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Glyndwr University, Wrexham

Chemistry (with Foundation Year)

UCAS Code: CMFY

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


A level

E,E,E

Accepted alongside A-Levels as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points

48 UCAS Tariff points

Accepted as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points from International Baccalaureate Certificates

48 UCAS Tariff points

Accepted alongside Irish Leaving Certificate Higher Level as part of overall 48 UCAS Tariff requirement.

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

MP

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

PPP

48 UCAS Tariff points

48 UCAS Tariff points

UCAS Tariff

48

including science, preferably Chemistry. Our general entry requirement for the foundation year is 48 UCAS tariff points but all applications are considered individually and we consider work experience, vocational training/qualifications as well as motivation and potential to succeed. The programme welcomes applications from anyone who can demonstrate a commitment to the subject and the potential to complete their chosen programme successfully. This can be established by showing appropriate academic achievements or by demonstrating that they possess the knowledge and ability equivalent to the academic qualifications.

Accepted as part of overall 48 UCAS Tariff point requirement.

About this course


Course option

4.0years

Full-time | 2020

Subject

Chemistry

The chemical industry is the UK’s second largest export contributor and has a significant presence in North Wales and the North West of England.

A key feature of this course is problem-based laboratory sessions designed to equip you for a career in the Chemical Sciences. A wide-ranging study of the relevant theory encompassing inorganic, organic and physical chemistry disciplines is set in the context of current and emerging technologies within the industry and informed by research activity. The core theme of analytical chemistry cuts across both classroom-based sessions and practical sessions delivered in our well-equipped instrument laboratories.

Project work in years 2 and 3 nurtures independent learning, critical thinking and the acquisition of project management skills demanded in the workplace.

Whilst our BSc (Hons) Chemistry degree is ideal for those who wish to pursue a career in the Chemical Industry, success in the course can also lead to opportunities for post-graduate study within the School’s Research Centre or educational jobs in the public sector.

Networking opportunities with expert industrialists is facilitated by research links with local industry, and active involvement with the Royal Society of Chemistry North Wales Section.

This course is also available for as a three year degree (without a foundation year) BSc Hons Chemistry UCAS code: CM18

Modules

This is a practical laboratory based course and students will receive both a strong background in both theory and laboratory practice. The programme has been designed to offer students three components:

A solid foundation in the theory of chemistry
Practical skills and knowledge essential for employment in the chemical sector
Transferable skills valued by employers such as critical thinking and report writing; methodical work practices and a broad comprehension of chemistry

YEAR 1 (LEVEL 3)

The foundation year will introduce you to a range of scientific concepts and methods which underpin biological sciences. You’ll gain a thorough training in laboratory skills and will develop your analytical and mathematical skills. Students will be encouraged to develop their own abilities in science, with a basic bank of knowledge across the main scientific areas.

MODULES

The skills you need
Contextual studies
Science and the Environment
Laboratory and Field Skills
Introduction to Science
Introduction to Experimental Design and Mathematical Analysis

YEAR 2 (LEVEL 4)

Understanding the fundamental concepts, principles and theories in chemistry. Competence of working safely in a chemistry laboratory and the ability to solve practical problems in small teams. Demonstrable basic numeracy, algebraic and statistical competence and ability to manipulate data related to scientific problems.

MODULES

Introduction to Chemistry
Introduction to Organic and Bio-Chemistry
Academic Study Skills and Personal Development
Laboratory Chemical Analysis
Maths and Statistics in Science
Inorganic and Materials Chemistry

YEAR 3 (LEVEL 5)

Development of essential analytical and research skills alongside theoretical knowledge vital to completion of independent research. Exploration of green chemistry and key physical chemistry concepts.

MODULES

Research Methods: Theory and Practice
Analytical Methods
The Physical World
Instrumental Analysis
Laboratory Instrumental Analysis
Green Chemistry

YEAR 4 (LEVEL 6)

Acquisition of a critical perception in application of the higher level concepts, principles and theories in chemistry. This is realised through advanced topics including organic chemistry, applied materials science and drugs & toxicology. A wide choice of supported topics are available for students’ dissertation projects.

MODULES

Research Project
Drugs and Toxicology
Composite Materials
Structure and Synthesis
Advanced Inorganic and Materials Chemistry

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

A broad range of assessment methods are used. These include task-based exercises; oral and poster presentations; essays and laboratory reports and written exams. Each module is assessed by a variety of methods, enabling students to display their full potential. A project dissertation will form one of the final parts of student assessment.

Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.

We offer workshops and support sessions in areas such as academic writing, effective note-making and preparation for assignments. Students can book appointments with academic skills tutors dedicated to dealing with the practicalities of university work. Our student support section has more information on the help available.

Teaching methods include lectures, laboratory sessions, student-led seminars and guided research.

Independent learning is an important aspect of all modules, as it enables students to develop both their subject specific and key skills. Independent learning is promoted through guided study or feedback given to students.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,000
per year
England
£9,000
per year
EU
£9,000
per year
Northern Ireland
£9,000
per year
Scotland
£9,000
per year
Wales
£9,000
per year

The Uni


Course location:

Wrexham

Department:

School of Applied Science, Computing and Engineering

TEF rating:

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What students say


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This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Chemistry

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

92%
low
Employed or in further education
94%
high
Employed in a role where degree was essential or beneficial

Top job areas of graduates

What do graduate employment figures really tell you?

Chemistry graduates are in demand from a wide range of industries, from the food, oil, chemicals and pharmaceuticals to consultancy, technical analysis and teaching. They're also prized by business and finance employers for their research and data handling skills — anywhere there is research and data to be explained, you can find chemistry grads. If you want a career in research, you need a doctorate, so start planning now if you fancy one of these exciting and challenging jobs - but good students can usually get grants to take a doctorate, so don't worry about the financing if you think you have what it takes. The recession wasn’t too kind to chemists, particularly in the pharmaceutical industry (one of the key employers for chemists), but things are getting back to normal for this flexible group and it's one of the few degrees that is bucking the current trend and increasing graduate numbers.

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Teaching Excellence Framework (TEF):

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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