Chemistry with a Foundation Year

Studying Chemistry at Swansea will give you a strong foundation in both the theoretical principles and practical techniques that underpin the chemical sciences. You will explore major areas of chemistry, including organic, inorganic, physical, analytical, biological, medicinal, theoretical and computational chemistry, developing a broad understanding of how each discipline contributes to real scientific challenges.

From the very beginning of your degree, you will build practical skills through hands on laboratory experience. You will learn how to work safely and accurately in the lab, record and analyse data, interpret results and use a range of modern chemical techniques. As you progress, you will develop your numerical, mathematical and analytical skills, enabling you to work confidently with data, solve complex problems and communicate your findings clearly.

You will learn how chemists apply their knowledge to understand the world around us, from designing new materials and medicines to analysing environmental samples and investigating molecular behaviour. You will also develop the independent learning skills needed to evaluate information, tackle new challenges and grow your scientific expertise.

Clear and effective communication is an important part of the course. You will practise presenting ideas, explaining scientific concepts and writing reports using appropriate sources and scientific conventions. These skills are highly valued by employers and will support your success in a wide range of scientific and professional settings.

If you need additional preparation, the optional Foundation Year offers an excellent introduction to higher education. It will help you develop the skills, confidence and knowledge you need to succeed in your undergraduate degree. It is ideal if you need more support after further education or are returning to study after a break. Following successful completion of the Foundation Year, you will progress to Year One of your BSc.

In Year 0, you will typically study areas including: Elementary Chemistry, Methods of Analysis and Detection, Foundational Scientific Skills, Synthesis and Analysis.

In Year 1, you will typically study areas including: Chemical Thinking.

In Year 2, you will typically study areas including: Further Inorganic Chemistry, Further Organic Chemistry, Further Physical Chemistry, Analytical Chemistry, Biological and Medicinal Chemistry.

In Year 3, you will typically study areas including: Advanced Topics in Physical, Instrumental and Analytical Chemistry, Advanced Topics in Inorganic and Materials Chemistry, Advanced Topics in Organic, Biological and Medicinal Chemistry. You will also undertake a Chemistry Project.

The scheme will use a variety of assessment strategies.

● Written exams for in depth assessment ability to apply knowledge, as well as (in Foundation and First Year) MCQs for more directly knowledge-driven material. (Examination material will be considered carefully, and not treated as the default assessment method, with emphasis on developing a wide range of assessment, not dominated by any one strategy. However, due consideration will be given to academic integrity assurance.

● Practical lab based assessments of skills and processes. including written lab reports. These will be broken into segments will formatively write separate segments for different labs before a full summative submission during the semester. As certain experiments are more suited for this full report, the timing during the semester is flexible (experiments are designed to match the class content). However, it will be assigned before the start of each term and will not be in the same week as a presentation.

●  Coursework assignments. These will naturally be driven by the module and scheme learning outcomes. However, the scheme will be considered as a whole to ensure that assignments are diverse and challenge students in a range of ways. As well as making the scheme more enjoyable, and testing/developing a wider range of general, specific and transferable skills, this strategy will ensure that no student is faced with a predominance of assessment in a form they find disproportionally challenging. Examples of this type of assessment will include but not be limited to: investigative reports, presentations, numerical and analytical work, computer-based simulation, case studies (e.g. for product or process development), research papers, posters.

●  Presentations. Students will be expected to give a presentation for each module. The format of these will vary as will whether it is a group or individual presentation. The complexity will increase during the course to expand accessibility through skill development. Thus, the first presentation will be a video group presentation seen only by the staff markers. The next will be an individual video. The next will be a short group live presentation in front of one other student group, etc.

● Group work. Team-based working is standard practice in science (academic and industrial) and so students will have an opportunity to work together in small groups to learn about the particular challenges collaborative work brings. To maximise accessibility online collaboration tools will be used to ensure that group work does not rely solely on face-to-face meetings.

● Project work. Students will undertake a substantial, individual and independent,project (supervised by an appropriately-qualified academic staff member). Project work will assess and develop students' ability to: apply their knowledge and scientific practice to a substantial problem; reason about and solve a sustained series or problems; manage work over a substantial time frame (including planning and risk management); and report and record a sustained body of work over a substantial time frame (in line with standard laboratory practice).

Assessment will be designed to be both formative and summative: in general, assessment will be designed for learning, ensuring students practice/improve their expertise by applying it to authentic problems.

Professionally accredited courses provide industry-wide recognition of the quality of your qualification.

• Chemistry, Royal Society of