PLO 1,2,4,5 PLO 1-5 PLO 2-5 PLO 2-5 PLO 1,2,3,5 PLO 1,2,3,5

ESc PLO 1,3,4,5 PLO 3-5 PLO 1,3,4,5 PLO 1-5 PLO 2-5 PLO 2-5 PLO 1,2,3,5 PLO 1,2,3,5

Geog PLO 5-6 PLO 5-6 PLO 1,2,3,5,6 PLO 1,2,3,5,6 PLO 1-6 PLO 1-6 PLO 1-6 PLO 1-6

HumG PLO 3-5 PLO 3-5 PLO 4,5 PLO 4,5 PLO 1-5 PLO 1-5

PhysG PLO 1,3,4,5 PLO 1,3,4,5 PLO 2,5 PLO 2,5 PLO 1,3,4,5 PLO 1,3,4,5

Page 88 of 155


Level 6 6F6Z3019 ADVANCED

PROFESSIONAL

SKILLS*

6F6Z3014 POLITICAL

GEOGRAPHY BEYOND

THE NATION

6F6Z3015 CONTEMPORARY

URBANISM AND PLANNING

6F6Z3016 GLACIAL

SYSTEMS

6F6Z3017 VOLCANOES

AND APPLIED

ENVIRONMENTAL

RECONSTRUCTION

Preparatory

Report 40%

Report 60% Essay 50% Essay 50% Essay 40% Portfolio 60% Report 50% Poster 50% Essay 50% Report 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

EcolCon PLO 1-5 PLO 1-5

EMS PLO 1-5 PLO 1-5 PLO 1,3 PLO 1-5

ESc PLO 1-5 PLO 1-5

Geog PLO 1-6 PLO 1-6 PLO 1-3 PLO

1,2,3,5,6

PLO 1,2,3,5,6 PLO 1-6 PLO 1,2,3,5,6 PLO 1-5 PLO 1,2 PLO 1,2,5

HumG PLO 1-5 PLO 1-5 PLO 1-4 PLO 1-5 PLO 1-5 PLO 1-5 PLO 1-4 PLO 1,3,4 PLO 1,3 PLO 1,3,5

PhysG PLO 1-5 PLO 1-5

WildBio PLO 1-7 PLO 1-7

AniBeh PLO 1-5 PLO 1-5

Biology PLO 1-4 PLO 1-4


Page 89 of 155

Environmental and Geographical Sciences Cluster Level 7

Level 7 6F7Z3001 RESEARCH DESIGN AND METHODS

6F7Z3008 EARTH OBSERVATION AND GI TECHNOLOGY

6F7Z3010* MASTERS PROJECT IN ENVIRONMENT AND GEOGRAPHY

Report: Historical Research 50%

Report: Research Proposal 50%

Practical Portfolio 50%

Presentation 50%

Essay/ Report 10%

Thesis 90%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

MGeog PLO 5,7,8 PLO 6,7,8 PLO 1-6 PLO 1-8 PLO 1,2,5-8 PLO 1-8 *may vary dependent on project topic

Page 90 of 155


Biology and Conservation Ecology Award Cluster Level 4

Level 4 6ABL6002 INTRODUCTION TO BIOLOGICAL RECORDING

6ABL6003A IDENTIFICATION AND SURVEYING TECHNIQUES FOR BIOLOGICAL RECORDING 1

6ABL6003B IDENTIFICATION AND SURVEYING TECHNIQUES FOR BIOLOGICAL RECORDING 2

6ABL6003C

IDENTIFICATION

AND SURVEYING

TECHNIQUES

FOR

BIOLOGICAL

RECORDING 3

6ABL6003D IDENTIFICATION AND SURVEYING TECHNIQUES FOR BIOLOGICAL RECORDING 4

6ABL6003E IDENTIFICATION AND SURVEYING TECHNIQUES FOR BIOLOGICAL RECORDING 5

6ABL6003F IDENTIFICATION AND SURVEYING TECHNIQUES FOR BIOLOGICAL RECORDING 6

Critical Report 100%







GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

Page 91 of 155

Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Cert HE Programme Learning Outcomes (Section 27)

Biology and Conservation Ecology Award Cluster

Level 4 (Cont’d)

Level 4 6F4Z1001ECOLOGY AND ENVIRONMENT*

6F4Z1002 ANIMAL

BEHAVIOUR

6F4Z1003 GENETICS, ADAPTATION AND DIVERSITY

6F4Z1004 BIOMOLECULES, CELLS AND MICROORGANISMS

6F4Z1005 TUTORIAL ACTIVITIES AND FIELD SKILLS

6H4Z1001 SYSTEMS PHYSIOLOGY

On-line Test 50%

On-line Test 50%

In Class Test 40%

Practical file 60%

Practical Report

40%

Multiple Choice

Test 60%

Practical Booklet

50%

Exam 50% Skills Portfolio

50%

Report 50%

Practical 50%

Exam 50%

GO 1

GO 2

GO 3 GO 4 GO 5 GO 6 GO 7

Ani Beh PLO 1,2,4 PLO 1,2 PLO 1,2,3 PLO1,2,3,4

PLO 5 PLO 1,2 PLO 1,4 PLO1,3,4

Biology PLO 1,2,4 PLO 1,2 PLO 1,2,4 PLO1,2,4,5

PLO 4 PLO 1,2 PLO 2,4 PLO 1,2 PLO 1,2,4 PLO 1-4 PLO 4 PLO 1,2

Biol/Chem PLO 6 PLO 1,2 PLO 2,6 PLO 1,2

Wild Biol PLO1,2,3,6,7

PLO 2,3,6 PLO2,3,6 PLO2,3,6,7

PLO 6,7 PLO1,2,3,4

PLO 1,2,6,7

PLO1,2,5,6,7

Micro/Mol PLO 4 PLO1,2 PLO1,2,4 PLO1,2 PLO 2,4 PLO 1-4 PLO 4 PLO 2 *For 15 credit 6F4Z1006 Ecology and Environment see GOs and PLOs for Assessment 2 (Test)

Page 92 of 155



Level 5

Level 5 6F5Z1001 TECHNIQUES AND APPLICATIONS IN MOLECULAR BIOLOGY

6F5Z1002 ECOLOGY AND BIODIVERSITY

6F5Z1003 RESEARCH DESIGN AND ANALYSIS

6F5Z1004

MICROBIOLOGY

6F5Z1005 FIELD

COURSE

Exam 60% Data Exercise 40%

Laboratory File 60%

Test 40% Test 40% Research Proposal 60%

Lab Test 40% Exam 60% Verbal presentation

25%

Report 75%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

Ani Beh PLO 1,4 PLO 1 PLO 1,4 PLO 1,4 PLO 1,4 PLO 1,2,3,4 PLO 1,2 PLO 1,2,3,4

Biology PLO 1,2,4 PLO 1,4 PLO 1,4 PLO 1,4 PLO1,4 PLO 1-4 PLO 1,4 PLO 1,2,4 PLO 1,2 PLO 1,2,3,4

Biol/Chem PLO 1,2,6 PLO1,6 PLO 1,6 PLO 1,5,6 PLO 1,6 PLO 1,2,6

Wild Biol PLO 1,6,7 PLO 1,6,7 PLO 1,2,3,6,7 PLO 1,2,3,6,7 PLO 1,6,7 PLO1,2,3,5,6,7 PLO 1,2,3 PLO 1-7

Micro/Mol PLO 1-4 PLO 1,4 PLO1,4 PLO 1,3,4 PLO 1,4 PLO 1,2,4

Page 93 of 155

Biology and Conservation Ecology Award Cluster Level 5 (Cont’d)

Level 5 6F5Z1006 EVOLUTION AND BEHAVIOUR

6F5Z1007 CONSERVATION BIOLOGY

6F5Z1008 COMPARATIVE AND ENVIRONMENTAL PHYSIOLOGY

6F5Z1009 FIELD COURSE

Report 60% In-class Test 40%

Case Study 70%

Exam 30% Practical File 50%

On-line Test 50%

Verbal Presentation

50%

Logbook 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

Ani Beh PLO1,2,3,4 PLO1,2,3 PLO1,4 PLO1,5 PLO1,4 PLO1,4 PLO1,2 PLO1,2,4,5

Biology PLO1,2,4 PLO1,2 PLO1,2,4 PLO1,2,4 PLO1,2,4 PLO1,2,4 PLO1,2 PLO1,2,4,5

Biol/Chem

Wild Biol PLO1,6,7 PLO1 PLO1,4,6 PLO1,4,6 PLO1,3,6,7 PLO1,3,6 PLO1,2,3 PLO1-7

Micro/Mol PLO1,2,4 PLO1,2

Page 94 of 155



Level 6 6F6Z1001 PROJECT 6F6Z1002 ENVIRONMENTAL MICROBIOLOGY

6F6Z1003 COGNITION AND BEHAVIOUR

6F6Z1004 WILDLIFE

BIOLOGY

Report 80% Laboratory Report 20%

Laboratory Report 50%

Exam 50% Report 60% Unseen Exam 40%

Case Study 30%

Unseen Examination

70%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

Ani Beh PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,5 PLO1,2 PLO1,2

Biology PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2 PLO1,2,3,4,5 PLO1,2 PLO1,2,3,5 PLO1,2,3,5

Biol/Chem PLO1,2,5,6 PLO1,2,5,6 PLO1,2,3,5,6 PLO1,2

Wild Biol PLO1,2,4,5,6

,7 PLO1,2,4,5,6

,7 PLO1,2,6,7 PLO1,2,6 PLO1,2,3,4,5,

6 PLO1,2,3,4,5,

6

Micro/Mol PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,5

Page 95 of 155


Level 6 (Cont’d)

Level 6 6F6Z1005 MOLECULAR

CONSERVATION

GENETICS AND

EVOLUTIONARY BIOLOGY*

6F6Z1007 PLANT DRUGS AND POISONS

6F6Z1008 CONSERVATION OF BIODIVERSITY

Computer Based Test

60%

Case Study 40%

Lab Reports 40%

Unseen Examination

60%

Workshop Activity 50%

Conservation Strategy 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

Ani Beh PLO1 PLO1 PLO1,2,4,5 PLO1,2,4

Biology PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,3

Biol/Chem PLO1,2,4,5,6 PLO1,2,4,5

Wild Biol PLO1,2,3,6,7 PLO1,2,3,6,7 PLO1,5,6,7 PLO1,5,6

Micro/Mol PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,3,4,5 PLO1,2,3,5 *For 15 credit 6F6Z1006 Molecular Conservation Genetics and Evolutionary Biology see GOs and PLOs for Assessment 1 (Computer Based Test)

Page 96 of 155


Level 7 6F7Z1023 Masters Project in Conservation and Behaviour

6F7Z1012 Statistics and Research Design

6F7Z1016 Genetics of Populations

6F7Z1019 Behavioural Biology

6F7Z1015 Species Conservation

6F7Z1018 Avian Biology and Conservation

Quiz 40%

Assignment task 2

Quiz 40%

Report 60%

Quiz 40%

Report 60%

Case Study 50%

Examination

50%

Report 50%

Examination

50%

Case Study 50%

Examination

50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

MBiol PLO 1-7 PLO 1-7 PLO1,3,4,5

PLO1,3,4,5,6

PLO1-6 PLO1-6 PLO1-6 PLO1-6 PLO1-6 PLO1-6 PLO1,5,6 PLO1-6

Page 97 of 155

Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – CertHE Programme Learning Outcomes (Section 27)


Level 4

Level 4 6F4Z2001 ESSENTIAL

SCIENCE FOR

FORENSICS

6F4Z2002

INTRODUCTION TO

FORENSIC SCIENCE

In-class Test 35%

Portfolio 65%

In-class Test 50%

Exam 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO

Chemistry

Pharm Chem

Med Bio Chem

Forensic Chem PLO1,2 PLO1,2 PLO1,3,5 PLO1,2,5

Forensic Biol PLO1,5 PLO1,2,3 PLO1,3,5 PLO1,2

Forensic Sci/Appl Crim

PLO1,2,5 PLO1,2 PLO1,2 PLO1,2

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Chemistry and Forensic Science Award Cluster Level 4 (Cont’d)

Level 4 6F4Z2003 FUNDAMENTAL CHEMISTRY CONCEPTS 1

6F4Z2004 FUNDAMENTAL CHEMISTRY CONCEPTS 2

6F4Z2005 INTRODUCTION TO CHEMICAL ANALYSIS

6F4Z2006 ESSENTIALS OF MODERN INDUSTRIAL CHEMISTRY

Laboratory Exercises 40%

Examination 60%

Portfolio 40% Exam 60%

Coursework 50%

Exam 50% Portfolio 40% Exam 60%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO

Chemistry PLO1,4 PLO1,3 PLO1,4 PLO1,2 PLO1,2 PLO1,2 PLO1,3 PLO1,4

Pharm Chem PLO1,4 PLO1,3 PLO1,4 PLO1,2 PLO1,2 PLO1,2 PLO1,3 PLO1,4

Med Bio Chem PLO1,4 PLO1,3 PLO1,4 PLO1,2 PLO1,3 PLO1,4

Forensic Chem PLO1,4 PLO1 PLO1,4 PLO1,2

Forensic Biol


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Level 5

Level 5 6F5Z2006 INORGANIC AND ORGANIC SYNTHESIS (CHEMISTRY CONCEPTS 1)

6F5Z2007 PHYSICAL AND INORGANIC CHEMISTRY (CHEMISTRY CONCEPTS 2)

6F5Z2008 ANALYTICAL TECHNIQUES (CHEMISTRY CONCEPTS 3)

6F5Z2009 BIOLOGICAL PROCESSES AND PHARMACEUTICAL CHEMISTRY

Exam 60% Laboratory File 40%

Exam 60% Portfolio 40% Exam 50% Portfolio 50% Portfolio 40% Exam 60%

GO 1 GO 2 GO 3 GO 4

GO 5 GO 6 GO 7 PLO

Chemistry PLO1,3,4 PLO1,4,5 PLO1,2 PLO1,5 PLO1,2,3 PLO1,3,5 PLO1,3,5 PLO1,3,4

Pharm Chem PLO1,3,4 PLO1,4,5 PLO1,2 PLO1,5 PLO1,2,3 PLO1,3,5 PLO1,3,5 PLO1,3,4

Med Bio Chem PLO1,3,4 PLO1,4,5 PLO1,2 PLO1,5 PLO1,2 PLO1,5 PLO1,3,5 PLO1,3,4

Forensic Chem PLO1,4 PLO1,6 PLO1,2 PLO1,6 PLO1,2,3 PLO1,3,6

Forensic Biol


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Level 5 6F5Z2011 FORENSIC INVESTIGATION: SCENE TO COURT

6F5Z2012 CHEMICAL AND PHYSICAL ANALYSIS FOR FORENSIC SCIENCE

6F5Z2013 FORENSIC BIOLOGY

Practical 65%

Case Study 35%

Practical 40%

Exam 60% Practical 40%

Exam 60%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO

Chemistry

Pharm Chem

Med Bio Chem

Forensic Chem PLO1,5,6 PLO1,5 PLO1,2,3 PLO1,3,6

Forensic Biol PLO1,4,5,6 PLO1,4,5 PLO1,2,3,6 PLO1,2,3,4


PLO1,2,5 PLO1,2,5 PLO1,2 PLO1,2 PLO1,2,5 PLO1,2

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Map guide: GO = MMU Graduate Learning Outcomes (Section 23)

PLO – Programme Learning Outcomes (Section 26) Chemistry and Forensic Science Award Cluster

Level 6 Level 6 6F6Z2001 PROJECT

AND PERSONAL DEVELOPMENT*

6F6Z2002 ENVIRONMENTAL RISK MANAGEMENT

6F6Z2004 ADVANCED CHEMISTRY CONCEPTS 1 (IOP MED BIO)

6F6Z2005 ADVANCED CHEMISTRY CONCEPTS 2 (IOP)

6F6Z2006 ADVANCED CHEMISTRY CONCEPTS 3 (ANALYTICAL TECHNIQUES)

6F6Z2007 ADVANCED PHARMACEUTICAL CHEMISTRY

Critical Report

80%

Presentation 20%

Portfolio 60%

Practical Coursework

40%

Exam 70% Portfolio 30%

Exam 70%

Lab File 30%

Exam 70%

Coursework

30%

Lab Skills File 30%

Exam 70%

GO 1 GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO

Chemistry PLO1-6 PLO1-6 PLO1,5 PLO1,2,5 PLO1,3-5 PLO1,3,4,6 PLO1-3, 5 PLO1-3,6 PLO1-3,5 PLO1-3,6

Pharm Chem

PLO1-5 PLO1-5 PLO1,3,4 PLO1,3-5 PLO1-3 PLO1-3,5 PLO1-5 PLO1-4

Med Bio Chem

PLO1-5 PLO1-5 PLO1,2,4 PLO1,2,4,5 PLO1-5 PLO1-4

Forensic Chem

PLO1-6 PLO1-6 PLO1,2 PLO1,2,6 PLO1,2,3 PLO1,2,3,6

Forensic Biol


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Level 6 6F6Z2008 FORENSIC CASE HANDLING

6F6Z2009 ADVANCES IN FORENSIC CHEMICAL ANALYSIS

6F6Z2010 CURRENT TOPICS IN FORENSIC BIOLOGY

6F6Z2012 FORENSIC* INVESTIGATIVE PROJECT

Case Study 40%

Case Study 60%

Exam 50% Portfolio 50%

Exam 60% Practical 40% Report 80% Presentation 20%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO

Chemistry

Pharm Chem

Med Bio Chem PLO1,2 PLO1,2,5

Forensic Chem PLO1,5 PLO1,5,6 PLO1,3,6 PLO1,2,3 PLO1-6 PLO1-6

Forensic Biol PLO1,4,5 PLO1,2,4,5 PLO1,2,3,4 PLO1,2,5,6 PLO1-6 PLO1-6


PLO1,2,5 PLO1,2,5 PLO1,2,5 PLO1,2,5

*may vary slightly dependent on project topic

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Chemistry and Forensic Science Award Cluster Level 7

Level 7 6F7Z2001 ADVANCED PROJECT AND PERSONAL DEVELOPMENT*

6F7Z2002 FRONTIERS IN CHEMICAL AND ENVIRONMENTAL SCIENCE*

6F7Z2003 FRONTIERS IN PHARMACEUTICAL CHEMISTRY

6F7Z2004 ADVANCED ANALYTICAL TECHNIQUES

Report 50% Presentation 30%

Reflective Account 20%

Portfolio 30% Exam 70% Portfolio 30% Exam 70% Coursework 30%

Exam 70%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO

Chemistry PLO1-8 PLO1-8 PLO1-8 PLO1-7 PLO1-5,7 PLO1-3,5-7 PLO1-3,5,7

Pharm Chem PLO1-7 PLO1-7 PLO1-7 PLO1-6 PLO1-4,6 PLO1,3,4,6 PLO1,3,4,6 *may vary dependent on project topic

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SECTION G – POINTS OF REFERENCE

Internal

University Policy Documents:

University Mission and Strategic Aims

Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Undergraduate

University Curriculum Framework (Undergraduate)

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University guidance on collaborative provision

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

ICP for Collaborative Provision

Recruitment and Admissions Policy

The MMU Commitment Programme-Specific Information:

Previous PARM Reports (15 January 2013)

Professional/Industrial Advisory Committees

Staff/Student Liaison Committees and Programme Committees

Staff Research

External

QAA Subject Benchmark statements o Geography, Earth Sciences, Environmental Sciences and Environmental Studies (2007) o Biosciences (2007) o Chemistry (2007) o Foundation Degree Qualification Benchmark (2010)

QAA Quality Code

QAA Framework for HE Qualifications

PSRB Visit Reports

PSRB requirements o Chartered Institute of Ecology and Environmental Management (CIEEM) o Institution of Environmental Sciences (IES) o Committee of Heads of Environmental Sciences Accreditation Scheme (CHES) o Royal Society of Chemistry (RSC)

External Examiner Annual Reports

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/index.php

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/collab_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

http://www2.mmu.ac.uk/commitment/

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SECTION H Approved Modifications to Programme Specification since Last Review The following log provides a cumulative account of minor and major modifications made to the Programme Specification since its last review.

FAQSC Reference

Programme Specification Title

Brief Outline of Minor Modification/ Major Modification

Date of FAQSC Approval/PARM Event

Approval effective from:

Details of cohort of students who will be affected by the modification

PARM Panel School of Science & The Environment Undergraduate Programmes

Major Modification to include integrated masters courses in geography and biology.

12 December 2013

1 September 2014

New intakes from 1 September 2014

Summer 2014: 4

School of Science & The Environment Undergraduate Programmes

Proposal to change the assessments for 6F6Z3015 from essay (50%)/group poster (50%) to essays (40%)/poster and reflective account (60%).

20 May 2014 1 September 2014


Summer 2014: 8


Proposed to revised two learning outcomes and change the assessments for 6F6Z1007 from: exam (70%)/Coursework (30%) to Exam (60%)/coursework (40%).



Summer 2014: 9


Proposed to replace the 6F6Z3011 unit with a new, stranded Professional Projects (6F6Z3019) unit and the change the assessments from report (50%)/report (50%) to report (40%)/report (60%).



Summer 2014: 17


To change the assessment for the Ecology and Environment (6F4Z1001) unit from logbook (40%)/test (60%) to online test (50%)/online test (50%).

2 July 2014 1 September 2014


Summer 2014: 21


To modify the assessments for GIS and Earth Observation (6F5Z3006) from Portfolio 30%/Project Poster 70% to Portfolio 50%/Project Poster 50%.



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FAQSC Reference






Summer 2014: 23


To revise various forensic science units and replace two forensic science units.



Summer 2015: 3


To change the assessment type from a poster and recorded verbal introduction to a poster and classroom-delivered verbal introduction for the Sustainable Production and Consumption (6H6Z3007) unit.

22 May 2015 September 2015

Level 6 students from September 2015

Summer 2015: 4


To introduce four new Inbound Student Mobility units, Negotiated Study 1 – 4 (Inbound Student Mobility Students only) (6F6Z2017, 6F6Z2018, 6F6Z2019, 6F6Z2020) from September 2015.

10 June 2015 September 2015

New Inbound Student Mobility Students at Level 6 from September 2015

Summer 2015: 5


To change the assessment type from a group poster to an individual practical portfolio for the Climate & Climate Change (6F5Z3005) unit. To change the learning outcomes and assessment description for the Portfolio of Evidence for the Applied Geomorphology (6F6Z3005) unit. To revise the work limit associated with the coursework from 2,000 to 2, 500 for the Political Geography Beyond the Nation (6F6Z3014) unit.


Level 5 and Level 6 students from September 2015

Summer 2015: 7


To change the assessment weighting from 30%/70% to 40%/60% for the Current Topics in Forensic Biology (6F6Z2010) unit. To change the core


All students from September 2015

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FAQSC Reference






and optional units at Level 5 of the BSc (Hons) Forensic Science and Applied Criminology award as units through the Faculty of HLSS are no longer available.

Spring 2016: 1


To change the second assessment in the Applied Geographic Information (6F6Z3009) unit from a written exam to a 10-minute narrated presentation of a mini-GI project.

16 March 2016 (Pending satisfaction of conditions)

September 2016

Level 6 students from September 2016

Spring 2016: 3

School of Science & The Environment Postgraduate Programmes


To extend a recently expired Variation to the curriculum frameworks regarding the unit sizes associated with the biological recording awards.

16 March 2016 September 2015

Approved by Academic Board on 19 April 2016

Summer 2016: 2


It is proposed to change one optional unit for Level 5 of the BSc (Hons) Forensic Science and Applied Criminology from Communities, Crime and Control (425Z0006) to Contemporary Issues in Criminology (425Z0065). The affected cohort of student is Level 5 students from September 2016.

27 May 2016 September 2016

Summer 2016: 4


It is proposed to replace a Level 6 option unit, Plant Drugs and Poisons (6F6Z1007), with an existing option unit, Current Topics in Forensic Biology (6F6Z2010) due to unforeseen staff changes. The affected cohort of

11 July 2016 September 2016

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FAQSC Reference






students is: Level 6 BSc (Hons) Medicinal and Biological Chemistry (FT/SW/SENAA routes) from September 2016.

Summer 2016: 5


To change the assessment weighting and order in the Economic and Development Geographies (6F5Z3003) and Contemporary Urbanism and Planning (6F6Z3015) units.

5 September 2016

September 2016

Level 5 and Level 6 students from September 2016

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SECTION I Integrated masters Unit Specifications

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Unit Code 6F7Z1012

Unit Title Statistics and Research Design

Unit Abbreviation StatsResDes

Level of Study 7

Credit Value 30 ECTS Value 15

Home Department School of Science & The Environment

Unit Coordinator Dr. Ed Harris

Keywords Statistics, experimental design, power analysis

Unit Learning Outcomes

On successful completion of this unit students will be able to: 1. Organize and summarize large data sets in topics relevant to study in:

A. Conservation Biology B. Conservation Genetics C. Zoo Conservation Biology D. Bird Conservation E. Animal Behaviour F. Forensic and Analytical Science

2. Use effectively at least one statistical software package 3. Identify and interpret significance tests motivated by hypotheses 4. Measure and interpret statistical power pre- and post-test 5. Design experimental data collection motivated by hypotheses

Summative Assessment

Element (final element in bold)

Type Weighting Learning outcomes assessed

1 quiz 40% 1,2,3,4

2 report 60% 3,4,5

Employability and Sustainability Outcomes

Outcomes Element of Assessment

Analyse real world situations critically 1

Demonstrate professionalism and ethical awareness 2

Communicate effectively using a range of media 2

Apply teamwork and leadership skills

Manage own professional development reflectively

Find, evaluate, synthesise and use information 1, 2

Work within social, environmental and community contexts

2

Use systems and scenario thinking 1, 2

Engage with stakeholder/interdisciplinary perspectives

2

Assessment Strategies for each Element of Assessment

100% coursework. The quiz (40%) will be taken in-class and will typically be "open-book" and timed but non-collaborative. The questions will consist of approximately 10 short answer questions that will require the practical calculation, reporting or interpretation of statistical tests. Theoretical questions covered in labs and lectures may typically be included as may be data handling problems. Formative feedback for this element of assessment may be given via practice quizzes taken during class time, as well as problem sets. The report (60%) will typically be to identify a topic relevant to the student's course of study in:

A. Conservation Biology B. Conservation Genetics C. Zoo Conservation Biology D. Bird Conservation E. Animal Behaviour

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F. Forensic and Analytical Science and to design a relevant programme of data collection and experimental design. This will typically include a description of the data to be collected, the number of replications, a description of the statistical approach and tests to be used, the expected effect sizes of tests, discussion of literature or sources underlying the expected effect sizes and other relevant material. Reports will usually be 8-10 pages in length and written in a technical format with introduction, data collection, analysis, timeline and bibliography sections. Formative feedback will typically be available to students for this assessment via written feedback on a draft outline of the project proposal. Formative feedback is also available during several lab sessions devoted to the report development. Written feedback will typically be provided on the final draft.

Assessment Criteria for Unit/Elements of Assessment

Assessment criteria will be in line with generic performance criteria for postgraduate students.

Non-Standard Minimum Pass Mark

Outline of the Unit Brief Summary This unit will address problems and solutions associated with the analysis of

‘real’ ecological and behavioural data sets. The unit uses a problem-based approach, centred on a large data set, to investigate approaches to data manipulation and transformation, exploratory analyses (numerical and graphical) and hypothesis testing.

Indicative Content Lectures will be used to deliver background information required for the unit, covering experimental design, hypothesis testing, exploratory data analysis and statistical model building. Practical computer-based exercises will be used to support topics covered in lectures and to demonstrate data handling and analysis techniques. "Data and stories" will be used to encourage dataset exploration and analysis and will be tailored to student interests as appropriate to their course of study. Demonstrations on the use of software and problem-solving may be used to encourage mathematical confidence. Practice quizzes may be periodically given and immediately peer-assessed and discussed as a class. Individual and group problem sets may be given and solutions discussed and demonstrated in class. Towards the end of the unit, a tutorial-based approach will be used to introduce specialised techniques appropriate to the different programmes of study. These techniques will include qualitative methods, Bayesian statistics and classification analyses.

Learning Activities

Breakdown of Student Learning Activity

Type of Activity %

Summative assessment 25%

Directed study 25%

Student-centred learning 50%

Mandatory Learning & Teaching Requirements None

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Learning Resources Essential Reading All essential reading materials will be provided to students

Additional Resources that Students Should Buy None

Special ICTS Requirements None

Any Other Additional Resources None

Administration

JACS Code C180 Ecology

Date of Approval January 2013

Date of Most Recent Consideration January 2013

Unit External Examiner Dr. Mark Briffa

Unit Assessment Board School of Science & The Environment

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Unit Code 6F7Z1015

Unit Title Species Conservation

Unit Abbreviation

Level of Study 7


Home Department School of Science and The Environment

Unit Coordinator Dr. Martin Jones

Keywords Rarity, extinction risk, Red List, MVP, Species Action Plans


On successful completion of this unit students will be able to: 1. evaluate the evolutionary and biogeographical relationships which

underlie rarity and extinction-risk 2. interpret the ecological, political, economic, social and ethical

issues surrounding the conservation of species in a range of plant and animal groups, and critically evaluate the theory and practice of species reintroductions

3. evaluate the criteria currently used to identify at-risk species and the use of Species Action Plans in species conservation programmes

4. evaluate the application of ecological theories and models such as the concepts of minimum viable populations, metapopulations and hotspot analysis to species conservation

5. critically evaluate factors such as human impact and climate change and their effects on species distribution and decline in key habitats such as topical forests, savannas and coral reefs.




1 Report 50% 2,3,5

2 Examination 50% 1,2,3,4,5




Demonstrate professionalism and ethical awareness






Use systems and scenario thinking



1. The report (50%) will be a critical evaluation of either a successful or unsuccessful conservation programme for an endangered species. The report will be presented in a poster format with associated detailed notes (approx. 1000 words plus appropriate tables and figures).

2. Assessment element 2 is a 2 hour examination (50%) normally comprising a choice of 2 questions from 5. Questions might require critical evaluation, integration of material, and data interpretation. Preparation will include provision of example questions for formative feedback.



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Outline of the Unit Brief Summary This unit will address the evolutionary and ecological background to

species conservation and critically evaluate the role of natural and anthropogenic factors in promoting extinction. The ways in which species are selected for conservation action will be addressed and the reasons for success or failure in conservation programmes evaluated. A number of animal groups and habitats will be selected for case studies.

Indicative Content Background extinction rate and the current ‘mass extinction’

Taxonomic and biogeographic patterns of extinction and extinction risk

Causes of rarity on mainlands and islands

Metapopulation theory and its relationship to extinction-risk

Population viability analysis and minimum viable populations

Species action plans

Case studies of individual and groups of rare/endangered species

Criteria for selection species for conservation – RDB status, phylogeny, flagships, endemism and “management significant units”

Hotspots and ecoregions

Theory and practice of species reintroductions

Species conservation in tropical forests, savannas and coral reefs and the effects of human impact, habitat modification and climate change

Learning Activities


Type of Activity %


Directed study 25%


Mandatory Learning & Teaching Requirements

Learning Resources

Essential Reading Primary literature in journals such as Conservation Biology, Biodiversity and Conservation and Animal Conservation IUCN Action Plans e.g. Antelopes & Parrots

See also http://www.iucn.org/themes/ssc/publications/actionplans.htm for electronic versions of all action plans

Additional Resources that Students Should Buy

None


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Any Other Additional Resources

Hunter, M. L. and Gibbs, J.P. (2007) Fundamentals of Conservation Biology. 3rd Edition, Blackwell, Oxford.

MacDonald, D. and Service, K. (2007) Key Topics in Conservation Biology. Blackwell, Oxford

Magurran, A. and McGill, B.J. (2010) Biological Diversity: Frontiers in Measurement and Assessment. Oxford University Press

Pullin, A. (2002) Conservation Biology. Cambridge University Press

Sinclair, A.R.E., Fryxall, J.M. and Caughley, G. (2006) Wildlife Ecology, Conservation and Management. 2nd Edition. Blackwell, Oxford

Administration






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Unit Code 6F7Z1016

Unit Title Genetics of Populations

Unit Abbreviation GenPop

Level of Study 7



Unit Coordinator Dr. Ed Harris

Keywords Conservation genetics, molecular genetics, molecular ecology, population genetics


On successful completion of this unit students will be able to: 1. Critically discuss the use of genetics tools in population biology 2. Identify appropriate analysis techniques for solving population genetics problems 3. Apply appropriate analysis techniques to genetic data and interpret the result 4. Evaluate key literature in applied population genetics 5. Critique methods and results of relevant scientific literature




1 quiz 40% 1,2,3,5

2 report 60% 1,2,4,5





Communicate effectively using a range of media 1, 2


Manage own professional development reflectively 2



2


Engage with stakeholder/interdisciplinary perspectives 2


100% coursework The quiz (40%) will be taken in-class and will typically be "open-book" and timed but non-collaborative. The questions will consist of approximately 10 short answer questions that will require the practical genetics data analysis and the reporting or interpretation of statistical tests. Theoretical questions covered in labs and lectures may typically be included as may be data handling problems. Formative feedback for this element of assessment may be given via practice quizzes taken during class time, as well as problem sets. The report (60%) will typically be to evaluate and review the literature relevant to a topic in population genetics research. This will typically include a report summarizing the primary peer-reviewed literature relevant to a chosen or assigned topic. Reports will usually be 8-10 pages in length and written in a technical format with introduction, review methods, review results, discussion and bibliography sections. Formative feedback will typically be available to students for this assessment via written feedback on a draft outline of the project proposal. Summative written feedback will typically be provided on the final draft.

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Outline of the Unit

Learning Activities


Type of Activity %


Directed study 25%



Learning Resources

Essential Reading All essential reading materials will be provided to students


None




None


Any Other Additional Resources This unit is studied principally at Chester Zoo. Students will be allowed ‘behind the scenes’ access to the exhibits involved in breeding programmes. Specialist

Brief Summary Within the context of modern population genetics, this unit will introduce the application of molecular genetics tools to a range of problems in conservation biology, ecological forensics and evolution. Equal emphasis will be placed on background theory, data handling and generation and surveying modern applied genetics through case studies and the primary literature.

Indicative Content Lectures will be used to deliver background information required for the unit, covering population genetics and molecular genetics, with applications including the conservation management of small populations, identification of taxonomic units at the population level, inferring species biology using molecular data and forensic identity of individuals and populations. Practical computer-based exercises will be used support topics covered in lectures and to demonstrate genetic data handling and analysis techniques. Practical laboratory sessions may be used to demonstrate molecular genetics techniques. Demonstrations on the use of software and problem-solving may be used to encourage familiarity with modern genetics data analysis techniques. Practice quizzes may be periodically given and immediately peer-assessed and discussed as a class. Individual and group problem sets may be given and solutions discussed and demonstrated in class.

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material is available via the Zoo library and students will be allowed extended access to research their case study. External speakers will be invited to speak on specialist topics and practical experience and role play will be used to provide experience of media interview, other management skills and planning procedures

Administration






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Unit Code 6F7Z1018

Unit Title Avian Biology and Conservation

Unit Abbreviation ABC

Level of Study 7



Unit Coordinator Dr. Huw Lloyd

Keywords Birds; biology; ecology; evolution; ornithology; conservation


On successful completion of this unit students will be able to: 1. Recognise the key features of birds and evaluate how evolution

has shaped those features in response to the demands of flight 2. Critically evaluate the role of museum collections and taxonomists

in avian biology and conservation 3. Evaluate the relationships between avian life history strategies,

biogeography and population biology and the relevance for designing appropriate conservation measures

4. Apply the principles of cross species analysis and examine its use in the study of ecology and extinction risk

5. Show a critical understanding of the key issues and evidence-base of applied avian conservation management in relation to climate change, land-use practices, renewable energy development, and other anthropogenic impacts.




1 Case Study 50% 2

2 Examination 50% 1, 2, 3, 4, 5




Demonstrate professionalism and ethical awareness 1, 2


Apply teamwork and leadership skills 1

Manage own professional development reflectively 1, 2



1, 2


Engage with stakeholder/interdisciplinary perspectives 1, 2


Assessment element 1 (50%) is a report in the form of an extended obituary and will constitute a critical appraisal of the contribution to avian science of a named ornithologist (max 3500 words). Assessment element 2 (50%) is a 2 hour examination normally comprising a choice of 2 questions from 5. Questions might require critical evaluation, integration of material, and data interpretation. Preparation will include provision of example questions for formative feedback


Assessment will be in line with generic performance criteria for postgraduate students.


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Outline of the Unit Brief Summary This unit deals with the evolution, biology, and biogeography of birds and

how evidence from these different research themes is utilized for avian conservation management. The unit will involve: an introduction to avian taxonomy and phylogeny; examination of the evolution of avian communication and life-history strategies; an introduction to avian biogeography and possible impacts of climate change and habitat modification; quantifying anthropogenic threats and avian extinction risk; human-avian population conflicts; and exploring possible solutions for applied avian conservation management such as habitat restoration schemes, agri-environment schemes and ecosystem services.

Indicative Content Characteristics and evolutionary history of birds

Avian taxonomy and phylogeny and the importance of museum collections

Avian biogeography and impact of climate change

Avian life history strategies and population biology

Measuring avian extinction risk and use of comparative analysis

Ecology of tropical forest bird communities and the impact of logging

Evolution of avian communication

Sexual selection and mate choice

Case studies in bird conservation e.g. galliformes biology and habitat management, upland birds, habitat change and public access, raptor biology and renewable energy development, agri-environment schemes and ecosystem services, and management of wetland birds

Learning Activities


Type of Activity %


Directed study 25%



Learning Resources

Essential Reading Primary literature in peer-review scientific journals such as: Ibis, The Auk, The Condor, Journal of Field Ornithology, Journal of Ornithology, Oryx, Biotropica, Bird Conservation International, Animal Conservation. IUCN Action Plans e.g. Parrots, Galliformes and other species. See also http://www.iucn.org/themes/ssc/publications/actionplans.htm for electronic versions of all action plans


None

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Any Other Additional Resources Bibby, C. J., Burgess, N. D., Hill, D. A. & Mustoe, S. H. (2000). Bird Census Techniques (Second Edition). London: Academic Press. Donald, P., Collar, N., Marsden, S.J. & Pain, D. (2011). Facing Extinction: The World's Rarest Birds and the Race to Save Them. Poyser Press.

Administration






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Unit Code 6F7Z1019

Unit Title Behavioural Biology

Unit Abbreviation BehavBiol

Level of Study 7



Unit Coordinator Dr. Matthew Sullivan

Keywords Behaviour, evolution, behavioural ecology, conservation, applied animal behaviour


On successful completion of this unit students will be able to: 1. Demonstrate knowledge and understanding of the theoretical

framework that informs the contemporary study of animal behaviour when analysing, interpreting or communicating the primary literature or individual research outputs.

2. Critically evaluate published literature and their own outputs (including through peer review) when required.

3. Incorporate principals of ethics and welfare to the study of animal behaviour including in an applied context.

4. Integrate levels of study of animal behaviour including genetic, anatomical, physiological, individual, group and population, with ecological and environmental factors, and in an evolutionary framework.

5. Critically evaluate the range of designs and methods available to test hypotheses arising from a pure or applied question in animal behaviour.




1 Case study 50% 1, 2, 3, 5.

2 Examination 50% 1, 2, 4.










1, 2



1, 2


Assessment element 1 is an individual behavioural case study (50%). The case study will typically be to evaluate and review the current state of knowledge of a topic in behavioural biology relevant to the student’s degree title. This might include but is not restricted to, for example, a report critically evaluating the primary peer-reviewed literature relevant to a topic. This will include consideration of welfare, ethical and methodological aspects. Reports will usually be 8-10 pages in length and written in a technical format with a bibliography and other sections as appropriate. Formative feedback will typically be available to students for this assessment via written feedback from staff and from peer review. Summative written feedback will typically be provided on the final draft.

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Assessment element 2 is a 2 hour examination (50%) normally comprising a choice of 2 questions from 5. Questions might require critical evaluation, integration of material, and data interpretation. Preparation will include provision of example questions for formative feedback.




Outline of the Unit Brief Summary This unit provides an overview of the contemporary study of animal

behaviour and applied animal behaviour, together with detailed case studies. The unit prepares students for further study or employment in animal behaviour and related fields by providing experience of research design and scientific communication.

Indicative Content The unit is underpinned by evolutionary thinking and the 4 levels of analysis Niko Tinbergen put forward for the study of Animal Behaviour, namely development (learning), mechanism (neurological and hormonal underpinnings), function (how does it help an individual survive and reproduce?) and evolution (how did it evolve?) The unit will touch on those aspects that are essential for the contemporary study of animal behaviour or where knowledge of animal behaviour is required for practical application. Thus the unit will include topics such as welfare, conservation, evolution, social and sexual behaviour and some of the hormonal and neurological systems that guide behaviour. The unit will provide an opportunity to conduct practical work in the laboratory and/or the field.

Learning Activities


Type of Activity %


Directed study 25%



Learning Resources

Essential Reading Students will be directed to the primary literature from journals such as Science, Nature, Proceedings of the Royal Society: B, Animal Behaviour, Behavioural Ecology, Behavioural Ecology and Sociobiology, Brain and Behaviour, Animal Cognition, Animal Welfare etc. Bolhuis, J.J. and Giraldeau, L.-A. (2004) The Behavior of Animals. John Wiley and Sons Ltd


None

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Special ICTS Requirements

None


For students with less background in animal behaviour: Davies, N.B., Krebs, J.R. and West, S.A. (2012) An Introduction to Behavioural Ecology (4th Edition). John Wiley & Sons: Chichester.

Administration






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Unit Code 6F7Z1023

Unit Title Masters Project in Conservation and Behaviour

Unit Abbreviation Proj C&B

Level of Study 7



Unit Coordinator Dr. Lesley Lace

Keywords Research project, conservation, behaviour


On successful completion of this unit students will be able to: 1. Identify a realistic, workable research topic, formulate hypotheses

and/or appropriate aims and objectives and use appropriate methods for observation, recording and experimentation;

2. Apply practical and analytical skills; 3. Incorporate effectively the concepts of precision, accuracy and

replication in relation to data collection in the field, laboratory or in novel analysis of existing datasets;

4. Develop a critical awareness and insight into relevant theoretical aspects of their subject area;

5. Use appropriate presentation or communication tools to a professional standard




1 Literature Review

10% 1,4

2 Project 90% 1,2,3,4,5



Analyse real world situations critically 1, 2


2






2

Use systems and scenario thinking


2


100% coursework Assignment 1 (10%) will normally be a 1,500-2,000 word literature review setting out a broader context for the work. Assignment 2 (90%) - students will normally be expected to present the project report in the form of a paper presented to a peer-reviewed journal and should follow the guidelines (wherever appropriate) required by that journal (e.g. length, reference format, etc.) There should be an indication of the formulation of appropriate aims and hypotheses and it must be clear that data are collected in a rigorous manner. Appropriate statistical tests should be applied and correctly interpreted and presented. There

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should be a demonstrated awareness of the value, limitations and application of the results and these should be interpreted in the context of relevant scientific literature.




Outline of the Unit Brief Summary This unit allows students to undertake a novel research project

appropriate to their programme of study; to practise the skills of research design, analysis, and scientific communication.

Indicative Content Students will be allocated an appropriate project supervisor; contact with the supervisor will depend upon the nature of the work but will be at the mutual agreement of student and supervisor; typically student and supervisor will meet regularly, at least once every two weeks, although this may vary over time and be dependent upon the stage of the research and the degree of difficulty encountered during the project work. Projects undertaken at a distance will normally be preceded by an intensive period of preparation and planning with the supervisor: normally such projects will only be allowed where the project tutor and programme leader are satisfied that there is adequate local logistical and safety support linked directly to MMU or provided by an active research group who have agreed to this provision. The project will be written in the style of a published paper and adhere to the guidelines of a reputable journal in the subject discipline (i.e. Journal of Animal Behaviour or Biological Conservation for example). The literature review will take the form of an extended review of the background literature related to the research topic of the project.

Learning Activities


Type of Activity %


Directed study 10%



Students will be free to choose within a diet of potential projects or project areas provided by MMU staff. Students who prefer to undertake a project in an area not included within this list may be allowed to do so but must supply evidence that feasibility, ethics and safety are not compromised. If the project tutor and programme leader are satisfied that the topic provides a suitably robust area of research and can be appropriately supervised then the project will be allowed to go ahead if it is within the boundaries of their programme of study.

Learning Resources

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Essential Reading Printed and electronic journal articles, refereed papers and text books which are both relevant and pertinent to the research topic and subject discipline.


None



Administration






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UNIT CODE 6F7Z2001

UNIT TITLE ADVANCED PROJECT AND PERSONAL DEVELOPMENT

UNIT ABBREVIATION APDP

LEVEL OF STUDY 7

CREDIT VALUE 60 ECTS VALUE 30

HOME DEPARTMENT Faculty of Science & Engineering School of Science & The Environment (6F)

UNIT COORDINATOR Dr Oliver Sutcliffe

KEYWORDS Independent Project Planning and Implementation Reflection Critical Analysis Communication Skills

UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to: 1. Critically appraise and cite accurately, in a standard format, relevant

primary scientific literature demonstrating an ability to construct a concise argument in written English.

2. Contribute to the planning and design of an experimental programme of work considering safety, sustainability and ethical issues.

3. Demonstrate key personal skills such as independence, time management, self-motivation, organisation, critical thinking and safe working practices within the context of the research problem.

4. Write a report in a recognised industry standard format which develops the synthesis of original hypotheses leading to a reasoned critique of the experimental data.

5. Deliver a written communication, oral summary and poster of the project critically evaluating project data/results whilst drawing appropriate conclusions.

SUMMATIVE ASSESSMENT



1 REPORT 50% 1,2,3,4

2 PRESENTATIONS 30% 1, 4, 5

3 REFLECTIVE LABORATORY BOOK

20% 2,3

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES


Analyse real world situations critically 1, 2,3

Demonstrate professionalism and ethical awareness 1, 2,3

Communicate effectively using a range of media 1, 2,3

Apply teamwork and leadership skills 1, 2,3

Manage own professional development reflectively 1, 2,3

Find, evaluate, synthesise and use information 1, 2,3


1, 2,3

Use systems and scenario thinking 1, 2,3

Engage with stakeholder/interdisciplinary perspectives 1, 2,3

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ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Assessment element one requires a final industry ‘standard’ project report (up to 15,000 words) which provides evidence of data analysis, critical thinking and an ability to write in an accurate scientific manner citing appropriate primary sources using a standard Royal Society of Chemistry (RSC) accepted format. Assessment element two requires a summary of the project with appropriate conclusions suitable for presentation at a conference and will comprise of oral (20 minutes) and poster presentations. Assessment element three will be a reflective laboratory book providing evidence for the development of the individual as a professional chemist using the process of project design and implementation to provide the appropriate evidence. The reflective laboratory book will include evidence such as laboratory-based data, evidence of supervisor meetings in the form of student recorded minutes, evidence of project planning, use of databases to access the primary literature, awareness of health and safety issues, appropriate COSHH forms, a reflective record of work providing evidence of data collection and timely analysis of results and the application of appropriate conclusions to direct/plan further work. Appropriate feedback will be provided by the project supervisor during the regular project meetings organised by the student. Standard unit pro formas will be used to provide summative assessment feedback.

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

The criteria upon which the three assessment elements will be judged include fulfilment of the requirements of the assignment task (including adherence to any word or page length specified); evidence of reading around the subject with correct and complete citation and listing of primary literature sources; appropriate scope and evidence of understanding of theoretical concepts as well as factual information; evidence of critical thinking and appraisal; delivery of a clear, well-structured presentation, poster and report. Evidence of ability to design a laboratory-based independent investigation, application of specialist computer-based software and databases, appropriate presentation, analysis and interpretation of data; standard and style of written English, grammar, spelling and punctuation; and evidence of innovative and creative thinking. Different levels of performance will be judged based on generic programme grade descriptors.

NON STANDARD MINIMUM PASS MARK

None

OUTLINE OF THE UNIT

BRIEF SUMMARY None

INDICATIVE CONTENT Element 1: Planning, Design and Organisation

Planning of experimental work including recognition of resource implications, ethics, risk assessment, COSHH and other safety requirements.

Element 2: Review of Literature Use of electronic databases to assess relevant project literature. Discrimination between pertinent and irrelevant material. Critical assessment of original research literature. Transfer of literature knowledge into experimental planning.

Element 3: Implementation Competent implementation of experimental work, recognition of safe working practices and reflective, laboratory notebook reporting. Feedback into planning and implementation process.

Element 4: Results and Conclusions Appropriate, timely, interpretation and concise reporting of results/data via written and oral media. Presentation of all aspects of project work including

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literature survey, safety, experimental results and interpretation through assessment of poster presentation, research seminar, COSHH and risk assessments.

Learning will normally take place through the following activities: 1. Lectures, tutorials, workshops, self-reflection and laboratory work. 2. Additional skills related classes will be provided (e.g. note-taking, database use, molecular modelling, time management, plagiarism avoidance, citing references, Personal Development Planning). 3. Progress reports delivered by project supervisors throughout the academic year via student organised and led meetings.

LEARNING ACTIVITIES

BREAKDOWN OF STUDENT LEARNING ACTIVITY

Type of Activity %


Directed study 5%


MANDATORY LEARNING & TEACHING REQUIREMENTS

None

LEARNING RESOURCES

ESSENTIAL READING

Project supervisors will provide at least three primary literature publications for each project. Additional generic material will be provided via the virtual learning environment.

Overton, T., Johnson, S. and Scott, J., Study and Communication Skills for the Chemical Sciences, Oxford University Press, 2011.

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY

Students should purchase their own suitable laboratory results book.

SPECIAL ICTS REQUIREMENTS

Reaxys and Scigress

ANY OTHER ADDITIONAL RESOURCES

Katz, M.J. Kluwer, From Research to Manuscript: A Guide to Scientific Writing, 1st edn. Academic Publishers, 2006 Beall H. and Trimbur J. A Short Guide to Writing about Chemistry 2nd edition, Longman, 2004 Beall H. and Trimbur J., A Short Guide to Writing about Chemistry, Addison Welsley, 2002 Briscoe M.H., Preparing Scientific Illustrations, 3rd edn. Springer-Verlag, 2000 Timely ‘hands-on’ training and access to advanced instrumentation, such as GC/MS for analytical and forensic chemistry projects and the NMR spectrometer for synthetic chemistry projects will be provided.

ADMINISTRATION

JACS CODE F100

DATE OF APPROVAL January 2013

DATE OF MOST RECENT CONSIDERATION: January 2013

UNIT EXTERNAL EXAMINER Prof Robert Brown Dr Phil King Dr Fred Davis

UNIT ASSESSMENT BOARD School of Science and the Environment Unit Assessment Board

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UNIT CODE 6F7Z2002

UNIT TITLE FRONTIERS IN CHEMICAL AND ENVIRONMENTAL SCIENCE

UNIT ABBREVIATION FCES

LEVEL OF STUDY 7



UNIT COORDINATOR Dr Michele Edge

KEYWORDS Research-informed curriculum, specialist topics in chemical and environmental science research


On successful completion of this unit students will be able to: 1. Critically appraise, précis and cite accurately, in a standard format,

relevant primary scientific literature demonstrating an ability to construct a written review and address issues of bias.

2. Apply fundamental concepts and principles of chemistry to make informed judgements and solve problems within a specialist and modern research field.

3. Discuss and critique recent research findings in a number of specialist areas.

4. Critically evaluate evidence, concepts and arguments some of which are at the frontiers of knowledge.




1 PORTFOLIO 30% 1,2,3,4

2 EXAMINATION 70% 1,2,3,4




Demonstrate professionalism and ethical awareness 1,2






1,2


Engage with stakeholder/interdisciplinary perspectives 1,2

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Assessment element one will be a portfolio of 4 pieces of work, one for each sub-module studied (limit of 1000 words for each piece of work – see below for details of sub-modules). The portfolio will be used to provide evidence of critical thinking, the ability to review advanced research papers and problem solving at masters level in order to satisfy learning outcomes 1,2,3, and 4. This element of assessment will include formative components to progress learning towards the final goal. Tutorials/workshops will provide an additional mechanism to obtain feedback on interim stages of work.

Assessment element two is an unseen, closed book three-hour examination with an emphasis on problem-solving questions. This element of assessment will include formative components to progress learning towards the final goal. Tutorials/workshops will provide an additional mechanism to obtain feedback on interim stages of work.


The criteria upon which the two assessment elements will be judged include fulfilment of the requirements of the assignment task (including adherence to any word or page length specified); evidence of reading around the subject with correct and complete citation and listing of primary literature sources; appropriate scope and evidence of understanding of theoretical concepts as well as factual information; evidence of critical thinking and appraisal. Different levels of performance will be judged based on generic programme grade descriptors.


None

OUTLINE OF THE UNIT

BRIEF SUMMARY Research-informed curriculum, specialist topics in materials research, reading and critical evaluation of current literature

INDICATIVE CONTENT The unit comprises sub-modules from which students choose four over the course of the session. The choice will usually be one from any two running at any one time. A typical suite of modules is shown below.

1. Advanced Surface Technology Surface Deposition Techniques and Applications: Introduction to

deposition processes and applications. PVD sputtering and ion bombardment effects; thermal, cathodic arc and e-beam evaporation; pulsed laser deposition; and pulsed plasma techniques (magnetron and substrate). CVD - atmospheric, plasma enhanced, and metal-organic. Removal of coatings using electrochemical techniques. Applications of modified materials: hard wear resistant coatings, corrosion resistant coatings, functional films, decorative coatings

Surface Analysis: The need for materials characterization techniques, comparison of major techniques, selection procedure, advantages, disadvantages, materials examinable.Application of analysis techniques: contact angle, surface roughness, scaling factor, atomic force microscopy, X-ray photoelectron spectroscopy, Auger electron spectroscopy, scanning tunneling microscopy , X-ray diffraction and gracing incident XRD, hardness and toughness measurement of thin films, tribological/wear testing, and functional property (electrical, magnetic, optical) testing techniques

2. Mesoporous Materials and Catalysts

Zeolites occur naturally and have been known for almost 250 years. The biggest market for zeolites today is in washing powders, where they are used to remove phosphates and nitrates. Since the early 1960s , synthetic zeolites have been used as heterogeneous catalysts and have been

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remarkably successful in Fluid Catalytic Cracking of heavy petroleum distillates on an industrial scale. These catalysts produced a significant increase in the yield of gasoline; it has been estimated that this yield enhancement alone resulted in an added value in the order of several billion US dollars per year. This unit will explore the properties of zeolites and heterogeneous catalysts, fundamental catalysis research, the breakthroughs made by leading international research groups and opportunities for future discovery.

3. Nanotechnological Chemistry Chemical methods of producing nanoarchitectures. An introduction to basic nanotechnology will be given followed by methods of production of nanoparticles, nanorod, nanotubes and methods of arranging the nanoparticles into ordered super-structures. A widely used and very successful method to order the nanoparticles is self assembly. Applications of chemically produced nanomaterials will also be discussed. As the research in this area is state-of-the-art, current high impact publications will be discussed.

4. Materials and Recycling This unit will explore current and emerging process technologies for materials separation, identification and recycling, in the context of current legislation, socio-economic impacts and the ongoing debate about how we divert materials away from landfill and reduce carbon emissions. The NW region produces over 24 million tonnes of waste each year. Around 4.5 million tonnes of this come from households, with almost 10 million tonnes from industry and commerce and the remainder being mostly construction & demolition waste but only 15% of municipal (household) and 35% of commercial and industrial (C&I) waste is recycled. Government recycling targets adopted in the North West Regional Waste Strategy requires a three-fold increase in the quantity of municipal waste recycled by 2015. New legislation dealing with waste electrical and electronic equipment, end of life vehicles, and rises in the landfill tax will present substantial opportunities for new and expanding businesses. However, these opportunities can only be realised if breakthroughs are made in the technologies to recover waste materials and recycle them into new products. .

5. Fuel Cells Fuel cells produce electricity from hydrogen and oxygen, while the by-product is just water. The power density in fuel cells is much higher than in the best contemporary batteries. Fuel cells were extensively developed for space exploration but now they find applications for powering cars, houses and portable appliances. Despite current advances there are still challenges to be addressed in fuel cell development and exploitation. This unit will explore science and technology behind fuel cells. The students will be given insights into fuel cell functionality and will be able to get “hands on” experience in building, characterisation and usage of small fuel cells.

6. SEM Analytical Techniques Material characterisation or analysis is a corner stone in contemporary research. Electron scanning microscope can show magnified by 1 million times image of the material surface. Moreover combined with other techniques it can tell us of what atoms this material is built, how those atoms are arranged and in a way it will predict how the material will behave. To do this analysis we will need to use X-Ray mapping, Cathodoluminescence, Electron Backscattering Diffraction and Micro

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Raman. The unit will explore contemporary Scanning Electron Microscopy and based on it high spatial resolution analytical techniques. Students will be given opportunity to do a small project based on the internationally unique Analytical SEM hosted at MMU.

7. Environmental Risk Management Case study approach to current environmental risk issues (e.g. fume/smoke & other hydrocarbons, solvents, pesticides, Xenobiotics, industrial and municipal wastes, pollution of water, heavy metal pollution, asbestos, contaminated land, food safety, pesticides, Environmental risk associated with sediment-borne contamination in aquatic and urban systems. Transfers of contamination between sediment, water and ecosystems. Assessment, remediation and sustainable management of this contamination. Radionuclides - Model development for environmental risk assessment and application of environmental risk assessment models Risk Management approaches to local/global pollution for example contaminated land remediation and the EU REACH legislation

LEARNING ACTIVITIES


Type of Activity %


Directed study 25%



None

LEARNING RESOURCES

ESSENTIAL READING Current primary literature (typically high-impact journals) as directed within each module. Additional generic material will be provided via the university virtual learning environment.


None

SPECIAL ICTS REQUIREMENTS None

ANY OTHER ADDITIONAL RESOURCES None

ADMINISTRATION

JACS CODE F100 Chemistry



UNIT EXTERNAL EXAMINER Prof Robert Brown Dr Fred Davis Dr Phil King


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UNIT CODE 6F7Z2003

UNIT TITLE Frontiers in Pharmaceutical Chemistry

UNIT ABBREVIATION FPC

LEVEL OF STUDY 7



UNIT COORDINATOR Dr Andrew Caffyn

KEYWORDS Frontiers in Pharmaceutical Chemistry


On successful completion of this unit students will be able to: 1. Critically evaluate drug design strategies to optimise activity by the

development of drug and prodrug targets from lead structures using traditional and computer-lead approaches.

2. Examine the historical and chemistry-lead development of targeted pharmaceutical drugs.

3. Demonstrate competence in laboratory techniques (including safe laboratory practice) analyse, interpret and report experimental data in an accurate, industry-standard style.

4. Review the toxicity/essentiality and analyse the clinical use of inorganic compounds.

5.Critically review advanced case studies at the frontiers of pharmaceutical chemistry using a range of media.



1 PORTFOLIO 30% 1,2,3,5

2 EXAMINATION 70% 1,2,4



Analyse real world situations critically 1,2

Demonstrate professionalism and ethical awareness 1, 2

Communicate effectively using a range of media 1,





1




1. Portfolio

The portfolio will be used to provide evidence of critical reviewing and thinking, the ability to review advanced research papers and problem solving at masters level in order to satisfy learning outcomes 1,2,3 and 5. One key aspect will be to develop a familiarity with developing research areas of pharmaceutical chemistry. A range of media will be used to produce the portfolio including a poster, oral presentation and written reports (limit of 4000 words). The portfolio will be submitted and marked as one piece of assessment .

2. Exam (3hours) (unseen / closed-book)

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The ability to develop an argument, independent thinking and critical analysis of complex problems will be used to illustrate masters level understanding of the curriculum material for learning outcomes 1,2 and 4.


The unit will be assessed according to the School Assessment Criteria which are given in the Stage Handbook.


None

OUTLINE OF THE UNIT

BRIEF SUMMARY Introduction to advanced concepts of medicinal chemistry. Development of laboratory, employability and careers skills.

INDICATIVE CONTENT

Element 1: Drug Development Computers in Med. Chem./Molecular modelling. Combinatorial methods and high throughput screening. Drug formulation, delivery and stability. Element 2: Pharmacodynamics Structure-activity relationships (SAR) in drug design, optimisation of binding interactions, identification of pharmacophores. Quantitative SAR (QSAR), interpretation and application of Hansch equations, Craig Plots. Prodrugs and drug design to overcome problems associated with pharmacokinetic problems. Element 3: Advanced case studies (and histories) of the interaction of drugs with biological targets, such as viruses, bacteria, nucleic acids, proteins including enzymes and receptors, and treatment of specific diseases/illnesses, such as ulcers, depression, cancer. Element 4: Clinical Aspects of Inorganic Chemistry Basic principles including: hard-soft acid-base principle, chelate effect and charge radius ratio. Toxicity of inorganic materials. Therapeutic uses of inorganic materials, chelation therapy, emitter therapy and radiopharmaceuticals, metal-based anticancer drugs in chemotherapy, imaging agents and arthritis treatments. Element 5: Critical reviews at the frontiers of pharmaceutical chemistry: E.g. Combinatorial chemistry; chemical genetics; high throughput screening or click chemistry in drug discovery.

LEARNING ACTIVITIES


Type of Activity %


Directed study 25%



None

LEARNING RESOURCES

ESSENTIAL READING

Unit handbook giving detailed descriptions of unit content, organisation and assessments. The University Managed Learning Environment.

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Students should purchase their own suitable laboratory results book. Patrick, G. L. (2009) An Introduction to Medicinal Chemistry, 4th Ed. Oxford, Oxford University Press.


Reaxys and Scigress


Salek, S.; Edgar, A. (2002) Pharmaceutical Ethics, Wiley. Further resources will be made available via the MMU VLE. Additional readings and resources will be made available via lectures, academic tutorials and workshops.

ADMINISTRATION

JACS CODE Chemistry F100



UNIT EXTERNAL EXAMINER Dr Fred Davis


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UNIT CODE 6F7Z2004

UNIT TITLE Advanced Analytical Techniques

UNIT ABBREVIATION

AAT

LEVEL OF STUDY

7

CREDIT VALUE 30

ECTS VALUE

15

HOME DEPARTMENT

Faculty of Science & Engineering School of Science & The Environment (7F)

UNIT COORDINATOR

Dr Christopher Rego

KEYWORDS Advanced Analytical Chemistry and Spectroscopy


On successful completion of this unit students will be able to: Learning Outcome 1: Critically evaluate the technique of mass spectrometry in terms of approaches to sample ionisation, ion separation and hyphenation with chromatography and therefore interpret complex mass spectral data both qualitatively and quantitatively. Learning Outcome 2: Apply knowledge of the key features of elemental analysis instrumentation and sample preparation to critically assess the most appropriate method of analysis for a range of complex samples. Learning Outcome 3: Apply knowledge about the origin of the high-resolution infrared, Raman and V/UV bands of small molecules to determine a range of molecular physical parameters from the spectral data. Learning Outcome 4: Apply knowledge of a range of surface characterisation techniques to develop a comprehensive picture of the properties of solid surfaces. Learning Outcome 5: Select appropriate methods and demonstrate a high level of competence in operating analytical instrumentation to solve advanced analytical chemistry problems, including the use of appropriate statistical approaches.



1 EXAMINATION 70% 1,2,3,4

2 COURSEWORK 30% 5









2



ASSESSMENT STRATEGIES FOR EACH

1. Unseen Examination: A 3 hour closed book examination consisting of questions designed to assess both breadth and depth of knowledge, including problem solving skills. This element of assessment will include formative components to progress learning towards the final goal. Tutorials will provide an additional feedback mechanism for students on interim stages of their work.

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ELEMENT OF ASSESSMENT

2. Laboratory File: The assessment will consist of: (1) written reports of laboratory practicals to assess the student ability to structure and present experimental results , including aims and objectives of laboratory exercises, in a professional format using appropriate IT software, and the student ability for critical thinking. (2) a linked data handling exercise assessing skills such as method selection critical thinking and the use of appropriate statistical techniques to a real world analytical problem. Overall the laboratory file (up to 4,000 words) will be submitted as one piece of work and marked as one assessment. Formative feedback will be provided to students throughout the mandatory laboratory sessions by online laboratory quizzes and written reports of laboratory practicals aimed at facilitating the prior- and post-practical student understanding, including health and safety regulations and presentation requirements.


The unit will be assessed according to the School Assessment Criteria which are given in the Stage Handbook.


None

OUTLINE OF THE UNIT

BRIEF SUMMARY Applications of analytical mass spectrometry, elemental analysis and atomic spectroscopy, high resolution infrared and ultra-violet spectroscopy, surface analysis and practical instrumental techniques, including applied statistics

INDICATIVE CONTENT

Element 1. Organic Mass Spectroscopy: Analytical Mass Spectrometry Double focussing magnetic sector, quadrupole, and time of flight mass spectrometers. Electron impact, chemical ionisation and fast atom bombardment ionisation techniques. Methods of sample introduction. Spectral interpretation. Resolution and accurate mass. Isotope patterns. Calibration and tuning. Separatory Analytical Methods (combined with MS) GC-MS. Qualitative and quantitative applications. Total ion chromatograms (TICs), mass chromatograms and single ion monitoring (SIM). Jet separators for capillary GC. Advantages of coupling MS to HPC. Interfaces (thermospray, electrospray, APCI and others). Multiply charged ions (electrospray interpretation). Maldi ToF. Applications and examples. Quantitative analysis. Element 2. Advanced Elemental Analysis: Inductively coupled spectroscopy (ICP), radial and axial, ICP mass spectrometry, instrument components and design, isobaric and polyatomic interferences. Sample introduction: methods of nebulisation, electrothermal, laser ablation. Sample preparation techniques and impact on precision and accuracy. Use of certified reference materials. A selection of case studies derived from the current literature that illustrate the different approaches to accurate and precise elemental analysis in a range of complex sample matrices. Element 3. Molecular Spectroscopy and Surface Analysis: Molecular Symmetry Symmetry elements and point groups, application of Group Theory. Infrared and Raman activity of fundamental vibrational modes. High resolution molecular spectroscopy Pure rotational spectra of non-rigid rotors, centrifugal distortion. High resolution rovibrational spectra. Morse potential, internuclear distances in ground and excited vibrational states. Characteristics of vibronic spectra, Frank-Condon principle. Determination of bond dissociation energies from spectral

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data. Clean surfaces; Scanning Electron Microscopy; Transmission Electron Microscopy; Auger Electron Spectroscopy; X-ray and Ultraviolet Photoelectron Spectroscopy; X-ray fluorescence spectrometry; Scanning Tunnelling Microscopy; Atomic Force Microscopy; and Secondary Ion Mass Spectrometry. Element 4. Advanced Laboratory Skills: A selection of extended analytical practical exercises which will introduce advanced instrumental techniques and concepts, and will require guided planning , health and safety awareness and background research which will assist with preparing the student for their final year project. Element 5. Applied Statistics: Quality Assurance Method validation and issues of quality control and quality assurance: control charts, proficiency testing (PT) schemes and statistics used in PT. Chemometrics. An introduction to calibration techniques for analysing multicomponent systems and methods used to extract chemical information from large data sets provided by modern instruments.

LEARNING ACTIVITIES


Type of Activity %

Summative assessment

25%

Directed study 30%

Student-centred learning

45%

MANDATORY LEARNING & TEACHING REQUIREMENTS None

LEARNING RESOURCES

ESSENTIAL READING Prichard, E. and Barwick, V. (2007). Quality Assurance in Analytical Chemistry.Wiley, London; Banwell, C.N and McCash, E.M. (1995). Fundamentals of Molecular Spectroscopy. 4th Edition, McGraw-Hill; Skoog, D. A., Holler F. J. and Crouch S. R., (2007) Principles of Instrumental Analysis 6th edition, Thomson Brooks / Cole; Rouessac, F. and Rouessac, A. (2004) Chemical Analysis: Modern Instrumentation Methods and Techniques. 6th edition.


Miller, J. and Miller, J. C. (2010). Statistics and Chemometrics for Analytical Chemistry, 6th Edition, Prentice Hall; Atkins, P. and de Paula, J. (2010), Physical Chemistry, 10th Edition, Oxford University Press; Harris D. C. (2010) Quantitative Chemical Analysis, 8th Edition, W. H. Freeman Overton T, Johnson S. and Scott J. (2011), Study and Communication Skills for the Chemical Sciences, Oxford University Press.

SPECIAL ICTS REQUIREMENTS Scigress (modelling software)

ANY OTHER ADDITIONAL RESOURCES None

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ADMINISTRATION

JACS CODE Chemistry F100



UNIT EXTERNAL EXAMINER Prof. Robert Brown


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Unit Code 6F7Z3001

Unit Title Research Design and Methods

Unit Abbreviation RD&M

Level of Study 7

Credit Value 30 credits ECTS Value 15


Unit Coordinator Dr. Michael Bennett

Keywords Philosophy of science, effective research, key skills, project preparation.


On successful completion of this unit students will be able to: 1. Identify suitable methodological and philosophical approaches to research

in their chosen discipline. 2. Establish the core elements of effective research strategy and

management. 3. Critically evaluate the strengths and weaknesses of a range of relevant

data acquisition and analytical techniques. 4. Design and develop an individual research programme using appropriate

methods for data collection and analysis.




1 Report: Historical research

50% 1, 2

2 Report: Research proposal

50% 3, 4








Find, evaluate, synthesise and use information 2


2

Use systems and scenario thinking 2



In-course assessment 100%

There will be two summative written assignments, each of 50% weighting linked to the four components and addressing the four learning outcomes. Assignment 1. Learning outcomes 1 and 2 will be assessed through a report (3500 words) typically involving a critical analysis of some historically successful research. It will be submitted in the Spring term. The students will be expected to answer questions such as why the research was important; why it was successful; what methods were employed; and what management strategies were employed. Assignment 2. Learning outcomes 3 and 4 will be assessed through a report (3500 words) in the form of a research proposal. This will typically serve as preparation for the student’s dissertation project and will be submitted early in the Summer term. (The precise content of such a proposal will vary between environmental and geographical topics). In this assignment, full account will have to be taken of the background to the research; the methodologies to be employed; the likely timescales and logistics; health and safety; and research ethics.

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There will also be three formative assignments. In the Autumn term students will prepare group PPT presentations on classic research controversies and also individual posters on the subjects chosen for their first formative assignment. In the Summer term, they will submit group-based reports on their fieldwork.




Outline of the Unit Brief Summary This unit aims to establish a clear critical understanding of the nature and

implementation of a research project. Students will consider philosophy of science; common errors in critical thought; research ethics, health and safety; preparation of research proposals; basic statistical analysis; graphical presentation of data; sampling techniques. A field trip will develop research skills.

Indicative Content The unit comprises five components:- Methodological background: Focusing on the philosophical and theoretical underpinnings of research approach and design as applicable to specific postgraduate programmes within environment and geography. Research Design: Highlighting how best to undertake research by developing a strategy, methods, techniques and methodology tailored to the area of interest. This provides a general overview of project planning and management (where appropriate including negotiation of a project with a placement provider), and how this enables effective delivery on defined research aims and objectives. Research Methods: Provides an overview of the range of data acquisition and analysis techniques appropriate to different programmes of study. The strengths and weaknesses of various techniques will be highlighted to allow informed selection of suitable methods for proposed research projects and ensure reliable outcomes. Statistical methodologies covered will include a description of helpful tests (parametric and non-parametric) and how to choose them; a review of common statistical pitfalls (cherry-picking, post hoc analyses etc.); and an introduction to the graphical representation of numerical data. Field Trip: There will be a 4-day field trip in the first week after the Easter Holiday. This might typically be to the Freshwater Biological Association Laboratory by Lake Windermere. The students will be set team-based tasks for preparation of a formative assessment. Research Proposal: Students will define and plan a research project. This will involve identifying the research question/proposition/hypothesis, highlighting ethical considerations and risk assessments, selecting the appropriate methods of data collection and analysis. Students will thereby define a comprehensive project plan.

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Learning Activities Breakdown of Student Learning Activity

Type of Activity %


Directed study 25%



Learning Resources

Essential Reading Students will be provided with appropriate reading material and starter references. The electronic journals held by the library provide an excellent resource to carry out further literature work. In addition, students will be encouraged to engage with their potential supervisor/academics in their field to establish a sound methodology. Hart, C. (2005). Doing your Masters Dissertation. Sage, London. Hays, I. (ed.) (2000). Qualitative Research in Human Geography. Oxford University Press, Oxford. Kahneman, D. (2011) ‘Thinking, Fast and Slow’. Allen Lane, London. Kitchen, R. and Tate, N. (2000). Conducting Research into Human Geography: Theory Methodology and Practice Pearson, Harlow. Kuhn, K.S. (1996) ‘The Structure of Scientific Revolutions’, University of Chicago Press, London Popper, K. (2002) ‘The Logic of Scientific Discovery’, Routledge Classics, London. Russell, B. (2004) “History of Western Philosophy”. Routledge Classics, London. Tufte, E. (2001) ‘The Visual Display of Quantitative Information’, Graphics Press, Cheshire, Connecticut. Woit, P. (2007) ‘Not Even Wrong: the Failure of String Theory and the Continuing Challenge to Unify the Laws of Physics’ Jonathan Cape, London.


None



Administration

JACS Code F800 Physical Geographical Sciences



Unit External Examiner Dr. Stewart Barr


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Unit Code 6F7Z3008

Unit Title Earth Observation and Geographical Information Technologies

Unit Abbreviation EO & GI Tech

Level of Study 7



Unit Coordinator Dr. Ilias Simeonakis

Keywords Remote Sensing data, digital image processing, Earth resource mapping and monitoring


On successful completion of this unit students will be able to: 1. Critically assess the scientific and theoretical basis of a range of key

remote sensing strategies. 2. Explain and practically demonstrate ways in which remotely sensed

information can be effectively modelled within a GIS framework. 3. Practically demonstrate ways by which useful information can be

derived and extracted from remotely sensed data. 4. Communicate methodological techniques and data analysis results in

an effective and professional way.




1 Practical portfolio 50% 1, 2, 3

2 Poster presentation 50% 1,2,3,4









Work within social, environmental and community contexts 1, 2

Use systems and scenario thinking 2

Engage with stakeholder/interdisciplinary perspectives 1, 2


There will be two assignments of equal weighting linked to the unit’s curriculum. The first element will involve students submitting a practical portfolio which will test the achievement of stated learning outcomes 1, 2 and 3. The portfolio will typically include a number of separate practical reports. These reports will deal with a range of human, urban, environmental and scientific applications of remote sensing within a GIS framework. The reports will include a written commentary (including discussion of relevant literature) and standard scientific report structure, e.g. experimental methodology, results, analysis, answering of any specific questions set and a final discussion.

The second and final element will be a poster presentation - testing the achievement of stated learning outcomes. Students will be required to choose a topic which they will then research, undertake a detailed analysis of relevant literature and present their proposal and recommendations for solving a problem. Their experimental process and findings will then be presented (and defended) as a poster suitable for presentation at a GI conference for both peer assessment and assessment by the teaching team.

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Outline of the Unit Brief Summary As satellites become more numerous and diverse, the quantity of data

available for analysis has increased. Remotely sensed information can provide an input into existing GIS models or be processed to derive useful proxies for physical variables such as temperature or rainfall. In this unit we explore how for urban environments we can determine the extent and nature of change within the built environment over a time period. This unit also shows how to deal with natural environments, so we can see the effects of climate change and undertake ecological monitoring. The unit introduces ground-based remotely sensed measurements – in the field – both for validation, ground-truthing and beneath-canopy work.

Indicative Content This unit will introduce the theory and practical uses of remote sensing used by the GIS community. Field skills such as the use of spectroradiometry techniques in an urban environment are introduced. There will be practical techniques and data analysis methods relevant to urban and human sciences – such as change detection, classification and transport analysis. There is also an environmental component that looks at natural landscapes and environments. This covers scientific applications such as climate change, health and the derivation of environmental proxies such as temperature, rainfall and vegetation. There is a poster presentation event to develop the skills necessary for successful communication of a practical process to utilise remotely sensed data (processing and analysis) within a GIS environment to solve a problem.

Learning Activities


Type of Activity %


Directed study 35%



Learning Resources Essential Reading Campbell, J.B. (2002) Introduction to Remote Sensing. 3rd Edition.

Taylor and Francis, London.

Gibson, P.J. and Power, C.H. (2000) Introductory Remote Sensing: Principles and Concepts. Routledge, London.

Gibson, P.J. and Power, C.H. (2000) Introductory Remote Sensing: Digital Image Processing and Applications. Routledge, London.

Jensen, J.R. (2000) Remote Sensing of the Environment. Prentice Hall, New Jersey.

Jensen, J.R. (2004) Introductory Digital Image Processing. 2nd Edition. Prentice Hall, New Jersey.

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Jones, H. and Vaughan, R. (2010). Remote Sensing of Vegetation, Oxford University Press, Oxford.

Mather, P.M. and Koch, M., (2011) Computer Processing of Remotely-Sensed Images – An Introduction. 4th Edition. Wiley, London.

Lillesand, T.M., Kiefer, R.W. and Chipman, J.W. (2004) Remote Sensing and Image Interpretation. 5th Edition. Wiley, London.

Purkis, S. and Klemas, V., 2011. Remote Sensing and Global Environmental Change. Wiley, London.

Schowengerdt, R.A. (1997) Remote Sensing: Models and Methods for Image Processing. Academic Press, London.

Additional documents and information available from: Remote Sensing and Photogrammetry Society (http://www.rspsoc.org/ )

Journals o International Journal of Remote Sensing o Remote Sensing of Environment o Journal of Applied Earth Observation and Geoinformation o IEEE Transactions on Geoscience and Remote Sensing


USB flash drive of at least 8Gb capacity

Special ICTS Requirements Specialist computing software and related technologies are available within the School (e.g. ArcGIS, Erdas IMAGINE, are available through University site licenses). Dedicated Image Processing, GIS and modelling lab available.


GPS, Spectroradiometer (all available within the School)

Administration JACS Code F846 GIS





http://www.rspsoc.org/

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Unit Code 6F7Z3010

Unit Title Masters Project in Environment and Geography

Unit Abbreviation

MPEG

Level of Study 7


Home Department

School of Science & The Environment

Unit Coordinator

Dr. Stephen R Hoon

Keywords Masters project, environment, geography


On successful completion of this unit students will be able to: 1. Design and plan an advanced independent investigation with appropriate

aims, objectives, research design and methodology. 2. Demonstrate competence in gathering research data with due regard to

ethical, safety and risk assessment. 3. Analyse, synthesise and interpret results in the context of the critical

evaluation of relevant peer reviewed literature. 4. Present the research in the form of a coherently argued, appropriately styled,

ordered and presented project report. 5. Critically reflect upon the process of undertaking the research and applying

appropriate methodologies.




1 Essay / Report 10% 1, 3

2 MSc Thesis 90% 1-5













In-course assessment 100%

There will be two summative assessments. Assessment 1 (10%) will be a negotiated output appropriate to the programme. Typically, this will comprise a literature review or interim report that clearly sets out the broader academic context of the project (~1,500 words). Assessment 1 is linked to learning outcomes 1 and 3.

Assessment 2 (90%) will be the Masters Project report (~13,000-15,000 words). Divided into appropriate chapters, sections (and as necessary, appendices) this will clearly communicate the context, aims, objectives and methodology employed in the research. It will present and give evidence of knowledge of appropriate theory and knowledge of the literature, results, their analysis and discussion. It will finish with concluding chapters or sections relating to new knowledge gained and set, reflectively, in the context of prior academic literature.

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Students will submit a draft Project report for formative feedback prior to Assessment 2. Assessment 2 will address all learning outcomes. In addition, there will be multiple opportunities for students to receive formative feedback from supervisors throughout the active project period.

Assessment Criteria



None

Outline of the Unit Brief Summary This unit encompasses planning, executing and writing a Masters project in

the fields of environment and geography. The aims, methods, research design, data gathering, analysis, outcomes and presentation will be appropriate to a Masters Project. Students will demonstrate that they have appropriately addressed project management, health and safety and ethical issues pertinent to their area of study. Where appropriate, the project may be undertaken in association with an external organisation.

Indicative Content Planning a Masters Project in the context of appropriate aims and objectives, research design, time and project management, ethical considerations, health and safety, researching the literature, problem and research question formulation, appropriate data collection

Data synthesis, analysis and interpretation, ordering and presenting an argument in the context of the literature and critical reflection for dissemination by thesis

Learning Activities


Type of Activity %


Directed study 5%



Learning Resources

Essential Reading Students are required to engage with the research literature appropriate to their chosen topic.


None



Administration

JACS Code F800 Physical Geographical Sciences





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Section J SENAA and Sandwich Year Unit Specifications

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UNIT CODE 6F6Z3018

UNIT COORDINATOR Jonathan Binnie

HOME FACULTY/ DEPARTMENT

Faculty of Science and Engineering School of Science and The Environment (6F)

LEVEL OF STUDY 6

CREDIT VALUE 120 (Practice Credits) ECTS VALUE 15

QUALITY ADMINISTRATOR Dr. Carmen Corral

UNIT ADMINISTRATOR Maria Ball

UNIT OUTLINE

UNIT TITLE Sandwich Year

UNIT ABBREVIATION SY

KEYWORDS Work Placement Employability Communication and Inter-Personal Skills

UNIT DESCRIPTION

BRIEF SUMMARY This unit involves a work placement (minimum 36 week) in an organisation that provides work experience, skills application and skills acquisition appropriate to a student’s degree discipline.

INDICATIVE CONTENT This unit will be delivered through carefully thought out and continually-monitored programme of work. Supervision is provided by a designated workplace supervisor within the placement organisation and monitoring by the University is undertaken by the Sandwich Year Coordinator and other specified tutors. Examples of previous placement types include: environmental consultancy, environment health and safety, environmental management, environmentally aware architecture, planning (development, transport, environmental), development control, applications of geographical information systems, greening business (sustainability, carbon reduction and waste minimisation initiatives), corporate citizenship, recycling, landfill management, general conservation/threatened species conservation, environmental tourism and research, social projects. Previous placement providers are from both the public and private sectors and include: housing associations, local/city authorities, architectural and environmental consultancies, local and regional health care organisations, chemical and petrochemical companies, national energy providers, national pharmaceutical manufacturers, government affiliated organisations (Environment Agency), non-governmental organisations such as The National Trust and Business in the Community, other environmental organisations (wildlife trusts, BTCV, Groundwork, Mersey Basin Campaign, National Park Authority), Co-operative Estates and Manchester Airport. There is a strong focus on developing appropriate workplace skills such as time management, team working, demonstrating initiative, producing professional reports and other outputs under the guidance of a workplace supervisor. Health and safety awareness whilst on placement is a priority for students, employers and the Sandwich Year Coordinator. Normally a placement visit is undertaken by an MMU tutor to assess progress. Students are encouraged to reflect on all aspects of the placement experience through unit assessment and subsequently by updating their CV. Employability and final degree classification are often considerably enhanced following successful completion of the Sandwich Year.

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Care is also taken to fully integrating Sandwich students into final year option choices and Level 6 project development whilst on placement. Electronic submission of reflective assessments and host evaluation is normally required by 1 June, at or towards the end of the placement period.

LEARNING OUTCOMES


On successful completion of this unit students will be able to: 1. Collaborate and work effectively as part of a team to examine

research questions and employ appropriate techniques to solve a range of environmental and geographical problems.

2. Demonstrate enhanced employability skills (e.g. communication & inter-personal) and health and safety awareness

3. Identify preferred future career areas/paths and possible future employers.

4. Produce a considerably enhanced CV. 5. Apply degree course skills and workplace knowledge.

ASSESSMENT


Element (final element highlighted)


1 Sandwich Log

33 1-5

2

Sandwich Report

33 1-5

3 Host Evaluation

33 1,2,5





1,2,3

Communicate effectively using a range of media

1,2,3

Apply teamwork and leadership skills 1,2,3


1,2

Find, evaluate, synthesise and use information

1,2,3


1,2,3

Use systems and scenario thinking 1,2,3


1,2,3


Assessment element one: Placement Log. This is a record the tasks assigned by the workplace supervisor with evidence of expertise gained/practiced in carrying out these tasks. It should be reflective and concentrate on achievements and skills development thus optimising work experience benefits. Specific content and advice can be found in the Sandwich Year Handbook.

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Assessment element two: Placement Report. This should review workplace experiences and highlight the range of skills acquired/ applied in the course of undertaking the placement. Specific content details & advice can be found in the Sandwich Year Handbook. Assessment element three: Host Evaluation is completed by the workplace supervisor and grades the placement student on a range of skills/aptitudes. Specific content details & advice can be found in the Sandwich Year Handbook. All three assessment elements must be judged satisfactory to enable the student to pass the sandwich year.


All assessments must be judged satisfactory

LEARNING ACTIVITIES


Type of Activity %

Summative assessment 5

Student-centred learning 95


None

LEARNING RESOURCES

ITEMS RECOMMENDED THAT STUDENTS SHOULD BUY

Specific items if required for health and safety/other reasons should be provided by the host organisation.

ESSENTIAL READING / RESOURCES

Geography Earth & Environmental Sciences Network (GEES) 2008. Special Issue on Employability, Employer Engagement and Enterprise. Planet 21, 1-72. (available at: http://www.gees.ac.uk/planet/index.htm#P19 – date accessed 5.9.2011)

FURTHER READING / RESOURCES

Additional resources will be made available via the MMU VLE.


None

ADDITIONAL REQUIREMENTS

None

ADMINISTRATION

JACS CODE Physical Geographical Sciences F800 Chemistry: F100 Biology: C100

DATE OF APPROVAL Summer 2012

DATE OF MOST RECENT CONSIDERATION:

Summer 2012

UNIT EXTERNAL EXAMINER Chris Perkins

UNIT ASSESSMENT BOARD School of Science & The Environment Unit Assessment Board

http://www.gees.ac.uk/planet/index.htm#P19

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UNIT CODE 6F6Z1010

UNIT TITLE Negotiated Learning Agreement at Overseas University (full year)

UNIT ABBREVIATION Neg Stud SENAA

LEVEL OF STUDY 6

CREDIT VALUE 120 (Practice Credits) ECTS VALUE 60 (Practice Credits)

HOME DEPARTMENT School of Science & The Environment

UNIT COORDINATOR Caroline Bettridge

KEYWORDS Exchange, Study Abroad

UNIT LEARNING OUTCOMES Specific to Learning Agreement at the university in Europe, North America or Australia. The learning outcomes of the programme of study at the hot university are matched to the learning outcomes of the appropriate programme of study at MMU.

SUMMATIVE ASSESSMENT The assessments and learning outcomes are set by the overseas university.

Element


1 Set by overseas university

TBA TBA

2 Set by overseas university

TBA TBA


The assessments and learning outcomes are set by the host university.


Analyse real world situations critically TBA


TBA

Communicate effectively using a range of media

TBA

Apply teamwork and leadership skills TBA


TBA

Find, evaluate, synthesise and use information

TBA


TBA

Use systems and scenario thinking TBA


TBA


As directed by the host university.





OUTLINE OF THE UNIT

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BRIEF SUMMARY The exchange programme with study in Europe, North America or Australia will normally involve study for one academic year at a host university.

INDICATIVE CONTENT All content is specific to the units studied. This unit will be undertaken after successful completion of Level 5 at MMU and completed as Practice Credits at the host university. There is a strong focus on developing skills such as independence and demonstrating initiative as learners engage with a challenging curriculum at a foreign institution. The learning outcomes of the programme of study at the host university are matched to the learning outcomes of the appropriate programme of study at MMU. The exchange programme is organised by the Exchange Tutor in collaboration with MMU International staff and students. While on exchange, supervision is provided by the host university and monitoring by the University is undertaken by the Exchange Tutor and MMU International staff.

LEARNING ACTIVITIES


The activities are set by the host university:

Type of Activity

%

Summative assessment TBA

Directed study TBA

Student-centred learning TBA



LEARNING RESOURCES

ESSENTIAL READING As directed by the host university.







ADMINISTRATION

JACS CODE Physical Geographical Sciences F800 Chemistry: F100 Biology: C100

DATE OF APPROVAL Summer 2012

DATE OF MOST RECENT CONSIDERATION: Summer 2012

UNIT EXTERNAL EXAMINER All

UNIT ASSESSMENT BOARD School of Science & The Environment Unit Assessment Board