Module CHEM3187: CHEMISTRY LITERATURE PERSPECTIVE

Department: Chemistry

CHEM3187: CHEMISTRY LITERATURE PERSPECTIVE

Prerequisites

• Core Chemistry 2 (CHEM2012).

Corequisites

• Core Chemistry 3 (CHEM3012) OR Bioactive Chemistry 3 (CHEM3211) OR Chemical Physics 3 (CHEM3411).

Excluded Combination of Modules

• None.

Aims

• To provide a research-led module in Chemistry, where MChem and MSci students in their penultimate year can development and demonstrate their skills in the reading and critical analysis of a small area of the relevant scientific literature.
• To provide students with an opportunity to collect, read and analyse data from primary sources.
• To enable students to develop the transferable skills of critical analysis, advanced literacy and presentation.
• To provide a foundation for the preparation of a level 4 project report.

Content

• Perspective on an individual title allocated to, the student in week 26 of Year 2 by a member of the academic staff from the Board of Studies in Chemistry.
• Progress is monitored by the Perspective Supervisor through a series of tutorials in Level 3.
• Peer review of a Perspective.
• Oral Presentation.

Learning Outcomes

• Describe and critically analyse the topic of their literature perspective at an advanced level.

• Produce a scholarly and critical review of a narrow area of relevant literature.
• Show relevance in their study of a topic.
• Produce a critical summary

• Enhanced skills in chemical information retrieval, scientific writing, editing and proof-reading, oral presentation and discussion of scientific results.
• Self-motivation, in self-guided learning.

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

• During year 3 students will meet with their perspective supervisor, as needed, to discuss the student's progress.
• Training will be given in oral presentation skills.
• Students are expected to submit two drafts of their literature perspective during Term 1.
• In Term 2, students are expected to take part in the peer review process as part of their formative assessment. This will inform the summative assessment.
• Assessment is by the written perspective and an oral presentation

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment of a peer review and response. Formative feedback will be given on presentation skills, literature perspective drafts, and as part of the peer review process.

■ 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