Studying at York
Introductory Skills & Practical 1 - CHE00027C
- Department: Chemistry
- Credit value: 20 credits
- Credit level: C
- Academic year of delivery: 2023-24
- See module specification for other years: 2024-25
Module summary
This compulsory module complements the core theoretical content of the Chemistry degree programme by introducing and developing the core skills that students require in order to become a professional chemist.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2023-24 |
Module aims
This module will welcome students to the Department of Chemistry, and will begin to develop the vital skills that complement the core chemical knowledge of the degree programme. Specific aims are:
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To introduce students to the more independent learning styles which are part of University-level learning
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To introduce students to practical laboratory work at degree level, including core elements such as working safely in the laboratory, understanding and practice of key manipulative skills, making accurate records etc.
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To develop mathematical/biological/physical background knowledge, in order to complement the students’ pre-University studies
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To develop core mathematical and quantitative skills
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To develop transferable skills in research, reasoning, and communication; team working, synthesising arguments to solve problems, and presenting findings, verbally and visually.
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To develop students’ awareness of employability for chemistry graduates, including aspects of equality and diversity.
Module learning outcomes
Students should be able to:
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apply and explain the foundational principles of practical chemistry, to conduct routine laboratory work safely, and to demonstrate competence in general laboratory skills
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carry out mathematical manipulations, including the manipulation of units
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use mathematical methods to solve chemical problems, including quantification of uncertainties.
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discuss the molecular/chemical aspects of life processes by applying the basic biological background needed for further chemistry modules.
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apply transferable and problem-solving skills, with particular emphasis on communication, to unseen situations.
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recognise and engage with the options and opportunities available to gain the required skills for employability, including equality and diversity principles.
Module content
Introductory sessions
These sessions, primarily in week 1, introduce students to the Department of Chemistry, including key staff (the Head of Department, the student’s Supervisor etc.), key places (the Teaching Laboratory, student common room etc.) and key support structures (college teaching, pastoral support etc.). [10 hours across week 1]
Practical work
Assuming no prior knowledge, this module introduces students to the Teaching Laboratory, and teaches them the practical skills that are associated with laboratory practical work. The practical skills are taught in two ways: firstly, via a series of structured experimental exercises, conducted in the Teaching Laboratory; and secondly, with a series of practical theory lectures which provide the theoretical background to the practical exercises.These exercises are designed to train elementary practical skills at the start of the module; these elementary practical skills are then extended, developed and combined as the module progresses, providing multiple opportunities for students to practise and improve. The laboratory exercises are overseen and taught by laboratory demonstrators. Information is provided in a variety of formats, including introductory lectures, instructional videos, experimental scripts, experimental briefings, notes and interactions with the demonstrators. Workshops are also provided to familiarise students with software for presenting chemical structures, and solving chemical problems.
[one laboratory practical session each week, in weeks 2-11, with ten supporting lectures; safety introduction lecture and quiz; chemistry software packages workshop]
Developing knowledge of supporting concepts
These sessions develop students’ knowledge of areas in maths/science that they may not have previously encountered, given the diversity of pre-University learning experiences. The Mathematics course is designed to support all the students with the mathematical aspects of the chemistry course, but in particular those who do not have a post-16 maths qualification. All students are provided with support materials for private study. The pre-course survey identifies those who require additional support, and who therefore need to attend the workshops. Other students may attend specific workshops as required to support particular topics they have difficulty with. The Physics and Quantitative Skills course introduces some fundamental aspects of physics, and deals with an essential skill for chemists: mastery over physical units. The Building a Biological Background course covers selected aspects of Biology/Biochemistry that are especially relevant for further core and option modules, familiarising students with biological/biochemical nomenclature.
[Maths survey quiz; four maths support workshops; four Physics and Quantitative Skills workshops]
Mathematics for chemists
Mathematics is taught in a chemical context and covers selected topics from calculus, power series, vectors and statistics, in order to support fundamental chemical ideas later in the course. The sessions include opportunities for students to work through problems with guidance and supervision in order to develop their problem-solving skills in a 'hands-on' way. [six Maths lectures; five Maths workshops]
Becoming a Professional Chemist
These sessions help students to develop transferable skills in a wide range of areas such as team-working, problem solving, thinking/reading critically, working ethically and with integrity, independent learning, literature searching, referencing, handling information, synthesis of arguments from a range of different sources, abstract writing and oral/visual presentation skills. Broader aspects are also developed, such as awareness of equality and diversity. These sessions develop students’ transferable skills in order to support future learning in the course, and also focus on supporting students’ employability.
[York Strengths introduction lecture; four Becoming a Professional Chemist workshops, and assessment; Equality and Diversity workshop; Gaining Work Experience lecture]
Indicative assessment
| Task | % of module mark |
|---|---|
| Closed/in-person Exam (Centrally scheduled) | 40 |
| Closed/in-person Exam (Centrally scheduled) | 10 |
| Essay/coursework | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
Special assessment rules
Pass/fail
Additional assessment information
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Closed/in-person Exam (Centrally scheduled) | 40 |
| Closed/in-person Exam (Centrally scheduled) | 10 |
| Essay/coursework | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
| Online Exam -less than 24hrs (Centrally scheduled) | 10 |
Module feedback
Throughout the laboratory exercises, students will receive verbal feedback on their performance from demonstrators, to help them improve their understanding and skills. For the Practical theory assessment and Practical Assessment 1, students will receive individual feedback, by email, on their performance and some more generalised feedback, by email, within 20 working days. Any students with unsatisfactory performance in Practical Assessment 1 are required to attend a retraining session, after which they would also have opportunities to retake this assessment.
For the Safety Acknowledgement and Safety Quiz assessments, feedback is provided immediately after completion. Any students with unsatisfactory performance are required to resubmit the assessment.
For the Becoming a Professional Chemist sessions, verbal feedback is provided in workshops; feedback from presentations supplied at the start of the Spring Term.
For the Mathematics for Chemists course, students need to submit homework on a weekly basis, which is checked and corrected by graduate teaching assistants (GTAs) and returned to the students during the next maths session where they have the opportunity to discuss their mistakes with the GTAs and the lecturer. The GTAs also organise weekly office hours during which the students can discuss the material and obtain further assistance with the problems. Feedback from the assessment is provided by email.
The online Building a Biological Background test provides instant feedback after each question.
Indicative reading
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Cockett and Doggett, "Maths for Chemists"
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Voet and Voet, "Biochemistry"
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Dean, Jones, Holmes, Reed, Weyers and Jones, “Practical Skills in Chemistry”
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Vogel, “Practical Organic Chemistry”
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Cranwell, Harwood and Moody, “Experimental Organic Chemistry”