University of the West of Scotland

Undergraduate Programme Specification

Session: 2021/22

Last modified: 27/03/2020 22:22:54

Named Award Title:BSc (Hons) Chemistry (Sandwich available) Single

Award Title for Each Award: BSc (Hons)  Chemistry (Sandwich available)
BSc  Chemistry (Sandwich available)
Dip HE  Science
Cert HE  Science

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:Honours programme is accredited by the Royal Society of Chemistry (RSC).
Maximum Period of Registration:8 years
Mode of Study:Full Time
Part Time
Campus:Paisley

School:School of Computing, Engineering and Physical Sciences
Programme Leader:Dr Jorge N. Chacon

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

Year 1: HIGHERS: BBBC including Chemistry plus English and Mathematics at Standard Grade (Grade 3 or above)/Intermediate 2/National 5.

Year 2: ADVANCED HIGHERS: BBC including Chemistry plus English and Mathematics and at least one science subject at Standard Grade (Grade 3 or above)/Intermediate 2/National 5.


or GCE

Year 1: A-LEVEL: CDD including Chemistry plus GCSE (Grade C or above) English and Mathematics.

Year 2: A-LEVEL: BBC including Chemistry plus GCSE (Grade C or above) English and Mathematics and at least one science subject.


or SQA National Qualifications/Edexcel Foundation

Year 1: Access to Science - BBB including Chemistry.

Year 2: HNC/BTEC LEVEL 4: Chemistry, or related subject.

Year 3: HND/BTEC LEVEL 5/FOUNDATION DEGREE: Chemistry or related subject.


Other Required Qualifications/Experience

Year 1: Irish Leaving Certificate: H3H3H3H4 including Chemistry or International Baccalaureate (IB) Diploma: 27 points including Chemistry.

Year 2: International Baccalaureate: 30 points (including Chemistry and 1 science with 4 subjects at Higher).

* Science subjects: Psycholgy, Maths, Geography, Chemistry, Physics, Biology, Human Biology.


Further desirable skills pre-application


General Overview

The programme is designed to provide a sound fundamental knowledge of the subject, and the practical skills to operate successfully in areas such as drug research, chemical analysis, in industry, in academic research and in teaching. Chemistry degrees at the university are recognised by employers as having a strong analytical and applications focus which are a good preparation for work in many industries. Throughout the programme professional skills are developed through practical and project work, problem solving activities with the aid of computer technology, group working, together with the analytical and communication skills which are expected of the modern scientist.

The broad-based structure of the programme offers a range of options to suit a desired career: other science subjects are included within the programme, and it is also possible to include an outside subject such as a language or management, to match a variety of individual interests. Within the specifically Chemistry part of the programme, optional topics allow the selection of modules from the Forensic, Bioscience and Mathematical areas in line with personal and career aspirations.

 

The programme includes an optional industrial placement which allows the development of additional skills and can enhance employability.

Students with an Honours degree may proceed to postgraduate studies for MSc / PhD at this or other universities.

Chemistry covers a wide variety of theoretical, conceptual and practical areas, and requires its practitioners to display and exercise a range of knowledge and skills. Delivery of the programme therefore involves a diversity of teaching and assessment methods appropriate to the learning outcomes of the modules and of the overall programme, as indicated below:- Lectures are used to present, discuss and evaluate subject matter and content. Tutorial work is closely integrated with the lecture material, and generally requires students to solve problems or otherwise to develop understanding of the materials presented. Investigations and case studies require students to gather, organise and evaluate numerical or non-numerical information, either individually or on a group basis (the latter specifically designed to develop team work skills). Most modules involve an element of practical work, to develop laboratory skills, to familiarise students with modern instrumentation and experimental techniques and to enhance investigative, evaluative and presentational skills. Assignments, investigations, laboratory results and other coursework require presentation in a variety of forms, developing skills in oral and written presentation and in the application of various forms of IT. The level and intensity of the programme is developed throughout the programme in line with SCQF criteria for each level, while the content is closely aligned with QAA subject benchmark statements at all stages. Student autonomy and individual responsibility for learning is encouraged at all levels, and PDP is developed throughout the programme.


Graduate Attributes, Employability & Personal Development Planning

Graduate attributes, employability and Personal Development Planning (PDP) are embedded in modules at all levels of the programme. The aim of this structure is to year on year develop attributes appropriate to the level of study and to monitor and record their progress via an ePortfolio. Exercises used for PDP and transferable skills are generally drawn from mainstream modular provision, to ensure that there is a strong link with the curriculum.

In all aspects of PDP, the emphasis will be on students taking personal responsibility for their PDP portfolio, with support from staff as appropriate.

A variety of sources have been used to inform this content; UWS Graduate Attributes “I am UWS”, SCQF Level Descriptors and the QAA Subject Benchmark Statement for Chemistry (2014).

The UWS framework for graduate attributes is called “I am UWS”, it states that as a graduate from UWS students will be:

Universal - globally relevant with comprehensively applicable abilities, skills and behaviours

Work ready - dynamic and prepared for employment in complex, ever-changing environments which require lifelong learning and resilience

Successful - as a UWS graduate with a solid foundation on which to continue succeeding and realising my potential, across various contexts

And that through studying and graduating from UWS, students will develop attributes across three dimensions:

Academic – knowledge, skills and abilities related to high-level academic study

Personal – qualities and characteristics of well-rounded, developed, responsible individuals

Professional – skills, aptitudes and attitudes required for professional working life in the 21st Century

Opportunities to develop transferable skills and graduate attributes are embedded in modules throughout the Forensic Science programme. Details can be found in individual module descriptors.

Level 7          Term 1    Structure of Chemistry

                       Term 2    Chemistry and Reactions

                       Term 2    Scientific Investigation

 

Level 8           Term 1 Physical Chemistry 2

                        Term 1    Chemical Lab Techniques

                       Term 2    Chemical Analysis & Evaluation

                     

Level 9           Term 1    Analytical Chemistry

                       Term 2    Safety, Health, Env. Protection

                       Term 2    Designer Drugs

 

Level 10         Term 1& 2    Science Projec

 Students are introduced to the concept of PDP in Level 7 and supported to make use of Mahara to record their ePortfolio during each year of study.

 

Sandwich placement

The employability skills and attributes which Students will gain experience in developing, applying and reflecting upon during the sandwich placement will be those identified by The Council For Industry and Higher Education (CIHE) (2006) as the key competencies which employers value as defined below

 

Cognitive skills (attention to detail, analysis and judgment)

  • Demonstrate the use of their knowledge, understanding and skills, in both identifying and analysing  problems and issues and formulating, evaluating and applying evidence-based solutions and arguments.
  • Undertake critical analysis, evaluation and/or synthesis of ideas, concepts information and issues
  • Identify and analyse routine professional problems and issues
  • Draw on a range of sources in making judgments

Generic competencies (planning & organisation, influencing, written communication, questioning, listening, teamworking, interpersonal sensitivity, organisational sensitivity and lifelong learning and development)

  •  Well developed skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current sources. This will include the use of ICT as appropriate to the subject(s).
  • Communication of the results of their own and other work accurately and reliably in a range of different contexts using the main specialist concepts,  constructs and techniques of the subject(s);
  • Identifying and addressing their own learning needs including being able to draw on a range of current research, development and professional  materials;
  • Interpreting, using and evaluating numerical and graphical data to achieve goals targets
  • Making formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences
  • Work under guidance with qualified practitioners
  • Practice in ways which take account of own and others’ roles and  responsibilities
  • Take some responsibility for the work or others and for a range of resources

Personal capabilities (creativity, decisiveness, initiative, adaptability/flexibility, achievement orientation, tolerance for stress and leadership)

  • Application of their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well defined but where personal responsibility, initiative and decision-making is also required.
  • Exercising autonomy and initiative in some activities at a professional level

Technical ability (knowledge of key trends in modern technology and experience of using modern technology)

  • Use of a range of IT applications to support and enhance work

Practical and professional elements (professional expertise, process operation and image)

  • Show familiarity and competence in the use of routine materials, practices and skills and of a few that are more specialised, advanced and complex.
  • Practise in a range of professional level contexts which include a degree of unpredictability;
  • Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, seeking guidance where appropriate

Work Based Learning/Placement Details

If selected, the sandwich placement is designed for students to gain and reflect on work experience attained during their time in the workplace. The experience may also contribute towards meeting the membership requirements of a Professional body. Students undertaking a sandwich placement are required to undertake PDP and maintain a portfolio from which they will be required to produce a comprehensive learning log report charting their development during placement. This is assessed on a pass /fail basis only with the majority of ongoing assessment being formative in nature. The student will be required, through reflection, to explore their own role within their placement organisation and to take account of the roles and responsibilities of themselves and others in the context of the structures in which they operate. On successful completion of the placement, the learner will be more employable as a result of having developed their ability to integrate essential generic skills and attributes with subject/discipline related knowledge.

The placement will be governed by a tripartite learning agreement between the student, placement provider and the University which defines the learning outcomes and confirms elements of support and commitment from all parties. The agreement will be signed by each party prior to the start of the placement and it is expected that Schools will continue to use their existing placement systems for the management of such agreements.

 

Learning Outcomes

 

At the end of the placement the student will be able to:

 

  • L1.Critically relate elements of the placement work experience to the main themes and issues of academic study of [subject discipline] relevant within the workplace and be confident in articulating this to others
  • L2. Analyse organisational cultures and structures with particular relevance to the current workplace and exhibit the ability to critically evaluate employee roles in an applied setting.
  • L3. Recognise, critically assess and be able to clearly demonstrate to others the personal development and application of essential employability skills and  attributes within a real work situation.

Assessment

 

Assessment will be based on pass/fail only and all assessment elements must be passed for progression as part of the Sandwich programme. Assignments will be open to external examination in accordance with University regulations.

In order to submit for assessment students need to:

•  Attend the workplace(s) in which they have been placed for a minimum total of 36 weeks (180 full working days) and have their employer(s) confirm their attendance

•  Receive a satisfactory assessment of work performance from their workplace supervisor(s) and academic tutor (based on two interviews and other evidence as required)

•  Maintain a PDP portfolio and use this to submit a satisfactory learning log report reflecting on the placement experience (minimum 2,000 words)

• Successfully complete a subject related project (minimum 3,000 words or equivalent)

 

Where a student’s sandwich placement is made up of two separate planned periods of work experience (i.e. a “Thin Sandwich”), the PDP portfolio report and subject related report will normally be submitted and assessed during the second period of placement. Assessment of the first period of placement will relate to satisfactory performance in the workplace.

 

Mitigating circumstances will be taken into consideration in accordance with University regulations.

 

Reassessment

 

•  Minimum period in work: It is essential that the student completes at least 36 weeks (180 working days) in employment. If the student does not meet this minimum requirement then they cannot pass the placement.

•  Catch up: Where through no fault of their own a student has been unable to attain at least 36 weeks placement experience they will be entitled to secure the additional work experience required through a suitable additional period of work experience provided this is agreed in advance with the Programme Team.

•  Retake of Placement: a repeat or alternative placement will only be considered on health or other mitigating grounds or where the placement is terminated due to no fault of the student. In such cases the student will receive counselling from the placement tutor on how best to proceed.

•  Satisfactory Performance: The first interview will be used to assess the student’s progress. If it is considered that the student’s performance is less than expected at that stage, the student will be advised of this and of the elements of their performance that need to improve. If the student’s performance is assessed as unsatisfactory at the second interview then the student will be given further advice on the steps they need to take to achieve a satisfactory assessment and will be reassessed through a third interview at the end of their placement period. Interviews will normally be conducted within the workplace unless a suitable alternative method is agreed by all parties.

•  Reflective Report from PDP: If the reflective report is unsatisfactory, the student will be given the opportunity to resubmit in line with University regulations

•  Subject related report: If the subject related report is unsatisfactory the student will be given the opportunity to resubmit in line with University regulations

 

Progression/Award

 

•  Placement students will be assigned to a specific Subject Panel and Progression and Award Board.

•  The relevant Progression and Award Board will consider the performance of each sandwich placement student enrolled on that Programme and decide eligibility for reassessment, progression and awards in accordance with University Regulations, in particular Regulation 7.10.4

•  A student who fails the sandwich placement after reassessment will no longer be eligible for a “with sandwich” award. They will either progress to level 9 or 10 (as appropriate) of a non-sandwich equivalent programme or exit with an equivalent  non-sandwich award.

 

Successful completion of the placement element will result in the award of Chemistry (sandwich).

 

Engagement and Attendance

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad knowledge of chemical structures, reactions and equilibria
A2Relate knowledge to chemical theories, concepts and principles
A3Show an awareness of the evidence base for chemical science

Practice - Applied Knowledge and Understanding

B1Apply basic knowledge and skills in solving routine problems in chemistry
B2Demonstrate the practice of basic laboratory skills

Communication, ICT and Numeracy Skills

C1Tackle a range of numerical and non-numerical problems in theoretical and practical situations
C2Present information in a variety of forms relevant to the context
C3Obtain information and data from standard sources

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Present and evaluate information and ideas in the handling of chemical issues
D2Use a range of approaches to the solution of routine problems.

Autonomy, Accountability and Working With Others

E1Exercise some initiative in and take responsibility for defined activities
E2Take supervision especially in unfamiliar laboratory situations
E3Work with others in defined group exercises

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
7CHEM07003Structure of Chemistry20check mark  
7CHEM07011Chemistry & Reactions20 check mark 
7CHEM07009Scientific Investigation20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
Appropriate Term 2 Module from CHEM or MATH   TM2, 20 credit
Appropriate Term 1 Module from CHEM or MATH   TM1, 20 credit module
Appropriate Term 1 Module from CHEM or MATH   TM1, 20 credit module
Molecules of Life   TM2, 20 credit module

* Indicates that module descriptor is not published.

Footnotes
At least two of the above optional modules should be a Chemistry, Biology, Maths or Physics module (prefix CHEM, BIOL, MATH or PHYS).

Criteria for Progression and Award

Rules for progression are as given in the university’s regulatory framework.

A Certificate in Higher Education Science is available in accordance with University regulations. (At least 120 credits are required of which a minimum of 100 are at least SCQF level 7).
Progression to SCQF level 8 is subject to academic advice, to module prerequisites and to timetable constraints.


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad knowledge of main areas of chemistry
A2Display an understanding of some major core theories and principles of chemistry
A3Show some knowledge of major current issues

Practice - Applied Knowledge and Understanding

B1Use a range of routine skills, techniques and practices in chemistry, including some advanced aspects

B2Carry out routine investigations into practical and theoretical issues

Communication, ICT and Numeracy Skills

C1Use a range of standard applications and instrumentation to obtain and process data
C2Apply and evaluate numerical and graphical procedures to laboratory and literature data
C3Present information in numerical, graphical and verbal forms to a variety of audiences

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake critical analysis, evaluation and synthesis of information related to the main ideas and concepts within the understanding and practice of chemistry
D2Use a variety of approaches to develop solutions to defined problems in chemistry
D3Display a critical evaluation of solutions and explanations of experimental information and chemical phenomena

Autonomy, Accountability and Working With Others

E1Exercise autonomy and initiative in defined professional activities
E2Take responsibility for work planning and time management within specified contexts
E3Co-operate in group working exercises
E4Work under guidance on current professional practice and issues

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
8CHEM08001Physical Chemistry 220check mark  
8CHEM08002Organic Chemistry 220check mark  
8CHEM08003Inorganic Chemistry 220 check mark 
8CHEM08004Chemical Analysis & Evaluation20 check mark 
8CHEM08013Chemical Laboratory Techniques20check mark  

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
Appropriate Term 2 mmodule from CHEM or MATH   TM2, worth 20 credits

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Rules for progression are as given in the university’s regulatory framework.

A Diploma in Higher Education Science is available in accordance with University regulations. (At least 240 credits are required of which a minimum of 100 are at least SCQF level 8).


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad and integrated knowledge and understanding of major aspects of chemistry
A2Display a critical understanding of principal theories, concepts and terminologies of chemistry
A3Show a knowledge of specialisms informed by forefront developments in chemistry

Practice - Applied Knowledge and Understanding

B1Use a selection of skills, techniques and practices in handling chemical concepts and experimental information
B2Display skills in techniques, practices and information at a specialised level in chemistry
B3Practise routine and more unpredictable investigations and enquiries in chemistry

Communication, ICT and Numeracy Skills

C1Use a selection of skills, techniques and practices in handling chemical concepts and experimental information
C2Display skills in techniques, practices and information at a specialised level in chemistry
C3Practise routine and more unpredictable investigations and enquiries in chemistry

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in chemistry
D2Identify and analyse routine professional problems and issues in chemistry
D3Make use of a range of sources in making judgments on matters relating to chemistry

Autonomy, Accountability and Working With Others

E1Exercise autonomy and initiative in dealing with activities at a professional level
E2Take some responsibility for the work of others and for the use of resources
E3Practise working in group exercises taking account of others’ roles and responsibilities
E4Work under guidance on aspects of professional skills and ethical codes.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
9CHEM09001Inorganic Chemistry 320check mark  
9CHEM09002Analytical Chemistry20 check mark 
9CHEM09003Physical Chemistry 320check mark  
9CHEM09004Organic Chemistry 320 check mark 
9CHEM09023Designer Drugs20check mark  

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
x(Recommended), Indicates modules minimally required for recognition by Royal Society of Chemistry.   
9CHEM09005Safety, Health, Env Protection20 check mark x(Recommended)
9CHEM09009Forensic Laboratory Techniques20 check mark 
9CHEM09011Fires & Explosives20 check mark 
Appropriate module (from CHEM, MATH, BIOL)   TM2, worth 20 credits

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Rules for progression are as given in the university’s regulatory framework (7.5.2.a)

PABs will award distinction to candidates for undergraduate awards other than
Honours degrees (including Certificates of Higher Education and Diploma of Higher
Education) and for taught postgraduate awards of Graduate Diplomas and
Postgraduate Diplomas where the following criteria are met by candidates at their first attempt

a mean mark of 70% or above

and

none of the 120 credit points (see 7.5.2(d) for Masters) taken in the final SCQF level of the award comprises prior credit imported from outside the University, unless the prior credit derives from a student exchange or study abroad programme in which a translation of the relevant grading system into the University system has been approved by the programme leader as part of the exchange agreement

Students may proceed to an optional industrial placement, and, on satisfactory completion (including satisfactory written and oral or poster presentation), qualify for a BSc (Sandwich) degree.

Progression to SCQF 10 is subject to academic advice, to module prerequisites and to timetable constraints


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Display knowledge and critical understanding of a broad range of facts, concepts, principles and theories of the main branches of chemistry
A2Show knowledge of modern specialist topics in major areas of chemistry, and awareness of significant issues at the frontiers of chemical research and development
A3Demonstrate understanding of factors influencing the feasibility, kinetics and mechanisms of chemical reactions
A4Display familiarity with the principles and applications of a range of modern instrumentation in analysis and characterisation
A5Show awareness of the importance of safe working practices and of risk assessment

Practice - Applied Knowledge and Understanding

B1Exhibit practical skills in traditional and modern laboratory practice in synthetic and analytical work
B2Display familiarity with computers for data handling and when interfaced with instruments, for monitoring and evaluating properties, events and changes
B3Demonstrate investigative skills and planning of strategies in problem solving
B4Use printed and other published materials as a learning resource
B5Execute a defined investigative project within a chemically based specialism

Communication, ICT and Numeracy Skills

C1Communicate effectively within a team or group
C2Communicate effectively to a non-expert audience
C3Communicate effectively with a wide range of individuals using a variety of means
C4Utilise information management skills, especially IT skills including on-line computer searches

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Develop rigour in investigation, evaluation and analysis
D2Synthesise information from a number of sources to gain a coherent understanding of theory and practice

Autonomy, Accountability and Working With Others

E1Operate effectively in a group / team situation
E2Take responsibility for personal and professional learning and development
E3Manage time and prioritise workloads

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10CHEM10002Advanced Analytical Techniques20check mark  
10CHEM10003Organic Chemistry 420check mark  
10CHEM10004Physical & Inorganic Chemistry 420 check mark 
10CHEM10001Science Project40check markcheck mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
Appropriate module (from CHEM, MATH, BIOL)   TM1, worth 20 credits
10CHEM10018Drugs and Human Interactions20 check mark (Recommended option)

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

Standard University guidelines will be followed to decide on honours degree classification.

At least 480 credits are required with at least 200 in the subject area at SCQF level 9 and SCQF level 10 of which a minimum of at least 100 are at SCQF level 10.

Students who have satisfactorily completed (as defined above) an industrial placement qualify for a BSc Hons (Sandwich) in Chemistry.


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.



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