Module CHEM3061: CHEMISTRY AND SOCIETY

Department: CHEMISTRY

CHEM3061: CHEMISTRY AND SOCIETY

Prerequisites

• Core Chemistry 2 (CHEM2012) OR Biological Chemistry (CHEM2051).

Corequisites

• Core Chemistry 3 (CHEM3012) OR Level 3 Biology Modules for Molecular Biology and Biochemistry.

Excluded Combination of Modules

• None.

Aims

• To broaden the knowledge of chemical principles, particularly those that touch on science in industry and health.

Content

• Metals in medicine: survey of the importance of inorganic compounds and complexes in healthcare.
• Pharmaceutical chemistry: classification, site and mechanism or drug action.
• Industrial case studies.
• Polymers and biopolymers: classification, structure and properties.
• Chemistry and the environment: chemistry of the atmosphere.
• Chemistry of the terrestrial and aquatic environemnts.
• One essay.

Learning Outcomes

• Display familiarity with the likely mode of action of a number of metal-based compounds used in the treatment of disease;
• be aware of the principles behind diagnostic imaging methods (including gamma-imaging, magnetic resonance imaging and positron emission tomography) and the importance of metal complexes in such techniques;
• classify a number of important drugs according to their site and mechanism of action;
• appreciate some of the methods by which drugs may be discovered and their efficacy optimised;
• discuss how manmade pollutants interact with the natural chemistry of the environment, explain the reasons for their environmental impact and/or toxicity and appreciate the complex issues involved in reducing the harmful effects of pollutants.

• Demonstrate skills in scientific writing.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures are used to convey concepts and are examined by written papers. This is thought to be the best method to assess the knowledge of the students.
• Workshops are larger groups of students where problems are considered and common difficulties shared. This ensures that students have understood the work and can apply it to real life situations. These are formatively assessed.
• One 2500 word essay, at the end of the EpiphanyTerm allows the undergraduates to study a topic in greater depth. These are summatively assessed.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Set work, usually in preparation for workshops.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University