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Swansea University

Chemistry with a Foundation Year

UCAS Code: F10F

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

Entry requirements


A Level Chemistry Grade D. If Maths is not being studied at AS/A Level then Grade B GCSE Maths is required.

Access to HE Diploma

M:27

Access to HE (Science) with 27 Merits to include all Chemistry and Maths modules. Grade B in GCSE Maths required.

BTEC Level 3 Extended Diploma in Applied Science with MMM. Grade B in GCSE Maths required.

About this course


Course option

4.0years

Full-time including foundation year | 2021

Subject

Chemistry

The second through to the fourth years of the programme are identical to the 3 year B.Sc. course. The first year (Foundation Year) will consist of 6 compulsory modules. In the first semester, students will take modules in Maths, Chemistry 1 and Chemistry Lab 1. In the second semester, they will take modules in Physics, Chemistry 2 and Chemistry Lab 2. The Maths and Physics modules will be such that the topics are taught with Chemistry context.

Modules

You will study the following set compulsory modules and select from a choice of optional modules over the course of your degree. In your final year you will take a 40-credit project module specialising in Chemistry, Materials Chemistry or Medicinal Chemistry.

Assessment methods

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.

The Uni


Course location:

Singleton Park Campus

Department:

College of Science

TEF rating:
Read full university profile

What students say


How do students rate their degree experience?

The stats below 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

Sorry, no information to show

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.


Who studies this subject and how do they get on?

97%
UK students
3%
International students
80%
Male students
20%
Female students
78%
2:1 or above
16%
Drop out rate

Most popular A-Levels studied (and grade achieved)

C
D
D

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.

£22,500
med
Average annual salary
99%
high
Employed or in further education
27%
low
Employed in a role where degree was essential or beneficial

Top job areas of graduates

14%
Other elementary services occupations
12%
Sales, marketing and related associate professionals
12%
Information technology and telecommunications professionals

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.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Chemistry

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£22k

£22k

£26k

£26k

£29k

£29k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

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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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