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Chemistry with Foundation Year BSc (Hons) - 2024/5

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 6

Final award and programme/pathway title

BSc (Hons) Chemistry with Foundation Year

Subsidiary award(s)

Award Title
Ord Chemistry with Foundation Year
DipHE Chemistry with Foundation Year
CertHE Chemistry with Foundation Year
Chemistry with Foundation Year

Professional recognition

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

Modes of study

Route code Credits and ECTS Credits
Full-time UCJ10010 360 credits and 180 ECTS credits
Full-time with PTY UCJ10010 480 credits and 240 ECTS credits

JACs code

100417

QAA Subject benchmark statement (if applicable)

Other internal and / or external reference points

For further information relating to FHEQ levels 4, 5 and 6 and the professional training year, including learning outcomes, aims and module information please view the BSc (Hons) Chemistry.

Faculty and Department / School

Faculty of Engineering and Physical Sciences - Chemistry

Programme Leader

TURNER Scott (Chst Chm Eng)

Date of production/revision of spec

02/06/2023

Educational aims of the programme

  • To develop cognitive skills that allow for critical thinking, problem solving and analysis of data and information
  • To develop key and transferable skills that will help in the assimilation of knowledge and develop autonomy in learning
  • To introduce students to a range of chemical and chemistry-related subjects and core scientific skills to prepare them for access into the BSc Chemistry degree programme

Programme learning outcomes

Attributes Developed Awards Ref.
Understand the fundamental concepts of chemistry to allow progress into Level 4 of a chemistry undergraduate degree. K CertHE, DipHE, Ord, BSc (Hons)
Demonstrate an awareness of the subject area and current areas of debate in the field. K CertHE, DipHE, Ord, BSc (Hons)
Have an awareness of key related topics in biology and physics. K CertHE, DipHE, Ord, BSc (Hons)
Carry out investigative experiments and effectively communicate results C CertHE, DipHE, Ord, BSc (Hons)
Analyse a range of scientific data using pre-defined principles or criteria. C CertHE, DipHE, Ord, BSc (Hons)
Adapt behaviour to work with others or independently on tasks with clearly developed goals associated with Chemistry problems P DipHE, Ord, BSc (Hons)
Demonstrate an awareness of ethical issues in chemistry P DipHE, Ord, BSc (Hons)
Developed attitudes and behaviours that demonstrate an aptitude for lifelong learning T DipHE, Ord, BSc (Hons)
Developed skills in communication, interpersonal interaction and reflection T BSc (Hons)
Developed an ability to assess own capabilities against given criteria T BSc (Hons)
Collect information to solve standard problems in the Chemical sciences C CertHE, DipHE, Ord, BSc (Hons)

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of a Foundation Year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Full-time with PTY

This Bachelor's Degree (Honours) programme is studied full-time over five academic years, consisting of a Foundation Year, an optional professional training year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Programme Adjustments (if applicable)

N/A

Modules

Year 0 - FHEQ Level 3

Module Selection for Year 0 - FHEQ Level 3

No options. For further information relating to FHEQ levels 4, 5 and 6, including learning outcomes, aims and module information please view the BSc (Hons) Chemistry.

Year 0 (with PTY) - FHEQ Level 3

Module Selection for Year 0 (with PTY) - FHEQ Level 3

Mo options. For further information relating to FHEQ levels 4, 5 and 6 and the professional training year, including learning outcomes, aims and module information please view the BSc (Hons) Chemistry.

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics Y
Professional Training Year (PTY) Y
Placement(s) (study or work that are not part of PTY) N
Clinical Placement(s) (that are not part of the PTY scheme) N
Study exchange (Level 5) N
Dual degree N

Other information

Global and cultural capabilities are integrated into the programme since the chemical industry is global, encompassing aspects of the very large multinational mega-industries such as petrochemicals oil & gas, pharmaceuticals, mining, bulk chemical manufacture. The subject is crucial to a myriad of other industries that sell consumer products from hair-care to breakfast cereal and to more niche small specialty chemical companies. The history of progress in the chemical sciences is rooted in international cooperation, and often tied to the location of resources. Therefore, working in the Chemistry-related professions requires being able to engage effectively with people from different backgrounds while being respectful of different cultures. This is fostered in this programme with opportunities to work in mixed teams in every year of the programme. The team-working often happens in a laboratory setting which requires safe cooperation to achieve common goals. The programme also includes progression of these skills. For example, early on in year 1 students are tasked with working in a small team to produce reports and presentations on familiar topics, which is progressed in year 2 by working in larger team to explain unfamiliar problems, progressed to year 3 or 4 where the research projects are often completed in small teams to solve open problems. Where applicable assignments and case-studies are introduced that reflect the range of diverse contributions to the subject area. The origin of raw materials, and effect on local communities is discussed at various points in the programme such as in the Industrial & Environmental module and synthesis-based modules.

Digital capabilities are embedded throughout this programme at each level. Chemistry is a physical science and relies on the correct use of data, in terms of creating and collecting, analysing and presenting that data. As such the discipline relies on graduates being confident with many digital skills. The training in this programme involves extensive use of standard software suites for collecting, organising, analysing, storing and presenting data, such as appropriate use of MS Office and alternatives. In laboratory classes the use of specialist equipment involves understanding the associated specialist software capable of reliably measuring and analysing data. These practices are enhanced with the use of specialist chemistry software and external databases, such as the Web of Science, Scopus, Reaxsys and ChemDraw. Each student will experience training in these digital methods throughout year 1 and 2, and can practice the application in formative and summative exercises. The training culminates in each student having the opportunity to show proficiency in their digital capability during the final year research project, which allows freedom to apply learnt methods in any way they deem appropriate for the task. Thus, there is opportunity to learn, opportunity to practice, opportunity to be assessed and opportunity for open expression using a wide range of digital tools.

Employability of the student is considered by providing ways to learn and practice professional skills that are directly related to becoming a professional chemist, scientist, or to enter a range of professions that employ numerate scientifically educated graduates. The student will also be equipped to progress their education to Masters or Doctoral level. For those on the 4-year course a major part of the degree is the professional training year (PTY) where students are in a professional environment and work as part of an industrial team to solve real-world, commercially relevant, problems. The PTY provides many opportunities to improve skills that are attractive to commercial organisations. These include giving professional presentations, working to briefs, working in multidisciplinary teams, contributing to commercially sensitive projects and working to inter-dependant deadlines. On both the 3 and 4-year programmes a student will be exposed to a range of assessments that reflect professional problems. Students are encouraged to join the Chemistry professional body, The Royal Society of Chemistry, and this degree programme leads to partial satisfaction of the criteria to become a Chartered Chemist. Students will also learn a range of laboratory skills especially those elated to analytical chemistry, which are important in industrial settings. Beyond that there are opportunities to write formative and summative professional reports, working to a brief, to give oral presentations, work in teams and consider the economics of how the chemical industry works. From year 1 the programme also has opportunities to practice writing CVs, applying for virtual jobs and learning about best practice in interviews and assessment centres. Various modules also have external speakers who work in industrial or other non-academic settings. All students can discuss options with previous PTY students and their industrial managers at an ┬┐Industry Day┬┐ that celebrates employability success.

Resourcefulness and resilience of the student is embedded in this programme by providing a wide variety of assessments that allow opportunities for the student to adapt to unfamiliar or dynamic situations. The student will be expected to become self-sufficient in their ability to solve problems and confidently make sensible decisions that are appropriate for the situation. This is provided by supporting the student ro become confident working in challenging environments. For example, this is clearly expressed in all laboratory classes where the confident use of specialist equipment and safe handling chemicals is important. The laboratory environment requires lots of complementary skills, involving the student having a good theoretical understanding or the work, a keen practical ability and awareness of health & safety, but being able to apply these skills in an environment which is dynamic. Students also have many opportunities to become confident in presenting data in the form of oral and written presentations with opportunities to self-reflect on performance.

Sustainability is clearly expressed in the Chemical Sciences by promoting a detailed awareness of the efficient use of limited resources, since the entirety of the Chemistry discipline is reliant on using such resources, whether originating from petrochemicals, water sources, the air or extracted in the form of metals and minerals. This programme also embeds understanding of the consequences of using these resources and being aware of solutions to mitigate against their use. In every chemistry module, to a lesser or greater extent, the uses and consequences are explored. For example, in the compulsory laboratory classes the efficient uses of chemicals is prioritised together with instructions on minimising and recycling waste. All students will take the Environmental and Industrial module, which connects the positive aspects of industry with the potential negative consequences. Aspects of sustainability and recyclability are further explored in the Materials module, Polymer module and all organic modules.

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.