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SoPABS/SQSC112/19-20

UNIVERSITY OF BRIGHTON

COVID-19 Course Delivery Statement 2020/21

School PABS

Name of Course(s) MRes Biomedical Sciences MRes Biological Sciences MRes Chemistry MRes Pharmaceutical Sciences MRes Stress, ageing and chronic disease MRes Regenerative medicine and devices MRes Ecology and conservation MRes Natural Sciences

Are there minimum equipment requirements for students?

Yes- Internet access and PC/Laptop. Some optional modules require higher specification personal computers. Please check module delivery statements for details.

Minimum hardware requirements  Intel i5 or equivalent 

Windows 10 

8Gb RAM, 256Gb SSD 

Full HD screen 

Course Specific Delivery Statement:

The School of Pharmacy and Biomolecular Sciences are planning to deliver your course without the

need to modify course learning outcomes or structure. Some teaching and assessment will need to

be provided remotely, as social distancing requirements will prevent face-to-face large group

activities.

The School of Pharmacy and Biomolecular Sciences are prioritising key practical skills for face-to-

face delivery whilst social distancing requirements are in place. This will necessitate multiple

repeats of some elements in order to facilitate smaller group working – which may reduce the

number of hours each student spends in the laboratory in order to ensure delivery is possible for

everyone. Where this is the case, additional virtual learning, simulated practicals and data analyses

will be deployed. To ensure a full experience, that enables students to meet all the learning

outcomes and PSRB requirements, course teams are prioritising and redeveloping laboratory and

other practical exercises and assessments so students can experience and be assessed on each of

the essential skills relevant to their year of study. These will be augmented to original planned

hours where social distancing and timetabling constraints allow.

The MRes project represents the core of the qualification project and is worth 140 credits of the Masters research degree. This module requires a strong research and skill development and therefore requires attendance. Some of this may be in the field, in industrial placements or within the PABS research laboratories. Each student will receive one-to-one supervision and guidance on

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the development and conduct of their projects from one or more experts in that research area. The School of Pharmacy and Biomolecular Sciences use a training needs analysis to determine what skills and training each student will need to complete their project, and this will also inform and enable allocation of access to laboratory facilities.

For aspects that require lectures and tutorials, these will largely be delivered remotely, with a

mixture of synchronous and asynchronous activities, supplemented by directed learning and self-

assessment activities, in line with what would normally be expected of students at each stage of

study. All modules will include face-to-face activities with academic staff, either onsite or remotely.

Some workshops, including computer workshops, will be prioritised for onsite delivery where this is

considered to be the most effective means of ensuring learning.

COVID-19 Course Changes for

20/21

Details of Change

Assessment Methods Where your assessment would have been in person it will

be replaced with online equivalents, until in person

assessment becomes possible again. For example, this

means that invigilated exams will be replaced by online

tests or electronic take home papers, and face-to-face

presentations will be conducted online or recorded.

Some laboratory assessment tasks will be replaced by

analysis of simulated data, and tasks that require hand

drawn components will be submitted as scanned images

instead of in paper format.

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PROGRAMME SPECIFICATION Final

Course summary

Final award MRes Chemistry

Intermediate award PGDip Research Methodologies,

PGCert Research Methodologies

Course status Validated

Awarding body University of Brighton

School Pharmacy and Biomolecular Sciences

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

Admissions agency Direct to School

Entry requirements Include any progression opportunities into the course.

Check the University’s website for current entry requirements. A 2:1 degree in a relevant subject. Students with a degree that does not fall within this category but who have significant relevant experience, will also be considered. All applicants should provide a full description of any research projects undertaken, relevant work experience and non-academic qualifications For overseas students there is a requirement for demonstrated evidence of proficiency in written and spoken English. This requires an IELTS score of 6.5, with no part below 6.0. Applications for accreditation of prior (experiential) learning will be considered. This programme has been validated to combine either a 12 or 8 week Extended Masters (EMA) English Language pathway route. Programme specifications for the English Language component of the Extended Masters route can be found at: ’https://www.brighton.ac.uk/international/study-with-us/courses-andqualifications/brighton-language-institute/eap-programmes/extendedmasters/index.aspx’

Start date (mmm-yy) Normally September

Sept-20

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 1 year 6 years

Part-time 2 years 6 years

Sandwich

Course codes/categories

UCAS code

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Contacts

Course Leader (or Course Development Leader)

Dr Alison Willows

Admissions Tutor Dr Ian Gass

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr Darren Gowers University of Portsmouth 31/12/2021

Dr N Chmel University of Warwick 30/09/2023

Dr Tasnim Munshi University of Lincoln 30/9/2022

Examination Board(s) (AEB/CEB)

Chemistry and Pharmaceutical Sciences AEB PG AEB/CEB

Approval and review

Approval date Review date

Validation 20/06/20121 20192

Programme Specification May 2019 May 20203

Professional, Statutory and Regulatory Body 1 (if applicable):

4

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is

applicable to a particular cohort, please state here. 4 Date of most recent review by accrediting/ approving external body. 5 Please refer to Course Development and Review Handbook or QAA website for details.

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are to: • provide an opportunity for students to develop their chemistry research skills • to extend students' knowledge and comprehension of key chemical concepts and so provide

them with an in-depth understanding of specialised areas of chemistry

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

development

• promote a critical awareness of advances at the forefront of the field • prepare students effectively for professional employment or doctoral studies

Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate5.

Knowledge and theory On successful completion of the course the graduate should be able to: KT1. evidence a knowledge and systematic understanding of theoretical and

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practical chemistry KT2. design, plan and conduct a chemical research project with due regard for safety and experimental limitations KT3. develop and evaluate solutions to theoretical and practical chemical problems, sometimes with incomplete information KT4. evidence in-depth knowledge and critical awareness at the forefront of a substantial area of chemistry KT5. undertake professional practice or study at doctoral level in the chemical sciences

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

S1. a. b.

c.

Chemistry-related cognitive abilities demonstrate knowledge in

selected areas at the forefront of science seek out, process and interpret scientific information using a variety of media adapt and apply learnt and published information to the solution of unfamiliar problems

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

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

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

S2. Chemistry-related practical skills

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

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

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

S3. Generic skills

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

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

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

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

e. make decisions in complex and unpredictable situations

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

QAA subject benchmark Chemistry (2014) http://www.qaa.ac.uk/publications/information-andguidance/publication?PubID=2875#

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

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

We will be seeking accreditation from the Royal Society of Chemistry at the first opportunity.

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LEARNING AND TEACHING

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

The vast majority of the course (150 credits) is focused on developing chemistry research capacity. The taught modules use a carefully selected mixture of teaching methods and assessment to guide independent learning. For example, CHM08 (Current Research in Chemistry) uses alternating seminars from leading researchers and student led discussions of recent publications of interest. The course has a strong emphasis on using knowledge to develop means of solving research problems, and on taking personal responsibility for learning.

ASSESSMENT

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

The assessment methods on this course are diverse, reflecting the range of knowledge and skills students are expected to attain. Much of the focus is on assuring the knowledge and skills to support students in demonstrating their capacity for original and independent research in chemistry during the project module. Assessment types used include:

• Practical Reports • Examinations • Viva voce • In-class presentations • Literature reviews • Portfolio • Problem solving • Thesis • Poster presentation

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

Learning Outcome Assessment method Module

KT1. evidence a knowledge and systematic understanding of theoretical and practical chemistry

Thesis, Viva, Literature Portfolio, Literature Review, Exams

CHM08, PBM99, Options

KT2. design, plan and conduct a chemical research project with due regard for safety and experimental limitations Thesis, Viva, Lit. review PBM99

KT3. develop and evaluate solutions to theoretical and practical chemical problems, sometimes with incomplete information Thesis, Viva, Exams PBM99, Options,

KT4. evidence in-depth knowledge and critical awareness at the forefront of a substantial area of chemistry

Thesis, Viva, Review Article, Literature Portfolio, Exams

PBM99, CHM08, Options

KT5. undertake professional practice or study at doctoral level in the chemical sciences

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

PBM99, CHM08, Options

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S1. Chemistry-related cognitive abilities a. demonstrate knowledge in selected areas at the forefront of science b. seek out, process and interpret scientific information using a variety of

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

unfamiliar problems d. critically evaluate and present scientific data objectively and with an

awareness of the importance of indicating the uncertainty of data e. plan experiments with due regard for known limitations including

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

publishable

Thesis, Viva, Review Article, Literature Portfolio, Exams

All modules

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

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

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

for the planned task

Thesis (monitored by supervisor on a day-to- day basis)

PBM99

S3. Generic skills a. clearly communicate information orally and in written form to a variety of audiences, including professionals from other disciplines b. think logically and critically to solve appropriate problems both as a

member of a group and individually c. demonstrate efficient skills in the use of information technology and information retrieval d. demonstrate well developed planning, time management and organisational skills e. make decisions in complex and unpredictable situations f. critically evaluate his/her own professional performance and take responsibility for his/her own continuing professional and academic development

Oral Presentation, Thesis, Viva, Seminar sessions,

PBM99, CHM08

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SUPPORT AND INFORMATION

Institutional/ University All students benefit from: University induction week Student Contract https://www.brighton.ac.uk/current-students/my- studies/student-policies-and-regulations/index.aspx Course Handbook Extensive library facilities Computer pool rooms E-mail address Welfare service Personal tutor for advice and guidance

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

In addition, students on this course benefit from: Personal research supervisor Personal tutor General and specialist chemistry facilities including:

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

• Nuclear Magnetic Resonance and Mass Spectrometry • Electron microscopy • Modern synthetic and analytical chemistry equipment • Specialist research equipment (for use in projects) • Access to writing up, IT and software facilities within the school • ChemBioOffice Ultra, Reaxys, Scifinder • Specialist and general chemistry journals and text books (online and

paper-based) • Access to biological, pharmaceutical and environmental facilities

Research Informed teaching

Chemistry research underpins learning throughout this degree. Practical, computer and paper based research skills are developed throughout. The expectation that students will engage with research throughout their degree is further reinforced via assessment guidance and criteria. Teaching is informed by research of very high quality. In the 2014 REF within the A3 (Subjects Allied to Medicine Category) 38% of the research was considered to be world-leading (Outputs 13.2 %, Environment 87.5 % and Impact 80 %) further, 44% was considered to be internationally excellent. At level 7 lecturers deliver on their specialist research field. Examples include; the bio- organic chemistry of catalytic antibodies, therapeutic catalytic antioxidants, artificial ion channels, methods for the analysis of ageing, and computational chemistry. We also draw on our professional network of expert contacts to talk about their work (eg in cleaning up environmental disasters such as the Chernobyl and the Kursk incidents, and soil remediation in developing countries). A range of local and visiting experts present their current research (CHM08). Students undertake research projects arising from, and contributing to, the research interests of the lecturing staff. Education for Sustainable Development Sustainable Development - Technological developments arise out of science, and problems generated by development are solved by knowledge gained from further science. Therefore the course educates students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.

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COURSE STRUCTURE

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

The course consists of 140 credits of research training and project, and 40 credits of specialist chemistry. All students will take part in the seminar-based module CHM08 (Current research in Chemistry) and two of the advanced core chemistry tutorial modules CHM21, CHM22, CHM23 (Inorganic, Physical and Organic Chemistry Frontiers). Students may then choose an additional 10 (or 20) credit option depending on their interests. Indicative modules are given below.

Level Modules

7

2 from: CHM21, CHM22,

CHM23 (organic,

inorganic and physical)

Chemistry Frontiers

(2 x10 Credits)

CHM08 Current

Research in Chemistry (10 Credits)

Specialist Chemistry Options†

(10 Credits)

PBM99 MRes Research Project (140 Credits)

† See list below for examples.

Modules

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

O = Optional (optional modules)*

C/O = Choice of two must be taken

Level6 Module

code Status Module title Credit

7 PBM99 M MRes Research Project 140

7 CHM21 C/O Inorganic Chemistry Frontiers 10

7 CHM22 C/O Physical Chemistry Frontiers 10

7 CHM23 C/O Organic Chemistry Frontiers 10

7 CHM08 C Current research in Chemistry 10

7 CHM01 O Advanced Pharmaceutical Analysis 10

7 CHM09 O Industrial Manufacturing Processes 10

7 BYM67 O Applied Nucleic Acid Biochemistry 10

7 BYM68 O Applied Protein Biochemistry 10

7 BYM70 O Microbiology, Ecotoxicology and Environmental Remediation 10

7 PYM12 O Real Time Techniques for in vitro and in vivo monitoring 10

7 PYM54 O Novel Medicinal Products; a clinical perspective 10

7 PBM20 O Controversies in Science 10

7 GYM01 O Geographical Information Systems 20

7 GYM02 O Applications of GIS 20

7 WEM02 O Water Quality analysis 20

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

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

corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

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

Total credits2 Minimum credits3

Ratio of marks4: Class of award

Final MRes Chemistry 7 Total credit 180 Minimum credit at level of award 150

Level 7 marks Postgraduate degree

Intermediate PGDip Research Methodologies 7 Total credit 120 Minimum credit at level of award 90

Level 7 marks Not applicable

Intermediate PGCert Research Methodologies 7 Total credit 60 Minimum credit at level of award 40

Level 7 marks Not applicable

*Foundation degrees only Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 5 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

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

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

2 Total number of credits required to be eligible for the award. 3 Minimum number of credits required, at level of award, to be eligible for the award. 4 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 5 Refers to taught provision: PG Cert, PG Dip, Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

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

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

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat

of modules are not permitted

in line with the University’s General Examination and Assessment Regulations for Taught Courses.

Any candidate failing a module will not be eligible for the overall award of a Distinction. This course is also subject to the University of Brighton MRes Framework Regulations.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

None

Document template revised: 2010