Programme Specification

Transcription

1 Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme Programme accredited by Highest award title Default award title Interim award title Modular Scheme title (if different) UCAS code (or other coding system if relevant) Relevant QAA subject benchmarking group(s) University of the West of England University of the West of England Applied Sciences BSc (HONS) BIOLOGICAL AND MEDICINAL CHEMISTRY Cert.HE BIOLOGICAL AND MEDICINAL CHEMISTRY Dip.HE BIOLOGICAL AND MEDICINAL CHEMISTRY C725 Chemistry Biosciences On-going/valid until* (*delete as appropriate/insert end date) Valid from (insert date if appropriate) September 2005 Authorised by Date: Version Code 2.0 1

2 Section 2: Educational aims of the programme BSc (Hons) Biological and Medicinal Chemistry is a three year full-time or four year sandwich degree designed to provide graduates with the knowledge and skills necessary to work effectively in the major areas of organic synthesis and pharmacology. The programme utilises modules from both the chemical and biosciences areas of the Applied Sciences programmes and provides a distinctive course of study which enables the students to develop their understanding of Biological and Medicinal Chemistry with reference to both the chemical and biological aspects of the subject, in particular organic chemistry and pharmacology. The design of the programme also provides the students with the opportunity to develop their knowledge in all four of the main branches of the chemical sciences or those aspects of the biosciences related to their studies in pharmacology to sufficient depth to open up wider areas of employment on graduation. The programme also enables the students to pursue analytical themes in the chemical and biological sciences which are applicable to Biological and Medicinal Chemistry. Furthermore students who opt to undertake a sandwich degree invariably rate highly in the estimations of potential employers as they will have already demonstrated work related skills as well as the fact that such students tend to be more motivated, computer literate and more proficient at problem solving. The specific aims of the programme are to: Provide the educational and resource environment, which will enable students with a background in chemistry and biology to develop the capabilities required for careers in the fields of organic synthesis and pharmacology, a practical and theoretical understanding of biological and medicinal chemistry and its related subjects, the skills of a literate and numerate student capable of independent learning, and the ability to engage in constructive critical analysis Create a friendly and supportive atmosphere that will enable individual students to use the learning experience at UWE to create a graduate foundation, on which they can develop their future careers and on-going social and educational development. Section 3: Learning outcomes of the programme The award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: A Knowledge and understanding Learning outcomes Teaching, Learning and Assessment Strategies 2

3 A Knowledge and understanding of: 1. The theroretical basis of biological and medicinal chemistry. 2. The theory and practice in organic chemistry including synthesis. 3. The fundamental concepts of inorganic, physical and analytical chemistry relevant to biological and medicinal chemistry. 4. The theoretical and practical aspects of pharmacology. 5. The basic principles of physiology. 6. Methodology of scientific inquiry and research. Teaching/learning methods and strategies: Acquisition of all outcomes is through a combination of lectures, practical classes, tutorials, discussions, computerbased activities, workshops, coursework and student-centred learning. Acquisition of 6 is developed through a 'data analysis and research methodology' spine of modules (see Structure diagram) giving a mixture of lectures, instruction, tutorials, practical work and coursework in mathematical, statistical, IT, and information skills, integrated with lectures and tutorials on research methods, and leading to an individual project. Additional support is provided through extensive use of a Virtual Learning Environment to enable access to on-line learning and support, both at UWE, and off-campus. Throughout, the student is encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. Assessment: Knowledge and understanding is assessed using a variety of methods, including: formal examinations, tests and assignments, essays and different styles of reports, computer-based assessments, problem solving exercises and data analysis, presentations, case studies, research assessment. 3

4 B Intellectual Skills B Intellectual Skills 1. Apply the skills necessary for academic study and enquiry. 2. Compare, contrast and evaluate information from different sources. 3. Recognise and evaluate problems and plan strategies for their solution. 4. Actively question and seek information. 5. Demonstrate independent learning. Teaching/learning methods and strategies Intellectual skills are developed through the range of teaching and learning strategies outlined under section A above. The key analytical and wider problemsolving skills (2 and 3) are developed through the extensive use of practical examples and case studies, across the range of modules studied. Skills 4 and 5 are particularly developed during the research project. Assessment Assessment of Intellectual Skills is through the full range of methods identified in section A. In particular, the wide range of different types of coursework, case studies, various forms of report/essays, problemsolving, and presentations, is important in assessing the student's ability to demonstrate generic intellectual skills. 4

5 C Subject, Professional and Practical Skills C Subject/Professional/Practical Skills A successful graduate will be able to: 1. Plan and safely execute experiments in both the chemical and biological sciences. 2. Critically analyse experimental data in the context of a scientific investigation. 3. Communicate results and their interpretation clearly and unambiguously. 4. Select and utilise appropriate experimental methods to solve practical problems. 5. Understand and use the major computing software used in the chemical and biological sciences as related to biological and medicinal chemistry. 6. Plan, conduct and report a programme of independent research. Teaching/learning methods and strategies Subject, professional and practical skills are developed through practical activities within the range of teaching and learning strategies outlined under section A above. Skills 1, 2, 3 and 4 are developed in particular through the laboratory work carried out during the chemical and biological based modules in years 1 and 2 and during the work carried out for the project. Skill 5 is developed mainly within the data analysis and research methodology spine of modules (see structure diagram) but is practised extensively throughout the full range of modules. Skill 6 is developed through practicals, lectures, tutorials, workshops in the early years and then refined through the project which includes a proposal, project work, report and presentation. Assessment Assessment is through a range of methods as in section A. The practical skills, in particular, are assessed through practical work and resulting practical reports, leading to the independent project. The subject skills relating to biological and medicinal chemistry are primarily assessed in the relevant chemical and biosciences modules using examinations, case studies, practical reports, and presentations. 5

6 D Transferable Skills and other attributes PROGRAMME SPECIFICATION D Transferable skills and other attributes A successful graduate will be able to: 1. Evaluate own academic performance and plan work accordingly. 2. Study independently in a variety of learning styles. 3. Work effectively as a team member. 4. Practise good time management, prioritise workloads and recognise deadlines. 5. Communicate effectively in a variety of media and contexts. 6. Use mathematical and statistical methods in problem solving. 7. Use a variety of IT skills for both data processing, communication and supporting scientific research. Teaching/learning methods and strategies Support for Skill 1 is provided through the availability of an online Personal Development Record programme for all students. This also encourages an appreciation of the importance of the other skills. Skill 2 is developed through the wide spread of theoretical and practical science in this programme, in which the students are required to employ a diversity of study styles, and are exposed to a wide range of assessment procedures. Skill 3 is developed through small group work in laboratory exercises and larger discussion groups in various modules. Skill 4 is not taught explicitly, but the variety of subjects, classes and assessments, encourages the development of these skills. Skill 5 is developed through a spread of assessment methods on this programme: essays, seminars, use of IT, practical reports, project proposal presentation and report. Skills 6 and 7 are taught using lectures, tutorials, practical workshops, in specifically designed modules, and are practised in a variety of contexts across the full subject range of the programme. Assessment All of these skills contribute to the general performance across the programme and, as such, performance is evidenced by the overall grade of award. The wide range of different forms of assessment and coursework (as in A above) requires the students to demonstrate the full range of transferable skills. 6

7 Skills 6 and 7 are specifically assessed through worked assignments and short tests. 7

8 Section 4: Programme structure STRUCTURE DIAGRAM BSc (Hons) Biological and Medicinal Chemistry Year 1 - all modules compulsory Inorganic & Physical Chemistry I Organic Chemistry I Scientific Inquiry Human Phys & Pharm A Human Phys & Pharm B Cell Biology Genetics Biological Molecules Analysis Biol Mol Year 2 shaded modules compulsory plus one from modules shown unshaded Inorganic & Physical Chemistry 2 Organic Chemistry II Medicinal Chemistry I Drugs & Disease Scientific Research Methods Applied Genetics Instrumental Analytical Science Year 3/Year 4 - shaded modules compulsory plus two from modules shown unshaded Instrumental Analytical Science Synthetic Chemistry Pharmacology Project Applied Genetics Antimicrobial Agents Metals and Living Systems Advanced Analytical Science Genome Analysis 8

9 level 1 Compulsory modules USSJ7J-20-1 Scientific Inquiry USSJ3M-10-1 Biological Molecules USSJ3P-10-1 Analysis of Biological Molecules USSJ Cell Biology USSJ3Y-10-1 Genetics L1 USSJ Human Physiology & Pharmacology A USSJ Human Physiology & Pharmacology B USSJ7A-20-1 Organic Chemistry 1 USSJ7B-20-1 Inorganic and Physical Chemistry 1 Core modules Optional modules Interim Awards: Certificate of Higher Education Credit requirements: 120 ( of which 100 are level 1 or above) level 2 Compulsory modules USSJ4V-20-2 Drugs & Disease USSJ7L-20-2 Organic Chemistry II USSJ7T-20-2 Scientific Research Methods USSJ7W-20-2 Inorganic and Physical Chemistry 2 USSJ8A-20-2 Medicinal Chemistry Core modules USSJ4Y-20-2 Applied Genetics USSJ7P-20-2 Instrumental Analytical Science Optional modules Interim Awards: Diploma of Higher Education Credit requirements: 240 ( of which not less than 100 are level 2 or above and 120 are at level 1 or above) 9

10 Year out Optional placement in an industrial, academic, government or healthcare company or institution relevant to Biological and Medicinal Chemistry. level 3 Compulsory modules USSJ Pharmacology USSJ8D-20-3 Synthetic Chemistry USSJ Project Core modules USSJ5S-20-3 Antimicrobial Agents USSJ8G-20-3 Advanced Analytical Science USSJGP-20-3 Metals and Living Systems USSJ7P-20-2 Instrumental Analytical Science USSJ4Y-20-2 Applied Genetics USSJFY-20-3 Genome Analysis Optional modules Award/s: Degree with Honours Credit requirements: 360 ( of which not less than 100 are level 3 or above, and 100 are at level 2 or above, and 140 are level 1 or above) Degree Credit requirements: 300 ( of which not less than 60 are level 3 or above, and 100 are at level 2 or above, and 120 are level 1 or above) 10

11 Section 5: Entry requirements Admissions into BSc (Hons) Biological and Medicinal Chemistry will be administered within the Undergraduate Programmes in the Faculty of Applied Science. The standard UCAS entry for the programme will be points. Successful application to the Award must also meet one of the following minimum requirements: GCE A2 level at grade E or above in two subjects including either Chemistry or Physical Science at A2 level, plus grade C or above in three GCSE subjects, including Mathematics and English Language, Chemistry or Physical Science. National Certificate or Diploma which has included study in appropriate areas. Higher National Certificate or Diploma in an appropriate science. Pass in a recognised Access or Foundation course. Additionally applicants may be admitted to the award provided they meet one of the following requirements and can demonstrate to the Faculty that the GCE A level and GCSE subject areas specified above have been studied at an appropriate level: The Advanced General National Vocational Qualification (AGNVQ) or Advanced General Scottish Vocational Qualification (AGSVQ), a twelve unit or full AGNVQ award being equivalent to two GCE A levels, a six unit or single AGNVQ award being equivalent to one GCE A level and a three unit award or part AGNVQ award being equivalent to one GCE AS level. The Irish Leaving Certificate with grade C or above in two subjects at Higher level and three at Ordinary level. The Scottish Leaving Certificate of Education with grade C or above in three subjects at Higher and grade 3 or above in two subjects at Standard grade or Intermediate 2. National Vocational Qualifications or Scottish Vocational Qualifications at level III. The European Baccalaureate. The International Baccalaureate. Other European or International qualifications which the University considers to be of equivalence to the above. Section 6: Assessment Regulations MAR 3.0 Section 7: Student learning: distinctive features and support This programme offers a distinctive combination of modules which stem from the recognition that chemistry is increasingly being applied in multidisciplinary groups that are working at the interfaces of biology, chemistry and medicine. It aims to produce graduates who are equipped with both a good knowledge of chemistry, in particular organic chemistry and organic synthesis, who also have an understanding of the concepts relating to its applications in biology and medicine, particularly in the area of pharmacology. The main themes of the programme are as follows: The very important chemical aspects of Biological and Medicinal Chemistry are developed over the three taught years of the programme through the modules Organic Chemistry I, Organic Chemistry II and Synthetic Chemistry, while at the same time the biological elements are pursued via the modules Human Physiology and Pharmacology, Drugs and Disease and Pharmacology as well as genetics modules. Linking these is the study of Biological Molecules and Medicinal Chemistry. There is also spine of data analysis and research methodology modules which both 11

12 supports the main themes of the programme and prepares the students for their final year project module. In addition to the above, study of the other areas of the chemical sciences apart from organic chemistry is included in the programme and within the option modules students can develop their interests in either the biological or chemical sciences in areas related to Biological and Medicinal Chemistry. The students will make extensive use of a Virtual Learning Environment (VLE), both as a source of information and lecture notes, and for on-line tutorials and selfassessment. The programme will be administered within the FACS (Forensic, Analytical and Chemical Sciences) group of programmes which establishes common and mutual support for students across a range of overlapping programmes. A Student Handbook is provided during Induction to year 1 that includes information on the Faculty, the University, its regulations and procedures, and is supplemented at a programme level by a FACS Handbook and Guides for each module. Students are supported during their time at UWE by student advisers, with the backup of central student support services for students with needs that cannot be dealt with directly within the Faculty. 12

13 Section 8 Reference points/benchmarks Qualification descriptors used in the QAA Framework for Higher Education Qualifications The learning outcomes for the programme have been developed with reference to the qualification descriptors used in the QAA Framework for Higher Education Qualifications. In particular, the learning outcomes for modules at level one and level two have been considered to be consistent with the award of a Certificate in Higher Education and a Diploma in Higher Education respectively. Graduates of the award achieving an Honours classification will develop an understanding of a complex body of knowledge related to biological and medicinal chemistry. In addition, the graduate will develop analytical techniques, problem-solving skills and communication skills that can be applied to a range of employment opportunities. Subject benchmark statements Chemistry Benchmarking Although this programme is not a an honours degree programme in pure chemistry, the majority of the Main Aims of chemistry benchmarking are relevant as follows: 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 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. To generate in students an appreciation of the importance of chemistry in an industrial, economic and social context. The topics listed as necessary subject knowledge in the chemistry benchmarking statement are as follows: Major aspects of chemical terminology, nomenclature, conventions and units. The major types of chemical reaction and the main characteristics associated with them. The principles and procedures used in chemical analysis and the characterisation of chemical compounds. The characteristics of the different states of matter and the theories used to describe them. The principles of quantum mechanics and their application to the description of the structure and properties of atoms and molecules. The principles of thermodynamics and their applications to chemistry. The kinetics of chemical change, including catalysis; the mechanistic interpretation of chemical reactions. The principal techniques of structural investigations including spectroscopy. The characteristic properties of elements and their compounds, including group relationships and trends within the Periodic Table. The properties of aliphatic, aromatic, heterocyclic and organometallic compounds. The nature and behaviour of functional groups in organic molecules. The structural features of chemical elements and their compounds, including 13

14 stereochemistry. Major synthetic pathways in organic chemistry, involving functional group interconversions and carbon-carbon and carbon-heteroatom bond formation. The relation between bulk properties and the properties of individual atoms and molecules, including macromolecules. Awareness of major issues currently at the frontiers of chemical research and development. Within this programme, the subject knowledge as listed above which is relevant to the area of organic chemistry is covered in depth. Subject knowledge as listed above in other areas of chemistry, is covered within this programme but in places not in great depth, and not to an extent that would be expected in a single honours chemistry programme. The Abilities and Skills, Chemistry-related Practical Skills and Transferable Skills, identified by the Quality Assurance Agency for Higher Education for chemistry are equivalent to the Subject/Professional/Practical and Transferable Skills that define this programme. Bioscience Benchmarking Bioscience benchmarking for Subject Knowledge adopts more inclusive statements implying a broad knowledge across the whole subject, which does not mirror the more focussed approach in this programme. The programme draws on the following statements:.. together with specialised in-depth study (often career-related) of some aspects of the discipline or subject area. understanding of information and data, and their setting within a theoretical framework.; Familiarity with the terminology, nomenclature and classification systems as appropriate; Methods of acquiring, interpreting and analysing biological information with a critical understanding of the appropriate contexts Knowledge of a range of practical and presentational techniques and methodologies relevant to the particular discipline, including data analysis and the use of statistics. The Generic, Intellectual, and Practical Skills, that are not strongly subjectdependent, also map well to the Intellectual Skills and Subject/Professional/Practical Skills of this programme, eg The capacity to give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists; The ability to employ a variety of methods of study in investigating, recording and analysing material. The Bioscience benchmarking of Transferable Skills mirrors the main issues identified in the other subject area. University s teaching and learning policies In line with the University s teaching and learning policies, this programme takes a student centred approach to learning by allowing students to take control of aspects of their learning and providing a learning environment that stimulates active participation and engagement in the learning process. The programme seeks to create an environment that will stimulate students to take responsibility for aspects of 14

15 their learning, while lecturers take responsibility for facilitating that learning. Module learning outcomes have been designed to ensure that students meet the overall programme learning outcomes on completion of the programme. In addition, the FACS (Forensic, Chemical and Analytical Sciences) section of the Faculty has been active in developing and strengthening the key skills aspects of the programmes. A variety of assessment methods are incorporated within the programme to cater for a diversity of student strengths and abilities. Although this document focuses on summative assessment, the course team recognise the importance of both summative and formative assessment activity as an integral part of the learning and teaching process. All assessments will comply with the University Assessment Policy and MAR. Research carried out by staff Research carried out by staff related to Biological and Medicinal Chemistry includes coupling GC with negative ion mass spectrometry to measure ultra trace levels of oestrogens in environmental samples. mechanism of reversed-phase separations in HPLC, especially the interaction of strongly basic substances (particularly pharmaceuticals) with reversed phase surface. study of overloading and analyte stereochemical effects for weakly and strongly basic compounds in RP-HPLC with application to improvement of the analysis of important pharmaceuticals and biomedically significant compounds by HPLC. synthesis of biologically active molecules such as the family of antibactericidals based on pseudomonic acids. new catalysis for the synthesis of amides. molecular modelling. design and development of electrochemical sensors/biosensors for applications in biomedical, environmental, agri-food and gas analysis, including fabrication of such devices using screen- printing technology combined with carbon ink formulations. thermodynamic modelling of metal-protein-ligand interactions in biological media. development of ligands for removal and/or separation of radioactive elements from biological systems. structure activity relationship studies of Substance P and other tachykinins on the rat isolated ileum preparation. sources of calcium used during acetylcholine-induced contraction of the rat isolated ileum preparation. contractile effects of insect neuropeptides on gut tissue isolated from locusts and lepidopteran caterpillars. role of 5-hydroxytryptamine- 2 and bradykinin- 2 receptors in control of rat gut motility. effects of drugs on in vitro model blood brain barrier. differential effects of nicotine and the neonicotinoid insecticide imidacloprid on the rat colon. 15

16 Conclusion This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications. These are available on the University website. Programme monitoring and review may lead to changes to approved programmes. There may be a time lag between approval of such changes/modifications and their incorporation into an authorised programme specification. Enquiries about any recent changes to the programme made since this specification was authorised should be made to the relevant Faculty Administrator. 16