STUDENT HANDBOOK

BSc (Hons) Chemistry MChem Chemistry

2011/2012

Course Leader: Dr. Robert Smith School of Forensic and Investigative Sciences

Please read this document alongside the School of Forensic and Investigative Sciences Student Guide to Assessment. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Head of School. This applies to the materials in their entirety and to any part of the materials. If there is any conflict between the regulations mentioned in this booklet and the UCLan Academic Regulations then the latter represent the definitive information.

UNIVERSITY OF CENTRAL LANCASHIRE

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WE PROMOTE ACCESS TO EXCELLENCE ENABLING YOU TO DEVELOP YOUR POTENTIAL

We value and practise equality of opportunity, transparency and tolerance

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Student Check List

You must read this handbook and check off the Induction Week tasks once they are completed. Check off items on the lower list once you understand and acknowledge your responsibilities. If you have any queries please see your personal tutor.

In Induction Week I have:

Confirmed that I have enrolled with the university.

My student number is: -

Registered to use the library and computer system.

Read this course handbook.

Let the course leader (if I wish to) know of any disability which may affect my studies to ensure I receive appropriate support.

I understand that I am responsible for:

Making sure my programme of study is the correct one to take me to my target award.

Notifying the University immediately if I change my local or home address.

Notifying the School Office (01772 895687, fzattendance@uclan.ac.uk) of any absence and providing a medical note.

Reading and following health and safety regulations.

Making certain that I know, and keep to, assessment deadlines.

Handing in assignments in accordance with the guidelines in the Student Guide to Assessment i.e. through eLearn and Turnitin unless advised otherwise.

I must maintain contact with my personal tutor who is:

Name:

Email:

Room Number:

Telephone Number:

Table of Contents Page Welcome to the School of Forensic and Investigative Sciences

1

Whos Who in the School of Forensic and Investigative Sciences

2

Chapter 1 Introduction Career Opportunities The Card Communication Supporting Diversity at UCLan

4 4 5 6 6

Chapter 2 Aims and Outcomes of the Programmes What are the Aims of the Programmes? What are the Learning Outcomes of the Programmes?

7 7 7

Chapter 3 Format and Contents How the Programmes are put together

How the Programmes are Managed Programme Structures Elective Modules Accreditation of Prior Experience and Learning Part-time Students Progression How the Programmes are Delivered Learning Resources How much work do I have to do? Attendance

10 10 10 11 16 16 17 17 17 18 19 19

Chapter 4 Assessment and Progression Presentation of Written Work When will the Assessments take place?

Assessment arrangements for students with a disability Submission of Assessments

Deadlines for Assessments Extensions Extenuating Circumstances Feedback Cheating, Plagiarism, Collusion and Re-presentation What if I fail a module? Progression Regulations Final Awards Exit Awards Appeals

21 22 22 22 22 23 23 24 25 25 27 27 29 30 31

Chapter 5 Student Support, Guidance and Conduct Student Support and Guidance Personal Tutors Who do I ask for Help/Guidance/Advice?

Students with Disabilities Health and Safety Conduct Students Union Where do I get information?

32 32 32 33 34 34 34 35 35

Data Protection

35

Chapter 6 Student Voice Course Representatives

Staff-Student Liaison Committee (SSLC) Meetings Module Evaluation Questionnaires

Complaints

36 36 36 37 37

Chapter 7 Personal Development Planning

38

Appendix A: Details of the Chemistry Module Content

39

Appendix B: BSc (Hons) Chemistry Programme Specification

44

Appendix C: MChem Chemistry Programme Specification

49

1

WELCOME TO THE SCHOOL OF FORENSIC AND INVESTIGATIVE SCIENCES

This is a true Chemistry degree in every sense, however, for purely administrative purposes the course is managed by the School of Forensic and Investigative Sciences. The course is delivered by a team of chemists who have many years experience in the delivery of degree level chemistry. The school appreciates the contribution of research to scholarly activity; the chemistry team are some of the most research active staff within the university. They form the nucleus of the Centre for Materials Science. This research centre was awarded a grade 4 in the last HEFCE research assessment exercise, and as such is of national importance. This vibrant research culture influences many of the advanced topic and research projects delivered in the final year of the course. In addition many of the team are involved in research that crosses international boundaries and have collaborations overseas and this ensures that there is an excellent exchange of culture in everything we do. What do you expect from the time you spend studying? Presumably you hope to graduate with a degree, and you hope that this will lead to related employment. You expect to get high quality teaching from staff with experience in their own discipline; you expect to gain hands-on experience of a range of equipment and experimental techniques; you expect to receive guidance and support from staff; and you will expect to have the opportunity to take part in a range of social activities and to develop as an individual. All the staff involved in this course are committed to meeting these expectations. However, in turn there are certain expectations of you. Firstly, it is important that you develop the capacity for independent learning. The overall teaching strategy within the School is one of Dependence to Independence, and therefore this will be expected increasingly as you progress through your course. Secondly, you are expected to develop, or improve, key skills, such as numeracy, writing, self-organisation, working in a team, etc. Employers will certainly be looking for evidence of such skills! Finally, you are expected to take a responsible approach and an active role in your study, following the School and University policies and regulations. This handbook tells you about some of these regulations, and gives details about staff, assessments, handing in work, attendance requirements, safety procedures, and guidance on communication and IT skills, etc. In your induction file there is also further information about your role in the development of your Personal Development Portfolio, which will form a central part of your personal development plan. You will receive separate module booklets for each module you are studying, which will be available on eLearn. These will give detailed timetables and details of assessments. It is your responsibility to ensure that you receive these documents, are familiar with their contents and use them.

2

Whos Who in the School of Forensic and Investigative Sciences You will mainly be taught by staff from the School of Forensic and Investigative Sciences at the University. This list represents those co-ordinating particular areas, or who have particular roles in the delivery of the Course. We have included their qualifications so that you can see where their expertise lies. Academic Staff Lee Chatfield BSc, PhD (Genetics) MIBiol, CBiol MFSSoc Dean of School e-mail: lkchatfield@uclan.ac.uk Ext. 4381. Room JBF206. Allison Jones BSc, MSc (Forensic Science), PhD (Chemistry) MRSC MFSSoc

Associate Head of School e-mail: aejones@uclan.ac.uk Ext 4386. Room JBF105. Rob Smith BSc, PhD (Chemistry) MRSC Course Leader Lecturer (Chemistry) e-mail: rbsmith@uclan.ac.uk Ext 4384. Room JBF006. Gary Bond BSc, PhD (Chemistry)

Academic Lead: Forensic Science, Professor (Materials Chemistry)

e-mail: gbond@uclan.ac.uk Ext 3535. Room JBF103. Richard Hull CSci CChem FRSC FHEA Professor (Chemistry/ and Fire Science) e-mail: trhull@uclan.ac.uk Ext 3543. Room JBF110. Arati Iyengar BSc, MSc, PhD (Genetics) School Disability Lead, Lecturer in Forensic Genetics,

e-mail: aiyengar@uclan.ac.uk Ext 3925. Room MB130. Richard McCabe BSc, DPhil (Chemistry)

Reader (Chemistry/ Forensic Chemistry) e-mail: rwmccabe@uclan.ac.uk Ext 3533. Room JBF008. Janine McGuire BSc, PhD (Chemistry) 1st Year Tutor, Lecturer (Chemistry/ Forensic Chemistry) e-mail: jgmcguire@uclan.ac.uk Ext 4385. Room JBF109. Kev Pritchard FSS Dip (Crime Scene Investigator) 2nd Year Tutor, Lecturer (Forensic Science) e-mail: kpritchard@uclan.ac.uk Ext 4379. Room JBF001. Jennifer Readman BA (Hons) PhD (Chemistry) Lecturer (Chemistry) e-mail: jereadman@uclan.ac.uk Ext: 3578. Room JBF109.

3

Tapas Sen BSc, MSc, PhD, MRSC Lecturer (Inorganic and Materials Chemistry) e-mail: tsen@uclan.ac.uk. Ext 4371 Room JBF005. Anna Stec BSc, PhD (Fire Chemistry) Lecturer (Forensic Chemistry) e-mail: aastec@uclan.ac.uk Ext 3759. Room JBF108. Michael Wysocki BA, PhD (Anthropology) 3rd Year Tutor, Lecturer (Forensic Anthropology & Archaeology) e-mail: mpwysocki@uclan.ac.uk Ext 4389. Room MB127.

Administrative Staff Brun Garton Senior Administration Officer Judith Dillon PA to Dean of School Helena Bylinski Senior Administration Assistant Sali Malone Clerical Assistant Katherine Chester Clerical Assistant Lindsay Cottingham Programme Administrator Cheryl Walton Programme Administrator Vanessa Webster Clerical Assistant School Office: e-mail fisoffice@uclan.ac.uk Room JBF201 Ext 5687

4

1. Introduction Chemistry underpins almost every aspect of our daily lives. Every change in the observable world from boiling water to the changes that occur as our bodies combat invading viruses has its basis in the submicroscopic world of atoms and molecules. Chemistry is the science that seeks to understand the properties and behaviour of matter in the macroscopic world through studying the properties and behaviour of atoms and molecules. Chemistry provides important understanding of our world and how it works. Through an understanding of the chemistry of materials we can design and manufacture drugs to fight disease; computer chips to enhance communication; pesticides to protect our health and crops; fertilizers to grow abundant food; fuels for transportation; fibres to provide comfort and variety in clothes; plastics to package food and replace worn-out body parts; and much, much more. Chemistry also helps us to comprehend the nature of our environment, our universe, and ourselves. It is pivotal in our understanding of the treatment of diseases such as cancer and AIDS. It provides essential information about issues such as global warming, ozone depletion and acid rain. Not all chemical technology has been an unqualified success, of course. The commercial exploitation of some discoveries in Chemistry has had disturbing effects on the environment, and has not proved altogether appropriate in the less developed parts of the world. Solutions to the problems that sometimes arise will require the skills of men and women trained in many disciplines but Chemistry will be essential in the search for suitable alternative strategies. Occasionally, problems arise in the use or disposal of chemicals. Whether this is due to carelessness or to unforeseen difficulties, the elimination of these problems, and the creation of ecologically sustainable industrial processes, demands the involvement of chemists. Behind all this are the continuing research efforts of countless chemists, responsible also for the cautious appraisal of the environmental implications of new chemical products. The chemical industry is now in the process of adopting and implementing more environmentally friendly processes and consequently a branch of chemistry has evolved known as Green Chemistry. The focus on the environmental implications of chemicals manufacture and processes is what gives this course distinction from those provided by other universities. During recent years the University has investigated significant resources in the area of science and technology and consequently boasts a range of modern well-equipped laboratories. A central analytical suite services the laboratories, which means that you will have access to most modern analytical techniques to support your practical investigations. More specialised equipment for research and project work is available through the Centre for Materials Science. Career Opportunities On graduating from University with a degree in Chemistry the possibilities are almost endless. Obviously, the prospective material rewards (and security of employment)

5

are of importance but what of the chance to make contributions that impact on Society? Your employment potential with a Chemistry degree should be very high, whether or not you exploit your qualifications explicitly, and a career actually involving Chemistry would certainly be relevant and meaningful. The chemical industry provides direct employment for 214,000 people within the UK and supports several hundred thousand additional jobs throughout the economy. 23% of the UK chemical industry is based within the NW region. The UK chemicals industry out performs virtually all other UK manufacturing industries with an average growth rate of 2.9% compared to a 0.5% for all other manufacturing industries. The importance of the UK chemical industry to the balance of trade for the country cannot be over stated, it is the UK manufacturing number one exporter with a trade surplus of 4.5 billion. This has obvious implications on employment prospects, which are generally considered to be good with a wide variety of industries employing chemists in areas such as pharmaceuticals, paints, soaps and toiletries, plastics etc. Remuneration is again above average with salaries in the sector currently 19% higher than the average in manufacturing generally. Your University experience is not only about achieving your chosen award, it is also about developing as a person and realising your potential. We want you to gain the skills and attitudes that will help you to achieve your goals and aspirations. Futures offers a range of support for you including:-

career and employability advice and guidance

access to work placements, internships, voluntary opportunities, part-time employment and live projects

workshops, seminars, modules, certificates and events to develop your skills

business start-up, freelance and self-employment advice

the Futures Award, a Certificate which formally recognises your employability and enterprise achievements whilst at UCLan

For more information visit the Futures Hub (next to the Library) or access them via www.uclan.ac.uk/futures. The Card At induction you will have been given a copy of The Card. This represents a clear statement of the Universitys intentions to deliver agreed standards for academic and administrative services. It spells out what is expected of you as a student and the contribution that can be made to gain the most benefit from your time at UCLan. The rest of this handbook will explore how this works in practice and opportunities will be taken by the course team to refer to the statements on the Card throughout the year. You will get the best out of your time at UCLan if you are committed to: -

Preparing for classes and attending punctually

Completing your work to the best of your ability and submitting it on time

6

Not committing plagiarism

Keeping up to date with course information through UCLan email or other channels

Using the feedback you are given to improve subsequent work

Making appropriate use of teaching staffs time Taking responsibility for your personal development planning and skills

development

Treating staff, fellow students and neighbours in the local community with respect at all times

We aim to: -

Start and end all classes on time

Give you one weeks notice of changes to your classes

Give you feedback on assessed work within 15 working days

Give you clear, legible and informative feedback on your work

Be available for timed appointments

Treat you with respect at all times

Support you in your preparation for the work place More information on the Rules and Regulations can be found at: - http://www.uclan.ac.uk/information/services/sas/the_i/rules_and_regulations/rules_regulations.php Communication The University expects you to use your UCLan email address and check daily for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Staff aim to reply to emails within one working day. Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to: -

Experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported"

Contribute to creating a positive environment where discriminatory practices and discrimination no longer happen

Please review the UCLan Equality and Diversity Policy for further information.

7

2. Aims and Outcomes of the Programmes All programmes at the University have overall aims and learning outcomes, which describe what you will achieve on your course of study. What are the Aims of the Programmes? It is important that you and the teaching team are clear about exactly what we are aiming to achieve. The aims of the BSc(Hons) Chemistry programme are: -

To instil in students a sense of 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

To provide students with a broad and balanced foundation of chemical knowledge and practical skills

To develop in students the ability to apply their chemical knowledge and skills to the solution of theoretical and practical problems in chemistry

To develop in students, through an education in chemistry, a range of transferable skills, of value in chemical and non-chemical employment

To provide students with a knowledge and skills base from which they can proceed to further studies in specialised areas of chemistry or multi-disciplinary areas involving chemistry

The aims of the MChem Chemistry programme are: -

To instil in students a sense of 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

To provide students with a broad and balanced foundation of chemical knowledge and practical skills and an in-depth understanding of specialised areas of chemistry

To develop in students the ability to adapt and apply their chemical knowledge and skills to the solution of familiar and unfamiliar theoretical and practical problems in chemistry

To develop in students, through an education in chemistry, a range of transferable skills, of value in chemical and non-chemical employment

To provide students with a knowledge and skills base from which they can proceed to further studies in specialised areas of chemistry or multi-disciplinary areas involving chemistry

To instil a critical awareness of advances at the forefront of the chemical science discipline

What are the Learning Outcomes of the Programmes? This list of the major learning outcomes of the programmes will give you an idea of the global learning goals. However in the module booklets you will see the syllabuses of the individual modules and their learning outcomes that will give your more information. You could also refer to the module descriptions, which are in effect summaries of the module booklets and are available on eLearn.

8

At the end of the BSc(Hons) Chemistry programme you will have a knowledge and understanding of, and be able to:

Describe the major types of chemical reaction and the main characteristics associated with them including the stereochemistry and nomenclature of reactants, starting materials and products

Discuss the principles and procedures used in chemical analysis and the characterisation of chemical compounds, including spectroscopy

Apply the key elements of physical chemistry, including thermodynamics and kinetics

Describe characteristic properties of elements and their compounds, state of matter and the theories used to describe them

Deliberate on major issues currently at the frontiers of chemical research and development, including initiatives in Green Chemistry

At the end of the BSc(Hons) Chemistry programme you will have obtained the following cognitive skills and be able to:

Evaluate and analyse problems and plan novel strategies for their solution

Apply knowledge and understanding of chemical systems to the solution of qualitative and quantitative problems of a familiar and unfamiliar nature

Evaluate, interpret and synthesise chemical information and data

Present scientific material and arguments clearly and correctly, using a variety of presentation media to range of audiences

At the end of the BSc(Hons) Chemistry programme you will be able to:

Apply knowledge and understanding of the essential concepts, principles and theories relating to the major types of chemical reaction and the main characteristics associated with them including the stereochemistry and nomenclature of reactants, starting materials and products

Handle chemical materials safely, taking into account their physical and chemical properties, including and specific hazards

Conduct standard laboratory procedures involved in synthetic and analytical work

Monitor, by observation and measurements chemical properties, events or changes, and systematically and reliably record and document the findings

Plan, design and execute practical investigations, from problem recognition stage through to the evaluation and appraisal of results and findings; this to include the ability to select appropriate techniques and procedures

During the BSc(Hons) Chemistry programme you will also develop transferable skills and be able to:

Demonstrate communication skills, covering a range of communication media

Exhibit numeracy and computational skills, including ICT skills and information retrieval

Show evidence of interpersonal skills, relating to the ability to interact with other people and to engage in team-working

Display time-management and organisational skills, as evidenced by the ability to plan and implement efficient and effective modes of working

Most students registered on the BSc(Hons) Chemistry programme will go on to study and achieve a Bachelor of Science degree with Honours; however, you may also exit

9

your degree scheme with a Bachelor of Science degree without honours, a Diploma in Higher Education (DipHE) or a Certificate in Higher Education (CertHE). At the end of the MChem Chemistry programme you will have met all the Learning Outcomes above, but in addition you will have a knowledge and understanding of, and be able to:

Assess an unfamiliar problem and be able to design and implement a suitable solution

Design, plan and implement research questions to problems in the chemical sciences including evaluation of hazards and environmental effects

Develop general strategies including the identification of additional information required and problems where there is not a unique solution

At the end of the MChem Chemistry programme you will have met all the Learning Outcomes above, but in addition you will have obtained the following cognitive skills and be able to:

Assimilate, evaluate and present research results objectively

Undertake an individual research project, the outcome of which is potentially publishable

Assess the success of such a project

At the end of the MChem Chemistry programme you will have met all the Learning Outcomes above, but in addition you will be able to:

Work independently, under minimum supervision, and be self-critical in the evaluation of risks, experimental procedures and outcomes

Use an understanding of the limits of accuracy of experimental data to inform the planning of future work. Conduct standard laboratory procedures involved in synthetic and analytical work

During the MChem Chemistry programme you will have developed the transferable skills above, but in addition you will be able to:

Demonstrate problem-solving skills including self-direction and originality

Communicate and interact with professionals from other disciplines

Ability to exercise initiative and personal responsibility

Ability to make decisions in complex and unpredictable situations

Independent learning ability required for continuing professional development

Most students registered on the MChem Chemistry programme will go on to study and achieve an MChem degree with Honours; however, you may also exit your degree scheme with a Bachelor of Science degree with Honours, a Bachelor of Science degree without honours, a Diploma in Higher Education (DipHE) or a Certificate in Higher Education (CertHE).

10

3. Format and Contents How the Programmes are put together Your degree is composed of modules, which can be full modules with a weighting of 1.0, half modules (weighting 0.5), double modules (weighting 2.0) or triple modules (weighting 3.0). Typically, degree programmes consist of a mixture of half, full and (more rarely) double modules. To achieve a Bachelor of Science Degree with Honours (BSc (Hons)) degree you must study the equivalent of 18 modules over the course, and to achieve an Undergraduate Masters Degree with Honours (MChem) you must study the equivalent of 24 modules over the course as described in the following tables. Modules are also given a credit weighting so that modules at different Universities can be compared, so 0.5 modules are worth 10 credits, 1.0 modules 20 credits, 2.0 modules 40 credits etc. Listed in appendices B and C are the different credits that are needed to achieve an Undergraduate Masters degree with Honours, Bachelor of Science degree with Honours, a Bachelor of Science degree without honours, a Diploma in Higher Education or a Certificate in Higher Education. Full time students will take six modules in each year of their studies: part time students will normally take 4 modules per year. How the Programmes are Managed At the front of this handbook you will find the names, telephone numbers, email addresses and room numbers of key people involved in the running of the Chemistry courses. Do not hesitate to contact them if you are unclear about anything. The MChem Chemistry and BSc (Hons) Chemistry programmes have a Course Leader who is responsible for planning and co-ordinating course delivery. The Course Leader is Rob Smith, room JBF006, tel. 01772 894384, e-mail rbsmith@uclan.ac.uk. You should see the course leader if there is anything going on with you that cannot be handled by a module tutor, personal tutor or year tutor. Each module you will study has a Module Tutor. The Module Tutor is responsible for the planning, delivery and assessment of the module. In some cases the Course Leader may also be the Module Tutor. You should see the module tutor about any issues to do with their module (coursework, revision, etc.). In addition, there is a Year Tutor for each year of the course. They are listed below and their details can be found at the beginning of this book. They are responsible for organising groups for tutorials and practical sessions and authorising extensions to coursework deadlines if you have an acceptable reason for not completing your work on time. These are the people you should see if you wish to request an extension on any piece of work.

Year Tutor

One Janine McGuire

Two Kev Pritchard

Three Mick Wysocki

11

Four Allison Jones

The Course Leader, Year Tutors and Module Tutors form the Course Team, which meets regularly to review the progress of the Course and take account of your comments - both positive and negative. Adjustments will be made to the delivery of the Course if the Team feel that changes are necessary to make delivery and/or organisation better. At the end of the academic year all modules undergo review. The University operates a quality assurance scheme, which requires the Course Leader to report periodically to the Head of School to keep him in touch with progress. Every year the Course Leader submits a detailed report to the Head of School. Programme Structures The MChem Chemistry and BSc (Hons) Chemistry programmes are designed to provide you with a balanced foundation in chemical knowledge and skills but in so doing it is hoped that we will be able to instil in you an enthusiasm for the subject. The focus on Green Chemistry throughout the programmes makes these courses distinctive from chemistry degree programmes taught at other universities. Green Chemistry and more environmentally acceptable processes for chemicals manufacture is demanding an ever increasing role within the industry sector. The importance of research in the area of Green Chemistry has not been over looked by funding bodies, with specific initiatives having been launched by both the Department of Trade and Industry (DTI) and the Engineering and Physical Sciences Research Council (EPSRC) in recent years. Another feature of these programmes which sets them aside from most taught chemistry programmes is the emphasis placed on the interdisciplinary nature of the subject. Modules do not focus on the individual branches of chemistry but instead combine them to form common threads. Practical work is generally delivered through specialist experimental modules. Experiments are designed to bring together different aspects of the syllabus and hence emphasise the multidisciplinary approaches which are necessary when study chemical processes in industrial or research environments. Year 1 The modules that you take in your first year (stage 1) are shown below. In addition to the compulsory modules you must take a level 4 elective module of the value 1.0 or two level 4 electives of the value 0.5. The timetable of when your classes are will be posted on the course page on eLearn and was given to you at induction. All students entering the course will undertake an evaluation of their chemical knowledge during week one. Depending on the outcome of this evaluation, students may be recommended to take FZ1063 Introduction to Chemistry as their elective. Otherwise you are free to choose electives from the Universitys elective catalogue.

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In semester 1 you will study Skills for Chemists [FZ1027], the aim of this module is to ensure that you have the correct skills base to support your study of chemistry throughout the programme, this will include; a knowledge of mathematics, scientific applications of ICT, searching for information, referencing sources, and basic experimental procedures. In semester 1 you will also start your studies in Introduction to Chemical Concepts [FZ1026] which will introduce you to classical analytical techniques, kinetics and thermodynamics, the effect of stereochemistry on the reactivity of organic compounds and main group inorganic chemistry. The lecture / tutorial material delivered will be supported by the practical module Experimental Techniques in Chemistry [FZ1025]. In semester 1 you will also start your studies of green chemistry with Introduction to Green Chemistry [FZ1028]. You will study Introduction to the Synthesis and Analysis of Organic Compounds [FZ1029] where will start to gain an understanding of the reactions of various functional groups and their inter-conversions, an introduction to basic spectroscopic and chromatographic techniques used for the analysis of organic molecules is also included. The lecture material in this module is supported by a series of practical classes.

COMPULSORY MODULES AT LEVEL 4 Module Size

Semester

FZ1025 Experimental Techniques in Chemistry 1 Year

FZ1026 Introduction to Chemical Concepts 1 Year

FZ1027 Skills for Chemists 1 1

FZ1028 Introduction to Green Chemistry 1 Year

FZ1029 Introduction to the Synthesis and Analysis of Organic Compounds

1 Year

MAXIMUM 5

ELECTIVE

Elective from the level 4 electives catalogue 1 or 2 x 0.5 1, 2 or Year

MAXIMUM 1

Semester

1 FZ1025

Experimental Techniques in Chemistry

(1.0, C)

FZ1026 Introduction to Chemical Concepts

(1.0, C)

FZ1027 Skills for Chemists

(1.0, C)

FZ1028 Introduction

to Green Chemistry

(1.0, C)

FZ1029 Introduction

to the Synthesis

and Analysis of

Organic Compounds

(1.0, C)

Elective

Semester 2

(Shaded sections indicate compulsory modules.) Year 2 The material contained within year 2 of the course builds upon that delivered in year 1. The theoretical aspects of Green Chemistry are delivered through the module Tools for Green Chemistry [FZ2029] which covers alternative strategies for organic

13

synthesis, the use of alternative energy sources to promote reactivity and the use of catalysts. You will be given the opportunity to investigate these processes in the laboratory with the module Green Chemistry in Action [FZ2028]. Elements of Inorganic and Organic Chemistry [FZ2026] covers the synthesis, properties and applications of both organic and inorganic substances. Physical Chemistry: Theory and Application in Analytical Science deals with physicochemical processes and their application in an analytical science. The practical application of the techniques covered within FZ2025 and FZ2026 will be reinforced through the practical module Laboratory Studies of Chemical Concepts [FZ2024]. Concepts in Chemistry [FZ2027] contains elements of analytical, organometallic (main group) and physical chemistry (molecular spectroscopy) and this module contains its own dedicated experimental programme designed to underpin the lecture material. In the second year there are no optional or elective modules.

COMPULSORY MODULES AT LEVEL 5 Module Size

Semester

FZ2024 Laboratory Studies of Chemical Concepts 1 Year long

FZ2025 Physical Chemistry: Theory and Applications in Analytical Science

1 Year long

FZ2026 Elements of Inorganic and Organic Chemistry

1 Year long

FZ2027 Concepts in Chemistry 1 Year long

FZ2028 Green Chemistry in Action 1 Year long

FZ2029 Tools for Green Chemistry 1 Year long

MAXIMUM 6

Semester 1

FZ2024 Laboratory Studies of Chemical Concepts

(1.0, C)

FZ2025 Physical

Chemistry: Theory and Application

in Analytical Science (1.0, C)

FZ2026 Elements

of Inorganic

and Organic

Chemistry (1.0, C)

FZ2027 Concepts

in Chemistry

(1.0, C)

FZ2028 Green

Chemistry in Action (1.0, C)

FZ2029 Tools for

Green Chemistry

(1.0, C)

Semester 2

(Shaded sections indicate compulsory modules.) Year 3 The chemistry taught at level 6 (in year 3) is intended to introduce you to concepts and techniques at the forefront of the subject. Biological, Medicinal and Natural Product Chemistry [FZ3120] introduces the synthesis of biologically important molecules, natural product chemistry and medicinal chemistry. While more specialist topics such as bioinorganic chemistry, are taught alongside advanced approaches in organic synthesis and physicochemical processes in Advanced Concepts in Chemistry [FZ3025]. FZ3120 and FZ3025 are supported through the practical module Explorations of Chemical Processes [FZ3026]. This module uses a series of student driven mini projects to encourage you to use advanced analytical techniques to investigate chemical processes. The module in Research Topics [FZ3027] will focus on subject specialisations within the teaching team and will use material at the forefront of chemical research in these areas.

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Subjects at the forefront of Green Chemistry are presented in Green Energy [FZ3029], which is delivered, in part, through the use of current research articles from appropriate journals. BSc (Hons) Chemistry Those students studying for a BSc (Hons) Chemistry award, will take the Chemistry Project [FZ3200] which is a year long 40 credit module, which has a literature review and associated practical element.

COMPULSORY MODULES AT LEVEL 6 Module Size

Semester

FZ3025 Advanced Concepts in Chemistry 1 Year long

FZ3026 Exploration of Chemical Processes 1 Year long

FZ3027 Research Topics 1 Year long

FZ3029 Green Energy 0.5 2

FZ3120 Biological, Medicinal and Natural Product Chemistry

0.5 1

FZ3200 Chemistry Project 2 Year long

MAXIMUM 6

Semester 1

FZ3025 Advanced Concepts

in Chemistry

(1.0, C)

FZ3026 Exploration

of Chemical Processes

(1.0, C)

FZ3027 Research

Topics (1.0, C)

FZ3120 Biological, Medicinal

and Natural Product

Chemistry (0.5, C)

FZ3200 Chemistry

Project (2.0, C)

Semester 2

FZ3029 Green Energy (0.5, C)

MChem Chemistry Those students studying for a MChem Chemistry award, two additional modules will be studied to help prepare you for the 4th year. These are FZ3121 Research Methods which is concerned with research methodology relevant to scientists in academic environments, and FZ3122 Organic Synthetics Methods which builds provides a thorough understanding of the reagents, reactions and procedures used in organic synthesis, the mechanistic consequences of synthetic organic reactions and the application of these to design successful syntheses of complex target molecules. Passing the project module is necessary for the award of a Bachelor of Science degree with honours.

COMPULSORY MODULES AT LEVEL 6 Module Size

Semester

FZ3025 Advanced Concepts in Chemistry 1 Year long

FZ3026 Exploration of Chemical Processes 1 Year long

15

FZ3027 Research Topics 1 Year long

FZ3029 Green Energy 0.5 2

FZ3120 Biological, Medicinal and Natural Product Chemistry

0.5 1

FZ3121 Research Methods 1 Year long

FZ3122 Organic Synthetic Methods 1 1

MAXIMUM 6

Semester 1

FZ3025 Advanced

Concepts in Chemistry

(1.0, C)

FZ3026 Exploration of Chemical Processes

(1.0, C)

FZ3027 Research

Topics (1.0, C)

FZ3120 Biological, Medicinal

and Natural Product

Chemistry (0.5, C)

FZ3121 Research Methods (1.0, C)

FZ3122 Organic

Synthetic Methods (1.0, C)

Semester 2

FZ3029 Green Energy (0.5, C)

(Shaded sections indicate compulsory modules.) In the previous section the learning outcomes of the MChem Chemistry and BSc (Hons) Chemistry programmes were listed. It is often useful to know which learning outcomes will be covered in the different modules; the tables in Appendices B and C plot the different learning outcomes against each module. Year 4 MChem Chemistry only The chemistry taught at level 7 (in year 4) is intended to extend your knowledge of concepts and techniques and instil in you a critical awareness of advances at the forefront of the chemical sciences discipline. In addition it will also require you to adapt apply your knowledge and skills to the solution of unfamiliar problems, and conduct an extended research project independently, to a publishable standard and assess the success of such a project. The research skills required to undertake such a project will be delivered in the Research Methods module [FZ4001], and then you will pick two out of six optional modules that focus on two main specialist areas of chemistry. Organic Synthesis Methods [FZ4605] and Applications in Synthesis [FZ4606] focus on Synthetic Organic Chemistry, and studying both of these modules would prepare you well for professional employment or doctoral studies in the area of synthetic organic chemistry. Separation Science and Mass Spectrometry [FZ4601], Sample Preparation and Screening [FZ4602, Molecular Spectroscopy [FZ4603] and Elemental and Surface Analysis [FZ4604] focus on Instrumental Analysis, and studying any two of these modules will prepare you well for professional employment or doctoral studies in the area of analytical chemistry or instrumental analysis. There is no need to pick one of these specialisms, and any combination of two modules will still ensure that you are well prepared for professional employment or doctoral studies in the chemical sciences.

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The Research Project [FZ4003] is a year long 60 credit module, which involves writing a proposal, an associated practical element and the production of a 10,000 word written submission. Passing the project module is necessary for the award of an Undergraduate Masters degree with honours,

COMPULSORY MODULES AT LEVEL 7 Module Size

Semester

FZ4003 Research Project 3 Year long

OPTIONAL MODULES AT LEVEL 7

FZ4601 Separation Science and Mass Spectrometry

1 1

FZ4602 Sample Preparation and Screening 1 1

FZ4603 Molecular Spectroscopy 1 2

FZ4604 Elemental and Surface Analysis 1 2

FZ4606 Applications in Synthesis 1 2

MAXIMUM 6

Semester 1

FZ4003 Research Project

(3.0, C)

FZ4601 Separation

Science and Mass Spectrometry

(1.0, O)

FZ4602 Sample

Preparation and Screening

(1.0, O)

Semester 2

FZ4603 Molecular

Spectroscopy (1.0, O)

FZ4604 Elemental and

Surface Analysis (1.0, O)

FZ4606 Applications in

Synthesis (1.0, O)

(Shaded sections indicate compulsory modules.) In the previous section the learning outcomes of the MChem Chemistry and BSc (Hons) Chemistry programmes were listed. It is often useful to know which learning outcomes will be covered in the different modules; the tables in Appendices B and C plot the different learning outcomes against each module. Elective Modules Free-Choice Elective modules enable you to develop skills such as a language or acquire knowledge outside your main subject(s). You can make your choice from a selection of modules that are delivered across many subject areas from the Electives Catalogue. Accreditation of Prior Learning If you consider that you may have already achieved some of the learning outcomes of the course through previous learning, please consult your course leader and gain advice from the APL Coordinator to find out whether you can make a claim for accreditation of prior learning for part of your course.

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Part Time Students Part-time students typically take 4 modules each year. An individual programme will be worked out for each student to fit in with their needs and the pre-requisite requirements of any of the modules. Progression

Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you. A progression talk will be held by the Course Leader in February explaining which modules you should study next year, and what options are available to you. How the Programmes are Delivered Chemistry is a practically based subject covering elements of a range of theoretical principles. Consequently the subject matter covered is diverse and the School therefore uses a diverse portfolio of teaching and assessment methods to reflect the nature of this subject. There are formal lectures followed up by small group tutorials in which the subject of the lecture is explored in detail. Practical skills are developed through practical sessions which may incorporate stand alone practical exercises or individual or group projects. You are also encouraged to engage in independent study. Most of the course is delivered by university staff but, where appropriate, experts in their own field are brought in to speak with authority from their own experience and expertise. For some modules, you will also be studying along students on other courses, in particular students studying BSc (Hons) Forensic Chemistry. This will also allow you to interact and learn from others with different backgrounds and expertise. As with all university education you are responsible for your own learning; the lectures are merely the starting point and you will have to undertake a substantial amount of study in order to succeed. The aim of the School is to promote deep and active learning and for you to achieve an appropriate balance between (a) the accumulation of subject specific knowledge (b) the understanding of subject-specific concepts (c) the application of these, and (d) the development of general investigative and presentational skills. In year 1 hour-long class sessions will normally be lectures or tutorials. In practice the lectures provide the theoretical background to the subject and tutorials often include problem solving exercises managed through pair or group work. The tutorials will also introduce you to the use of basic techniques and reinforce concepts introduced as theory. In addition tutorial work may also include the development of teamwork, planning, understanding accuracy and variability, and the generation and testing of hypotheses.

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Modules in years 2, 3 and 4 will also be delivered via a mixture of teaching methods, with increased emphasis on independent study followed by discussions, presentations and data-interpretation/problem-solving exercises. A range of other skills will be developed, e.g., communication skills through discussions and presentations. These learning experiences are designed to help you to master the many aspects of chemistry during the course of your degree, and are assessed through an equally wide range of exercises, designed to develop and improve your key skills (e.g., writing, referencing, report writing) as well as to assess your knowledge. The assessment methods for the modules are different; some will be by examination, some by written assessment, presentations or a combination of these. For example, in the first year, coursework will include formats such as short notes, practical reports, structured workbooks, short directed essays, and data handling exercises, which will help to prepare you for longer essays, independent practical reports and practical examinations in the second year. The third year will include dissertation or a project report and use longer essays and more challenging data handling exercises. In terms of examinations, in the first year, multiple choice questions and short questions are the preferred format. In the second year, essay questions and data handling will be introduced; and the third and fourth years will comprise primarily longer essays and more challenging analysis of data. The pass mark for modules at levels 4, 5, and 6 (those a full time student would study in years 1, 2 and 3) is 40%, whilst the pass mark the modules at level 7 (those a full time student would study in year 4) is 50%. Normally you will need to pass both coursework and examination components of modules to pass the module. (You can find more details in the Schools Student Guide to Assessment and in the module booklets). Staff aim to provide feedback on all in-module assessments which contribute to the module mark within 15 working days of the scheduled submission or examination date. This may be oral during a lecture or one-to-one session, or written (e.g., in the form of specimen answers), or comments posted on a website, or other modes of passing on information. Generic feedback on end of module assessments and dissertations will be made available within 15 working days following the publication of results. In addition to this you will be provided with individual written feedback for all assessments. Learning Resources Extensive Resources are available to support your studies provided by LIS library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. LIS provide access to a huge range of electronic resources e-journals and databases, e-books, images and texts. Course and module materials are not provided in hard copy format, however, wherever practicable, lecture notes and/or presentations, seminar materials,

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assignment briefs and materials and other relevant information and resources are made available in electronic form via eLearn. This is the brand name for the on-line Virtual Learning Environment (VLE) that the University uses to support and enhance teaching and learning. All students can access the eLearn spaces for the course and modules that they are registered for. Once logged into your eLearn area you can access material from the course and all of the modules you are studying without having to log in to each module separately. You can expect that, on the Course page, you will be able to access:

1. Course Handbook 2. Student Guide to Assessment 3. Timetables 4. Minutes of SSLC Meetings

You can expect that, on each module space, you will be able to access:

1. Module Description 2. Module Booklet 3. Assignment briefs (including a marking scheme), if not included in the module

booklet 4. Generic feedback on coursework assignments 5. Handouts for tutorials and practicals 6. Lecture notes (no later than 48hrs after the date of the lecture). 7. A past exam paper (if there is an exam in the module) 8. Generic feedback on the examination paper

Every student has access to the university computer facility. You can also access the university computer facilities remotely from your own computer. However, to be able to use eLearn effectively on your own computer your Internet browser needs to be set up in a specific way. It needs to be able to use Java and the cache has to be configured so that new eLearn pages are immediately downloaded and the old eLearn pages stored in the cache are not reused. The process is not as complicated as it sounds! A comprehensive getting started guide can be accessed at the following URL:

http://www.uclan.ac.uk/information/services/iss/support/files/elearnoverviewv6.pdf

How much work do I have to do? The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve this includes attendance at UCLan and time spent in private study. In practice, the answer to that question is a lot depends on you. As a rough guide a single module completed in one semester will require 12-15 hours per week during the semester. This consists of between 2 and 6 hours contact time with staff in lectures, tutorials or practical sessions and the rest in private study. On average, then, you should be planning to do between 36 and 40 hours per week. Any lesser commitment is unlikely to produce a good degree. You should bear this in

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mind if you intend to undertake part-time employment or pursue other interests outside the curriculum. Attendance You are required to attend all timetabled learning activities for each module. Notification of illness or absence must be made to the School Office on 01772 895687 or by email to fzattendance@uclan.ac.uk. Exceptional requests for leave must be made to the Associate Head of School or nominee (usually the Course Leader). You should contact the School Office as above and your request will be forwarded to the appropriate person. Unauthorised absence is not acceptable and may attract academic penalties and/or other penalties. Some practical sessions may involve assessed work, so if you miss the practical without good reason you will attract a score of 0% in that assessment. In the event of absence due to illness, a medical certificate must be produced. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Your attendance at classes will be monitored using SAM, and you can check your attendance record through MyUCLan. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.

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4. Assessment and Progression Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. The Course Team recognise the main purpose of assessment as:

the diagnosis of strengths and weaknesses of individual students encouragement to students to be involved in determining their own

performance evaluation as to whether or not the student has met the learning outcomes of

the module and programme in order to progress to the next level or achieve an exit award

Assessment is continuous and uses both formative and summative methods. Formative assessment relates to the continuing and systematic appraisal of the degree of learning. This helps you by providing feedback on the appropriateness of your study skills in meeting the learning objectives. It also assists the academic staff by providing information as to the appropriateness of the learning environment in facilitating student learning. Formative assessment includes assessment strategies that encourage the student and tutor to build on the students strengths and to plan remedial help to correct identified weaknesses. Formative assessment encourages the development of personal self-awareness and self-evaluation such that corrective change can be instigated by the individual. The nature of formative assessment varies between modules. In some there are short tests or essays, while in others there is informal feedback via activities such as tutorials or discussion of experiment results during laboratory sessions. It is important that we try to match assessment to the learning outcomes of each module. Sometimes we need to assess how well you have assimilated facts, sometimes we need to assess your understanding, and at other times your application of the facts. Often we need to test all of these learning outcomes at once. In addition, we need to assess skills, such as your ability to communicate your ideas. The assessment methods and what we are trying to assess by the particular method are shown below: Examinations Short answer questions are usually looking for how well you

have learned factual information. Essay questions are looking for your understanding and critical analysis skills.

Presentations Your presentational skills under pressure are being assessed

here, as is the ability to think on your feet using the facts that you have learned.

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Essays Non-examination situation essays assess your understanding of the subject and ability to do research, as well as your written communication and critical analysis skills.

Case studies These assess the application of theory to practical situations.

They also assess either your written or oral presentation skills when communicating your deliberations to the class or marker.

Projects These assess the application of the information that you have

gained, and assesses your skills in bringing a large body of work together in a concise coherent report.

You will find a detailed breakdown of the assessments in the individual module booklets. Presentation of Written Work The way in which you present your work will be taken into account when arriving at the final grade for the assessment. To assist you in this regard, refer to the Student Guide to Assessment, produced by the School, that accompanies this handbook. When will the Assessments take place? The course team, through the year tutors, try to spread the assessment load. Nevertheless, it is important that you plan your work carefully in order to meet assessment deadlines. You may have more than one deadline at the same time, and you are expected to manage your time sufficiently well to meet all deadlines whilst continuing with your attendance at classes. Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk. Submission of Assessments Normally all work should be submitted through eLearn and Turnitin. Information about the requirements for individual assessments and their respective deadlines for submission / examination arrangements will be provided in the assignment brief, or in the module booklet, that will be posted on eLearn. All work should be submitted with a completed assessed work cover sheet with the declaration signed. These assessed work cover sheets can be obtained on the module and course pages on eLearn and from the tray in the Assignment Submission Point JBF203. Once the work has a FULLY completed and signed cover sheet attached, it should be submitted through the assignment drop-box on eLearn or through one of the letter boxes in JBF203.

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Deadlines for Assessments In the workplace you will be faced with many deadlines. Assessment deadlines will help you to develop a personal ethos, which will enable you to cope with tight work schedules. We expect work to be handed in on time. A deadline is set at a particular time on a particular day and work submitted after this time without an extension granted by the relevant year tutor will be penalised. If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

If you submit work within 5 working days following the published submission date the maximum mark you can attain is the minimum pass mark (ie 40% for levels 4, 5 and 6, 50% for level 7).

Work submitted later than 5 working days after the published submission date will be awarded a mark of 0%.

Unauthorised late submission at resubmission will automatically be awarded a

mark of 0%.

Days Late Penalty

1-5 Maximum mark attainable is the

minimum pass for that level

> 5 0 %

If you have problems that prevent you meeting a deadline for submission, it is imperative that you contact your year tutor, before the deadline expires. The contact details for each year tutor can be found on the relevant noticeboard outside JBF201. This regulation is not intended to be draconian. However, since in most cases work will be returned to students with specimen answers and feedback, it would delay the return of coursework to the rest of the group if this regulation were not adhered to. Rather than disadvantage the majority of students for the sake of the few, this regulation will be strictly implemented. Extensions Assignments must be submitted no later than the date on your assignment brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to your year tutor.

Authorisation of the late submission of work requires written permission. The School with responsibility for your module will be authorised to give permission for one extension period of between 1 and 10 working days where evidence of circumstances has been accepted and where submission within this timescale would be reasonable taking into account those circumstances (Academic Regulation: G3).

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Extensions of deadlines for coursework on FZ or FV modules will only be granted in exceptional circumstances and can only be authorised by the relevant year tutor or, in exceptional circumstances, the Associate Head of School. They are only authorised to grant one extension period of between 1 and 10 working days where evidence of circumstances has been documented and accepted. Extensions must be sought well in advance of the deadline by contacting your year tutor). Upon receipt of the evidence and a completed application for coursework extension form, and if your application for extension is granted, the form and the assessment cover sheet will be signed by the Year Tutor and a new deadline set. We aim to inform you of a decision about granting an extension within 2 days of the receipt of the request. The year tutors are: - Year One Janine McGuire Year Two Kev Pritchard Year Three Mick Wysocki Year Four Allison Jones If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the Universitys Extenuating Circumstances Procedure. http://www.uclan.ac.uk/information/services/sas/quality/regulations/aca_regs.php Extenuating Circumstances "Extenuating Circumstances" is a phrase which refers to exceptional factors outside of your control which have adversely affected your performance within your course. These factors may prevent you from attending examinations or other timed assessments or caused you to miss assessment submission dates. Examples are illness, accidents or serious family problems. Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (Academic Regulations: G5). You can apply for extenuating circumstances online via myUCLan (this can be accessed as a Useful Tool link on the Student Portal home page of the UCLan website) or use the paper based system if your circumstances are such that you cannot access myUCLan. You must submit claims within specified deadlines and submit corroborating evidence to the School office. More information about deadlines and gaining access to envelopes is available from the i website.

25

You will be expected to re-submit claims for extenuating circumstances for each assessment period, even if your difficulties are continuing from one semester to another. In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations: G9 and Assessment Handbook).

If you are in any doubt concerning a claim for Extenuating Circumstances, you are advised to seek guidance from your Personal Tutor. Extenuating Circumstances will only be considered if they are submitted within the published deadlines and that there is evidence to support them. This should include, where appropriate, a medical certificate; hospital appointment card; note from your GP or a University counsellor; crime reference number; car recovery/breakdown report, death certificate etc. Remember that extensions of up to 10 working days can be granted for coursework by the Year Tutor on the production of documented evidence. Feedback UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations: G2.4). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. Staff will provide individual written feedback on all in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. This may initially be generic feedback and may be verbal during a lecture or one-to-one session, or written e.g. in the form of specimen answers, or comments posted on a website or other. Generic feedback on end of module assessment and dissertations will be made available within 15 working days following the publication of results. Feedback may be oral, written, posted on a website or other. Cheating, Plagiarism, Collusion and Re-presentation

You are required to sign a declaration indicating that individual work submitted for an assessment is your own. Work submitted without such a declaration will not be marked. The use of work produced for another purpose by you, working alone or with others, must be acknowledged. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations: G7 and Assessment Handbook

Cheating is any deliberate attempt to deceive and covers a range of offences includes, inter alia:

26

- Being in possession of notes, 'crib notes', or texts books during an examination other than an examination where the rubric permits such usage;

- Copying from another candidate's script or work; - Communicating during the examination with another candidate; - Having prior access to the examination questions unless permitted to do

so by the rubric of the examination; - Substitution of examination materials; - Unfair use of a pocket calculator; - Impersonation; - Use of a communication device during the examination; - Or any deliberate attempt to deceive.

Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable. You must always use your own words except when using properly referenced quotations. Plagiarism amounts to dishonesty, which is wholly unacceptable.

Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another students work - this includes with the other students consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one anothers answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

Re-presentation is an attempt to gain credit twice for the same piece of work.

Normally you will be required to submit your assignment through eLearn and Turnitin, and its contents will automatically be scanned against a variety of

resources to check the original source of the material. The process of investigation and penalties which will be applied can be reviewed in the Academic Regulations: Appendix 9. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

the penalty will be 0% for the element of assessment, and an overall fail for the module.

the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark for that level (mark (ie 40% for levels 4, 5 and 6, 50% for level 7).

when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

27

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

This may have severe implications for your ability to complete your course of study. You can find more about the various forms of plagiarism and how to avoid it in the following publications:

Bone, Alison, Plagiarism: a guide for law lecturers, UK Centre for Legal Education, 28th October 2003 (www.ukcle.ac.uk/resources/plagiarism.html).

http://northumbria.ac.uk/sd/central/library/help/training/studyskills/plag/ .

Smith, Jean et al, How to avoid plagiarism (www.northwestern.edu/uacc/plagiar.html ).

Extract from University of Brighton Student Guide, All my own work? Plagiarism and how to avoid it, UK Centre for Legal Education, 12th July 2003 (http://www.ukcle.ac.uk/resources/trns/plagiarism/guide.html).

Writing Tutorial Services, Plagiarism: What It is and How to Recognize and Avoid It, Indiana University, Bloomington, IN, USA (http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf).

What if I fail a Module? If you fail a module the Assessment Board may offer reassessment (of coursework, examination, or both), or may exercise its discretion to condone the failure of a module in circumstances such as significant and acceptable extenuating circumstances where the learning outcomes have still been met. In the latter case you will be allowed to progress as if you had passed the module. This decision is taken at the discretion of the Board (in line with the University Regulations) and will depend upon the specific circumstances surrounding the failure. However, the dissertation cannot be condoned in this respect, and there are strict limits on the number of modules that can be condoned within each Stage of any degree programme. A condoned module is still regarded as a fail, but an exit award may then be made. Progression Regulations

Stage 1 to Stage 2 (level 4 to level 5)

a) To proceed from year 1 to year 2 of the programme of study, normally you must pass ALL six modules. If you do not pass all the modules you cannot normally progress into the second year of the degree. Exceptionally, if you fail a single module the Assessment Board has the discretion to allow you to retake that module in the subsequent academic year as an extra module (i.e., 7th module). Another possibility, entirely at the discretion of the Assessment

28

Board, if you fail one or more modules you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 2 of the course in the subsequent academic year. (You should, however, be aware that you cannot get a student loan or some other types of funding as a part-time student.)

You will not normally be allowed to attempt more than 6 additional modules in order to complete Stage One and progress to Stage Two.

b) If you fail a component of assessment, and are required to be reassessed in that component, the maximum mark you can be awarded for any reassessed component is the minimum pass mark (ie 40% or P or S) and this mark will contribute to the overall aggregate mark for the module. A module, or a component within it, may be reassessed only once, whether that is in-module reassessment or at the end of the module, BSc (Hons) Chemistry Students Year 2 to Year 3 (level 5 to level 6)

At the end of year 2: a) To proceed to year 3 Honours you must normally pass all six modules. b) If you fail one module the Assessment Board has the discretion to allow you

to retake that module in the subsequent academic year as an extra module (i.e., 7th module). If you fail more than one module but have an overall APM (Average Percentage Mark) of greater than 40% you may, at the discretion of the Assessment Board, be allowed to proceed to Honours on a part-time route. (i.e. you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 3 of the course in the subsequent academic year).

You will not normally be allowed to attempt more than 6 additional modules in

order to complete Stage Two (years 2 and 3 combined). If you attempt 16 modules at stage Two and fail more than 4 modules you cannot be awarded an honours degree, but will receive any lower award (Certificate of Higher Education, or Diploma of Higher Education or pass degree) for which you have qualified.

MChem Chemistry Students Stage 2 to Stage 3

At the end of year 2: a) To proceed with the MChem you must normally pass all six modules and have

achieved an APM of 60%. b) If you fail one module the Assessment Board has the discretion to allow you

to retake that module in the subsequent academic year as an extra module (i.e., 7th module). If you fail more than one module but have an overall APM (Average Percentage Mark) of greater than 40% you may, at the discretion of the Assessment Board, be allowed to proceed to Honours on a part-time

29

route. (i.e. you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 3 of the course in the subsequent academic year).

You will not normally be allowed to attempt more than 6 additional modules in

order to complete Stage Two (year 2).

MChem Chemistry Students Year 3 to Year 4 (level 6 to level 7) a) To proceed to year 4 of the MChem programme you must normally pass all

six modules. b) If you fail one module the Assessment Board has the discretion to allow you

to retake that module in the subsequent academic year as an extra module (i.e., 7th module). If you fail more than one module but have an overall APM (Average Percentage Mark) of greater than 40% you may, at the discretion of the Assessment Board, be allowed to proceed to Honours on a part-time route. (i.e. you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 3 of the course in the subsequent academic year).

You will not normally be allowed to attempt more than 2 additional modules in

order to complete Stage Three (years 3 and 4 combined). Final Awards Successful completion of your programme of study will lead to either the award of an MChem Chemistry or a BSc (Hons) Chemistry. The University publishes the principles underpinning the way in which awards and results are decided in the University Academic Regulations: Section H. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. For the MChem Chemistry award the degree classification is based on the highest classification achieved from either:

1. The Average Percentage Mark (APM) of your best 11 (220 credits) from 12 (240 credits) modules at Stage 3

or

2. The Average Percentage Mark (APM) of your best 17 (340 credits) from 18 (360 credits) modules at Stage 2/3, whichever is the higher.

The formula used is:

nn2211

nnn222111

cl ... cl cl

clm ... clm clm APM

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Put simply, the APM calculation takes into account the mark you got in a module (m), the size or credit of the module (c) and also the level of the module (l), so that the modules are weighted which recognises higher level study through the ratio 1:2:3:4 for Level 4: Level 5: Level 6: Level 7. For the BSc (Hons) Chemistry award the degree classification is based on the highest classification achieved from either:

1. The Average Percentage Mark (APM) of your level 5 and 6 modules (generally taken in years 2 and 3 of a full time course) weighted 3:7.

or 2. Your Average Percentage Mark in year 3 only (i.e your level 6 modules)

In either case, the Average Percentage Mark (APM) will be calculated and used to determine the award classification as follows: APM 70-100% First Class Honours Degree 60-69.99% Upper Second Class Honours Degree 50-59.99% Lower Second Class Honours Degree 40-49.99% Third Class Honours Degree A minimum APM of X9.5 will be rounded up automatically by BANNER to the next degree classification. In addition for the BSc(Hons) Chemistry award the Assessment Board may, by the discretion given to it in the Academic Regulations, classify students by taking into account their overall profile and performance with the normal minimum requirement that:

1. A minimum of 3 modules (60 credits) at level 6 are in the classification band and

2. The APM is no lower than 2 percentage points below that required for the higher classification.

and 3. The dissertation module must be in the classification awarded (or above).

Exit Awards There are also several alternative exit awards shown in the table below that you may wish to consider. Bachelor Degree with Honours

360 credits, including a minimum of 220 from level 5 modules and 120 from level 6 modules

Bachelor Pass Degree 320 credits, including a minimum of 180 from level 5 modules and 60 from level 6 modules

Diploma of Higher Education

240 credits including a minimum of 100 from level 5 modules

Cert of Higher Education 120 credits from level 4 modules

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For calculating awards 1 module = 20 credits Appeals If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances;

2. that the students academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 7 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice Centre suadvice@uclan.ac.uk for support and advice. The dates for the publication of results can be found on the academic calendar.

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5. Student Support Guidance and Conduct Student Support and Guidance

Perhaps the most important thing that the School of Forensic and Investigative Sciences will give you is support. We will guide you through the subject and instil in you the critical and enquiring characteristics required of an investigator. In your course you will be presented with a vast amount of information and knowledge. Equally important, though, is the manner in which you develop as an individual over that period, and the skills you acquire which can be used other than in investigative work. Employers are looking for skills such as:

self-organisation

assertiveness

good communication skills

team work

problem solving Personal Tutors You will be assigned a Personal Tutor during induction week for the duration of your course and you will be able to find details of who you personal tutor is, and where to find them, on the year one noticeboard, outside MB126. They are responsible for providing you with support and advice in relation to your programme of studies, assistance in accessing other services available to students within the University, and to offer whatever help and assistance they can to make your time at the University a satisfying and stimulating experience. Their job is not to have all the answers but they will be able to direct you to the person or place where they can be found. Your personal tutor should be supportive, helpful and try to understand (but not necessarily share) your point of view when you need advice. At times, it may be necessary for them to challenge you over your progress, performance or attendance, but it is not their role to constantly monitor you in these areas as may have happened at school or college. Your Personal Tutor should be your first point of contact for advice on a wide range of academic, personal, administrative and practical issues. This source of support is an important feature of the course and we would encourage you to see your Personal Tutor as a friend and helper. Alternatively, where problems are related to a particular module, you are encouraged to approach the module tutor. You should meet your personal tutor during induction week, and time has been allocated on the induction timetable to enable to you do this. During this meeting you should make arrangements about the process by which future regular contact will be maintained. You should meet with your personal tutor regularly. You should have at least six meetings with the Personal Tutor in Year 1, with at least three of these being one to one meetings. There will be at least three contacts with your personal tutor in Year 2, one of which should be one to one and one at the start of Year 3.

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There will be appointment sheets by staff offices so that you can arrange meetings either by booking an appointment or emailing them (details of this are at the front of the booklet). Throughout the year contact with you personal tutor is usually maintained through e-mail and as stated on your Student Card, you should check your UNIVERSITY e-mail account regularly. Both you and your tutors should keep appropriate records of meetings and this may form part of your Personal Development Process. If you need to get advice in an emergency or when your personal tutor is not available then you can go and see your year tutor or course leader, or go to the School Office (JBF201) and staff there will endeavour to find a member of staff who can deal with your enquiry. If you have good reason for wishing to change your personal tutor, then this can be arranged by contacting the Associate Head of School. Who do I ask for Help/Guidance/Advice? Any problems you may choose to discuss with a member of staff, academic or otherwise, will be treated in strict confidence and will not be divulged to anyone without your permission (including parents). It is highly unlikely that you will have a problem we have not encountered before. The important thing is not to sit on a problem and hope it will go away it will not! As to whom you should ask, that depends on the nature of the problem:

Learning/teaching in a module. Each module has a Module Tutor a member of staff responsible for that module. The Module Tutor will be your first port of call for questions about the learning/teaching within the module.

Which options to take Electives structure of your course progression (moving from year to year). These are questions for your Personal Tutor. He or she will meet with you at the start of the course and will remain your Personal Tutor throughout your time throughout the course.

Welfare, money, housing, health, personal problems. There is a centralised Student and Academic Support Service which has The 'i' Student Information Centre as its first point of contact. You can obtain information on a wide range of topics including student administration such as Council Tax and letters to verify your status plus Scholarships, Counselling, Student Finance, Mentoring, Studying Abroad, Disability Advice, Independent Academic Advice, International Advice, Multi Faith Centre, Pre School Centre, Medical Centre and general life in Preston. The i also produces a Student Organiser and i book which contain useful guidance for you. These were distributed by your School during induction week. Student Liaison Officers have recent experience of what it is like to be a student and can advise you of the support systems available. They work towards improving your student experience here at UCLan, more information about their role can be found by clicking on this link to their web site - Student Liaison Officer.

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Administrative questions. The School Office is in Room JBF201. They can help you with your academic records and other administrative matters.

Students with Disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to