Level 4 Handbook 2020 v7

School of Chemistry
Level 4 Student Handbook
Chemistry
V1.7
2020-21 Academic Year
 Chemistry BSc/MChem (Year Abroad/Industry)
 Chemistry with Forensic Science BSc/MChem (Year
Abroad/Industry)
 Pharmaceutical Chemistry BSc/MChem (Year Abroad/Industry)
UNDERGRADUATE COURSE HANDBOOK 2019-20 2 CHEMISTRY LEVEL 4
VERSION 1.7
Table of Contents
Table of Contents.....................................................................................................................................................2
Calendar 2020 - 2021................................................................................................................................................5
Welcome Back from the Head of School..................................................................................................................6
Ignite – our approach to blended learning...............................................................................................................7
How it works.........................................................................................................................................................7
Our blended learning approach............................................................................................................................7
Introduction..............................................................................................................................................................8
School Details...........................................................................................................................................................8
Research in the School of Chemistry....................................................................................................................9
School Communications.....................................................................................................................................10
Staff List and Key Contacts..................................................................................................................................10
Staff Directory.....................................................................................................................................................11
Student Communications and Personal Details..................................................................................................13
Information on the Web.....................................................................................................................................13
School Facilities..................................................................................................................................................13
Your University Calendar and Teaching Timetable.................................................................................................14
Teaching Timetable............................................................................................................................................14
CHEMISTRY UNIVERSITY OF LEICESTER

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Learning Support....................................................................................................................................................15
University Library................................................................................................................................................15
IT Services...........................................................................................................................................................15
Student Learning Development..........................................................................................................................16
Learn a Language Online or On-Campus with Languages at Leicester...............................................................16
Your Students’ Union..............................................................................................................................................16
Support...............................................................................................................................................................17
Voice...................................................................................................................................................................17
Opportunities.....................................................................................................................................................18
Get in touch........................................................................................................................................................19
Students’ Union response to COVID-19..............................................................................................................19
Other University Facilities.......................................................................................................................................19
University Regulations............................................................................................................................................19
Student Responsibilities and Conduct................................................................................................................20
Attendance and Engagement Requirements......................................................................................................20
Neglect of Academic Obligations........................................................................................................................21
Examination Regulations....................................................................................................................................21
Suspension of Studies.........................................................................................................................................21
Withdrawal from Studies....................................................................................................................................22
Course Details.........................................................................................................................................................22
Degree Programmes...........................................................................................................................................22
Programme and Module Specifications..............................................................................................................22
Coursework Submission......................................................................................................................................22
Change of Module..............................................................................................................................................22
Changes to Your Course......................................................................................................................................23
Marking and Assessment Practices.........................................................................................................................23
Feedback and the Return of Work from Staff.....................................................................................................23
Progression and Classification of Awards...........................................................................................................24
Referencing and Academic Integrity.......................................................................................................................24
What we mean by ‘plagiarism’, ‘self-plagiarism’ and ‘collusion’........................................................................24
Resources and advice to help you study with integrity and avoid committing plagiarism..................................25
Referencing style................................................................................................................................................25
Mitigating Circumstances.......................................................................................................................................25
Personal Support for Students................................................................................................................................26
School Student Support Arrangements..............................................................................................................26
Equal Opportunities............................................................................................................................................26
Athena SWAN.....................................................................................................................................................26

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University Student Support Arrangements.........................................................................................................27

Careers and Skills Development.............................................................................................................................28
Career Development Service..............................................................................................................................28
Careers and Skills Development.............................................................................................................................29
Career Development Service..............................................................................................................................29
Student Voice: Giving us your feedback.................................................................................................................29
Your course.........................................................................................................................................................29
Student Experience Surveys...............................................................................................................................29
Your Students’ Union..........................................................................................................................................29
Student Feedback Questionnaires......................................................................................................................30
Student Staff Committees...................................................................................................................................30
School/Course Prizes..............................................................................................................................................31
Societies.................................................................................................................................................................31
Safety and Security.................................................................................................................................................31
Laboratory Information..........................................................................................................................................31
Personal Belongings................................................................................................................................................32
Complaints and Academic Appeals Procedures......................................................................................................33
Personal Tutors.......................................................................................................................................................33
Student Skills Record/Personal Development Planning......................................................................................33
The Weighting of Modules for your Degree...........................................................................................................34
Module Assessment...........................................................................................................................................35
Examinations..........................................................................................................................................................35
Finding out your exam marks.............................................................................................................................35
Calculators..........................................................................................................................................................35
Anonymity..........................................................................................................................................................35
External moderation of examinations and degrees............................................................................................35
Private Study and Vacations...................................................................................................................................36
Assessment Deadlines............................................................................................................................................36
Level 4 Modules for Each Degree...........................................................................................................................37
LEVEL 4 MODULES..................................................................................................................................................37
Module CH4201 Advanced Structure Determination...................................................................................38
Module CH4202 Advanced Synthetic Methods............................................................................................40
Module CH4203 Earth System Science.........................................................................................................41
Module CH4207 Computational Chemistry & Quantum Mechanics............................................................42
Module CH4208 Bioinorganic Chemistry......................................................................................................43
Module CH4211 Medicinal Chemistry..........................................................................................................44
Module CH4212 Advanced Forensic Science................................................................................................46

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Module CH4261 Chemistry Project Part 1....................................................................................................47

Module CH4262 Chemistry Project Part 2....................................................................................................48

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Calendar 2020 - 2021

Semester 1: 28 September 2020 – 17 January 2021
September Monday 28th WEEK 1 Autumn Term & 1st Semester begins
October Monday 5th WEEK 2
th
Monday 12 WEEK 3
Monday 19th WEEK 4
Monday 26th WEEK 5
November Monday 2nd WEEK 6
Monday 9th WEEK 7
Monday 16th WEEK 8
Monday 23rd WEEK 9
Monday 30th WEEK 10
December Monday 7th WEEK 11
Monday 14th WEEK 12 Autumn Term ends Friday 18th December
CHRISTMAS VACATION (3 weeks)
January Monday 11th WEEK 13 Spring Term and Exams begin

Exams end Saturday 16th January
Semester 2: 18th January 2021 – 11th June 2021 Semester 2 begins

January Monday 18th WEEK 14
Monday 25th WEEK 15
February Monday 1st WEEK 16
Monday 8th WEEK 17
Monday 15th WEEK 18
Monday 22nd WEEK 19
March Monday 1st WEEK 20
Monday 8th WEEK 21
th
Monday 15 WEEK 22
Monday 22nd WEEK 23
Monday 29th WEEK 24 Spring Term ends Wednesday 31st March
EASTER VACATION (4 weeks)
May Monday 3rd WEEK 25 Summer Term begins

Monday 10th WEEK 26 3rd bank holiday, Exams begin on 10th May
Monday 17th WEEK 27
Monday 25th WEEK 28 Friday 28th May Exam period ends
Monday 31st* WEEK 29 31st bank holiday
June Monday 1st WEEK 30 Summer Term ends 11th June
July/August Date TBC Resit Exams begin TBC

Resit Exams end TBC
[For those students who did not pass their modules and have to resit/sit the failed modules in July/August]
TERM DATES AT A GLANCE

Autumn Term: 28th September 2020 – 18th December 2020
Spring Term: 11th January 2021 – 31st March 2021

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Summer Term: 3rd May 2021 – 11th June 2021
Welcome Back from the Head of School

It is pleasure to welcome you to the School of Chemistry at the University of Leicester. You join a School of
Chemistry which is renowned for the quality of its teaching and its highly rated research. We pride ourselves on
being a friendly School whose staff are always willing to help and you should never feel reticent about
approaching a particular member of staff for advice and assistance.
This handbook provides a great deal of information not only about the content of your course, but also about
issues such as welfare, university regulations and your responsibilities as a student. There is quite a lot to read
here but it is important that you do read it all at the start of your course so that you are familiar with key issues.
If you are not clear about something in this handbook, a good place to start for clarification is to ask your
Personal Tutor.
Arriving at university for the first time is always exciting but is also a step into the unknown. Many of you will
settle in quickly and others will take a little more time to adapt to the change in lifestyle and the nature of
university studying. Of course we have the additional challenges this year that have arisen from the COVID-19
pandemic, which has caused uncertainty for everyone. We have worked incredibly hard over the summer to put
in place a teaching programme which will allow you to get an excellent training in modern Chemistry, despite
COVID. As you will all know by now, the University has used the name ignite to refer to the mix of online and
face-to-face teaching, including laboratory work. This blended programme has been constructed with the safety
of both students and staff as the most important criterion. However, it has also been designed to be flexible, so
if the pandemic worsens and more restrictions on face-to-face teaching are required, we have the ability to
adapt the way we teach and when we teach it. Of course we hope that these contingency plans won’t be
necessary but rest assured we are prepared.
You will have the opportunity during your degree course to develop knowledge and skills that will prepare you
for an exciting future. It is my sincere hope that you enjoy your time here and look back on your undergraduate
years with pride in your achievements and fondness for the University.
Professor Andrew M. Ellis

Head of School

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Ignite – our approach to blended learning

In 2020/21 the University has introduced ignite – a blended learning approach that combines both face-to-face
study on campus and virtual learning. This allows you to study in the way that best suits your circumstances
whilst also ensuring that all of our students and staff can stay safe.
Ignite offers the flexibility to switch between the on-campus experience and virtual learning, while never losing
access to the academic and personal support that you may need. The University has over 25 years of experience
delivering distance learning programmes and we have used this in designing your learning experience for the
year to come.
How it works
1. Small group learning sessions, such as tutorials and seminars, will typically run face-to-face and/or be
live cast online;
2. Larger lectures will be delivered by live cast and/or recorded, so you can login and watch when you
want;
3. Academic and personal support will be available to you either virtually or face-to-face to respond to your
needs;
4. New students will be matched with a peer mentor (usually in their second or third year of study) to
guide you through your transition to university;
5. Our award-winning student support services, from the library to careers to well-being, will be available
both face-to-face and online with many of these available 24/7;
6. Our campus-based activities and face-to-face learning will adapt with the national and local situation.
This blended approach to learning allows you to control your student life while undertaking a fresh blended
learning experience and receiving outstanding academic and personal support wherever you are.
Our blended learning approach

Your learning experience in 2020/21 will include a broadly equivalent amount of course “contact time” as would
your degree in a pre-Covid environment, with the same core learning and an enhanced variety of learning
activities and approaches. It is important to note that the term “contact time” does not just include face-to-face
teaching, but all forms of teaching where your tutors are present either in person or in your online learning
environment, guiding you through the learning materials, meeting you in the regular live sessions and providing
feedback and support for your progress and assessments. As government guidance permits, more of your
contact time may return to face-to-face teaching during the year.
We have also revised our approach to assessment to avoid the use of large, in person examinations and instead
move to remote assessment wherever possible. All of our assessments have been designed to be resilient in the
event of further disruption from Covid-19, and we are seeking to ensure that they are all accessible and inclusive
to match our wider flexible learning environment.
Over the summer we have worked hard to review every course and module and ensure that it offers the best
academic experience for blended learning in 2020/21. You will receive more information about how individual
modules will be delivered as you work through the year.
There is more detail on ignite on the University website and the details of what this means for how you study
your course are addressed throughout this handbook.
Courses in the School are externally accredited which means that in addition to the University rules and
regulations we also have to ensure that our courses all meet the requirements of the relevant Professional,

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Statutory or Regulatory Body. In the case of the School of Chemistry this all of our courses are accredited by the
Royal Society of Chemistry.
We have worked with the Royal Society of Chemistry to ensure that our courses continue to meet the
requirements for accreditation through the new blended learning model. In order to meet RSC accreditation
requirements for laboratory teaching, there will be regular laboratory and/or project sessions in all years that
students will be required to attend on-campus. In addition, we will need to make use of some time-limited
exams in order to satisfy RSC and external examiner requirements of academic rigour.
Introduction
This handbook has been written to provide information to all our undergraduate students. It aims not only to
explain the workings of the School but also to provide information that you will require throughout your degree
programme. Its contents will:
outline the structure and organisation of the School;
advise on study skills and written work;
explain our teaching and assessment methods;
outline our programme structures and module content;
advise on the aims and objectives of each degree programme;
offer information on support services for students.
Further information will be provided for you at appropriate times during your studies. In the meantime, we
would be pleased to receive your suggestions and ideas for topics that might be included in this handbook in
future by e-mail to chemadmin@le.ac.uk
School Details
The School of Chemistry at the University of Leicester is recognised both internationally for its research and its
excellence in teaching. We have invested in modern, state-of-the-art facilities for carrying out agenda setting
research and for the provision of high quality undergraduate teaching.
With substantial funding for industrial and government sponsored research, our research interests are
multidisciplinary, focussing on diverse topics such as biological chemistry, green chemistry, atmospheric
chemistry and laser spectroscopy.
This research ranges from fundamental cutting-edge work on bio-inspired nanomaterials to global studies of
chemicals and their effect on climate change. Recent research work has led to the formation of "spin-out"
companies and three purpose built demonstrator units to display our technology to industry.
The School is a friendly and supportive environment in which to both study and carry out research and
consistently we have been rated very highly in the National Student Satisfaction Survey (95% overall satisfaction
in the 2019-20 survey).
We offer a range of three and four year courses that reflect the modern needs for chemistry in industry and
society and all BSc and MChem Chemistry degree programmes have full accreditation from the Royal Society of
Chemistry.
What sets us apart from other Schools is our dedication to providing student-focussed, multi-media learning
methods to ensure high quality modern teaching. The result is that our graduates are equipped with both the
specialist chemistry knowledge and a host of important transferable skills highly valued by employers.

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Research in the School of Chemistry

The academic and teaching staff of the School are researchers as well as teachers. In addition to teaching the
discipline of Chemistry to students at the undergraduate and postgraduate levels, they actively contribute to the
development and dissemination of new ideas in Chemistry.
The close relationship between teaching and research is one of the great advantages of studying at University.
You will come into contact with staff who are actively engaged in the subject – not just teaching it as a fixed
body of knowledge.
Members of the School of Chemistry at Leicester are active in many different research areas. With substantial
funding from government and industrial sponsors, our research interests are multidisciplinary and diverse, which
enables the School to offer a wide choice of topics for undergraduate research projects.
Full details can be found at: https://le.ac.uk/chemistry/research

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School Communications
Staff List and Key Contacts
As well as administrative staff and your personal tutor you may need to contact other staff members if you have
a specific query. Please e-mail them at the below e-mail address with your query or to book an appointment
with them.
Head of School (HoS) Professor Andrew Ellis

Programme Co-ordinators and Tutors
Chemistry (Industry) Dr Kal Karim & Dr Sandeep Handa
Chemistry (Study Abroad) Dr Dylan Williams
Chemistry with Forensic Science (USA/Ind/EU) Professor Rob Hillman
Pharmaceutical Chemistry (Industry) Dr Richard Blackburn
Study Abroad Co-ordinator Dr Dylan Williams
Level 1 Tutor Dr Mark Lowe
Level 2 Tutor Dr Elena Piletska
Level 3 Tutor Dr Greg Solan
Level 4 Tutor Dr Sandeep Handa
Officers & Tutors
Careers Tutor & Personal Development Plan Co-
Dr Kal Karim
ordinator
AccessAbility Tutor Professor Paul Cullis
Director of MSc Postgraduate Admissions Dr Richard Doveston
Director of Learning and Teaching Dr Dylan Williams
Postgraduate Tutor Professor Karl Ryder
Admissions Tutor Dr Richard Blackburn
Examinations Officer Dr Alex Pulis
School Safety Officer Dr Richard Doveston
Building Safety Supervisor/Technical Services
Nina Bhanji
Manager
Plagiarism Officer Dr Kal Karim
Library Liaison Officer Dr Dylan Williams
School Inclusivity Champion Dr Mark Lowe

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Administrative Staff in the Chemistry School

Operations Manager Becky Quinn
Business Administration Manager Tanya Martin
Programme Administrator Zahira Ahmed
Programme Administrator Alex Mack
Programme Administrator Alex Strong
Mitigating Circumstances Leighann Tattershall/Tanya Martin
Timetabling Elizabeth Scarborough
Administrative Assistant Patricia Sawyer
Staff Directory
Day-to-day queries should be sent to chemadmin@le.ac.uk. We would recommend using this e-mail address to
ensure you receive the most efficient response. If you need to contact a member of staff individually please see
the contact list below. You can also find up-to-date contact details on the School’s website:
https://le.ac.uk/chemistry/people
Name Room Number Phone Number E-mail Address

Academic Staff
Prof. Andrew ABBOTT MC 021 2087 apa1@le.ac.uk
Dr Philip ASH GP -1.29 (294) 4561 paa3@le.ac.uk
Dr Steve BALL GP 1.12 2139 sb263@le.ac.uk
Dr Richard BLACKBURN GP 2.11 2093 rb436@le.ac.uk
Prof. Paul CULLIS GP 0.13 2130 pmc@le.ac.uk
Dr Richard DOVESTON HW 2.04a 7116 rd306@le.ac.uk
Porf. Andrew ELLIS GP 0.18 2138 ame2@le.ac.uk
Dr Corey EVANS GP -1.19 3985 cje8@le.ac.uk
Dr Sandeep HANDA GP 2.10 2128 sh78@le.ac.uk
Professor Rob HILLMAN MC 020 2144 arh7@le.ac.uk
Dr James HODGKINSON GP 2.03 2105 jh669@le.ac.uk
Dr Richard HOPKINSON HW 2.03 5185 rjh77@le.ac.uk
Prof. Andrew HUDSON GP 2.18 2099 ah242@le.ac.uk
Dr Kal KARIM GP 2.20 4668 kk256@le.ac.uk
Dr Sandy KILPATRICK GP 0.16 2108 afrk1@le.ac.uk
Dr Mark LOWE GP 1.11 2109 mpl10@le.ac.uk
Prof. Paul MONKS GP 0.11 2141 psm7@le.ac.uk
Dr Fabrizio ORTU GP 2.19 (294) 4670 fo43@le.ac.uk

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Name Room Number Phone Number E-mail Address

Dr Elena PILETSKA GP 2.19 4669 ep219@le.ac.uk
Prof. Sergey PILETSKY GP 2.22 4666 sp523@le.ac.uk
Dr Alex PULIS GP 0.22 (373) 6252 app12@le.ac.uk
Prof Karl RYDER MC 022 2088 ksr7@le.ac.uk
Dr Greg SOLAN GP 1.13 2096 gas8@le.ac.uk
Dr Rama SUNTHARALINGAM GP 2.08 (294) 4562 ks554@le.ac.uk
Dr Alison STUART GP 0.19 2136 amc17@le.ac.uk
Dr Dylan WILLIAMS GP 0.18 3616 dpw10@le.ac.uk
Dr Shengfu YANG GP -1.30 2127 sfy1@le.ac.uk
MC = Materials Centre GP = George Porter HW = Henry Wellcome
Administrative & Support Staff
Day-to-day teaching and administrative enquiries – chemadmin@le.ac.uk
Mrs Zahira AHMED GP 0.01 2100 chemadmin@le.ac.uk
Mr Sai CHOUDHURY GP -1.18 2111 sc90@le.ac.uk
Ms Leighann TATTERSHALL GP 0.01 7843 or 5329 mitcircspcn@le.ac.uk
Mr Richard LANE GP 1.08 2091 rcl3@le.ac.uk
Mr Alex MACK GP 0.01 2073 chemadmin@le.ac.uk
Mrs Tanya MARTIN GP 0.09 2119 th101@le.ac.uk
Mrs Gayle PRICE GP -1.22/-1.25 2085 gn45@le.ac.uk
Mr Adittya PUN GP 1.08 2091 ap742@le.ac.uk
Mrs Patricia SAWYER GP 0.01 2149 chemadmin@le.ac.uk
Mrs Elizabeth SCARBOROUGH GP 0.01 7843 or 5329 chem.timetabling@le.ac.uk
Mr Carl SCHIEFERSTEIN GP -1.22 2193 cs99@le.ac.uk
Mr Kuldip SINGH GP 2.08 2146/2118 ks42@le.ac.uk
Dr Kirty SOLANKY GP 1.10 1098 Kss26@le.ac.uk
Miss Alex STRONG GP 0.01 2149 chemadmin@le.ac.uk
Mr Philip YOUNG GP 1.08 2091 pjy6@le.ac.uk

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Student Communications and Personal Details

The University keeps a record of your personal details such as your full name, addresses (i.e. home address and
term-time address), telephone numbers, personal email address and your emergency contact details. It is
important to keep your details up to date as this will help you to receive information about your studies and
exams and also ensure that official documents are provided to you with the correct name details.
You can check and update your details by logging-in to MyStudentRecord using your University username and
password. Click on the My Details tab and you will then be able to review and change your personal details.
It is important that you check your University email account frequently to ensure that you do not miss any
important communication from the University.
It is important that you check your University email account frequently to ensure that you do not miss any
important communication from the University. If you are experiencing any difficulties with your computer
account, you should advise IT Services who will attempt to assist you in resolving the problem.
Information on the Web

School Website: http://www.le.ac.uk/chemistry/
School Facilities
Instrumentation and specialist facilities
Cutting-edge chemistry requires access to all sorts of specialised facilities. This includes modern instruments for
chemical analysis. Knowledge and the use of these instruments is an important part of your training as a
chemist.
The School contains a wide variety of equipment, including numerous small instruments such as FTIR
spectrometers and gas/liquid chromatographs (e.g., GC, GC/MS and HPLC), through to major specialised
equipment such as high-field NMR spectrometers, atomic force microscopes, high-resolution mass
spectrometers, and a X-ray diffractometer.
You will encounter these, and much more during your undergraduate studies. The School also has extensive
technical support from its own mechanical, electronic, and glassblowing workshops.
Teaching laboratories
The School is equipped with spacious fully equipped teaching laboratories. Different parts of the teaching
laboratory now focus on specific areas of chemistry. For example, a section of the laboratory is setup specifically
for Physical Chemistry experiments. This allows students to experience both synthetic and physical chemistry
experiments in a given semester. This also results in better overlap between experiments and course modules
enhancing the student learning experience. There are also instrument rooms which contains a variety of
spectrometers (e.g., UV-Vis/FTIR/HPLC/GC) for routine undergraduate use.
First year students will have laboratory sessions in the undergraduate teaching lab. This is on the first floor of the
George Porter building and is fully equipped with all items needed for level experiments.
Computers
Computer skills are vital in the modern world and will form an important part of your training. The university has
over 850 networked PCs linked to a central server, which students will have access to. Furthermore, the School
has WiFi so students can access the internet anywhere in the building.

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An enormous range of software is accessible, all of which runs under Windows. This includes Office 2016,
graphical analysis software, specialised chemistry programs (e.g., ChemDraw), and access to the internet and
email (via your IT account).
There are PCs in many different locations on and around campus including the School (Chemistry Computer
Room on the second floor), the main library and the halls of residence.
The School has a colour and a black and white student printer. The colour student printer is located in the
computer room on the second floor, the black and white student printer is on the ground floor next to the bus
shelter.
Lecture theatres
The Chemistry School houses three lecture theatres. These lectures are used by all Schools in the University.
Student Reading Room

A spacious student Reading Room provides a quiet working area for students. The Reading Room can be used by
anyone; however, it is predominantly used by Chemistry students to complete tutorial problems sheets, write
laboratory reports, or simply as a place to do some reading. The Reading Room also has a selection of text books
available for student use. Please note that the reading room is centrally booked teaching space and at all times
will be used for teaching activities by Chemistry and other Schools.
Molecular Modelling Laboratory

The molecular modelling laboratory in the School is an ideal space for holding seminars, tutorials or workshops
sessions as well as a quiet study area for students.
The Molecular Modelling Laboratory can be booked out for student use. In order to book this please e-mail
chemadmin@le.ac.uk or come into the main office during office hours (9am – 5pm) and the team will be happy
to book this for you if possible.
Students are also welcome to use the foyer for group discussions although please ensure that you do not disturb
lectures which take place in the theatres around the foyer.
Your University Calendar and Teaching Timetable

At the beginning of each semester, your forthcoming synchronous (live) teaching sessions are added to your
University Office 365 calendar. Your School will be able to inform you of details about your asynchronous
teaching sessions. If you are due to take any campus based exams your school will provide you with details of
these. This calendar can be accessed using your laptop, phone or tablet using the Microsoft Outlook app, or the
MyUoL app. Adding your own appointments to this calendar helps you manage your time for your both your
studies and social activities - you can add appointments, such as group work sessions, student society events,
and study periods. Through this calendar, you may also receive meeting invitations from staff (e.g. personal tutor
meetings), and from school calendars for any relevant school events. You can also share your calendar with
fellow students or members of staff, to make it easier to arrange meetings.
Learn how you can make the most of your University calendar.
Teaching Timetable
The academic year is divided into two semesters.
Semester one: the first week is used mainly for induction and is followed by 11 full teaching weeks. After the
Christmas vacation, there is a one week exam period.

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Semester two: consists of 10 teaching weeks and four days, followed by one week for revision classes and an
examination period.
The Calendar inside the front cover gives the dates of each semester this year and the week number.
Lectures (and tutorials) last for 50 minutes in order to allow a 10 minute break between consecutive classes. The
timetable will be communicated to students and any changes to teaching times and locations will also be
communicated. Ensure that you check the School Blackboard site and your University email account regularly to
keep up to date with any changes
Learning Support
Studying at university will be different from anything you have done before. This will be particularly true in this
academic year as your course will be delivered in a new and exciting blended model. The University’s caring and
approachable staff are here to help you achieve your career aspirations. The University engages students as
partners in developing the curriculum and placing them at the heart of their own learning.
There are a range of learning resources and services to support your learning, including:
 How to make the most of the Library
 Develop your IT skills
 How to manage your own learning
 Improve your English language
 Get independent advice about your course
 Manage your student information
University Library
The Library is your gateway to high quality information relevant to your studies. Using it effectively contributes
directly to your success.
The Library provides you with:
 access to a huge range of specialist digital and print information resources for your subject
 help in finding and using information - online, face to face and by telephone
 individual and group study space
 PCs and wireless networking for your own device throughout the David Wilson Library
 services for distance learners.
You can access the majority of library resources online. Use Library Search on the Library home page to find
material for your assignments.
Whilst subject to Covid-19 social distancing obligations the library will be open. Guidance about studying safely
in the library and respecting it is a shared resource for all members of the University will be kept updated on the
Library webpages.
You can contact the Library using our Enquiry Service or email library@le.ac.uk.
Follow us on Twitter and Facebook
For information about your subject, please visit https://www2.le.ac.uk/library/find/subjects/chemistry
IT Services
Whilst registered as a student at the University you will have a University IT account and email address.
We provide a wide variety of IT services to help you study:

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 Student email: access your email and calendar anywhere; on your laptop or mobile device
 Online training and resources: to help you use Microsoft Office and other study tools
 Microsoft Office: available at no cost whilst you study at the University
 Programs: download and install programs for home use on a personal laptop
 IT Help: Use the IT Self Service or email ithelp@le.ac.uk
 Wifi: free access to eduroam wifi at any participating university campus
 OneDrive: the online storage location for all your files
 Blackboard Virtual Learning Environment: support and information for all your courses
 Leicester Digital Library: access to journals, databases and electronic books online.
Student Learning Development

Studying for a degree is a stimulating, challenging and rewarding experience. In order to make the most of this
experience, the University of Leicester provides a wide range of resources and services to support and enhance
your academic development in areas such as essay-writing, critical thinking, independent learning and time-
management. The Student Learning Development Team is here to help you develop the academic skills and
abilities you need in order to succeed in your studies.
Learn a Language Online or On-Campus with Languages at Leicester

Study with Languages at Leicester online or on-campus in small groups taught by expert and native tutors who
are based within our School of Arts. Over 95% of our students say they have a positive and enjoyable learning
experience and would recommend us to a friend!
We offer 19 different languages including Arabic, British Sign Language, Chinese, German, Korean and Spanish to
name just a few, eight levels of learning and two course-lengths. Online courses are delivered in small groups
through Zoom, while learning materials are shared through CourseSites Blackboard. Classes take place during
evenings and Wednesday afternoons, as well as intensive ‘fast track’ courses on Saturday mornings. So, they
won’t clash with your other modules and you can study in a way that suits you.
When the situation allows it, we will deliver courses on campus. Find out more about Languages at Leicester’s
courses, including fees and term dates.
The successful completion of a Languages at Leicester course will appear on your Higher Education Achievement
Report (HEAR) when you graduate.
Contact Languages at Leicester +44(0)116 252 2662 | lalenquiries@le.ac.uk
Your Students’ Union

As a University of Leicester student you automatically become a member of our Students’ Union (SU), giving you
access to our many fantastic services that aim to ensure you have an exceptional student experience. We are an
empowering, innovative and inclusive student-led SU, championing your interests and providing you with a
community that is a home away from home.
Our services cover the areas of:
 Support - Advice and development to ensure you’re supported throughout your student journey
 Voice - Making sure your university is reflective of your needs and helping you to make change.
 Opportunities – Joining a society or sports club, volunteering and working for us are some of the
opportunities we offer to help enhance your experience, whilst developing friendships and skills along
the way.
We’re here for you every step of your time here, so we’ve outlined your membership benefits below.

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Support
Advice Service (formerly the Education Unit)
We provide free, confidential academic, housing and general signposting advice for all students. You may need
help putting together an appeal or complaint (academic and non-academic), mitigating circumstances form, or
have other course/assessment queries. We also provide guidance on finding housing, moving in or out, repair
issues, housemate concerns, and deposit returns. Visit our website below for information on the full range of
matters we can help with, access useful resources and find guides on processes you may need to follow.
We also provide signposting to other SU, university, student-led, online and community services that may be
able to help you. These come together under Leicester Talks, covering areas such as physical and mental health,
sexual health, money and legal matters, bullying and abuse.
For further information about us and how to get in touch, head to the Advice Service website. We ask that you
complete our online form to start speaking with us, however you can drop-in, email advice@le.ac.uk or phone us
on 0116 223 1132 if you need advice urgently.
Peer Mentor Scheme

We allocate you a Peer Mentor in your first year who acts as a friendly point of contact for you to get advice and
support from to help you make the most of your student experience. Your Mentor is a second or third year
student who can give you valuable insight, whether its tips on great places to get food to who to approach if you
need specific support.
Visit our website to find out more about the Peer Mentoring Scheme or email peermentoring@le.ac.uk to sign-
up.
Training and Development Workshops

Benefit from a range of free training workshops that aim to empower you to get the most out of your university
experience, particularly on areas such as employability and wellbeing. You can also gain accredited training
through online courses on subjects such as safeguarding and equality and diversity.
Get in touch with the SU training team.
Voice
Executive Officers
Executive Officers are here to represent your views to the University and the wider community. They are always
keen to hear from you and seek through their work to develop and enhance your experience as students at
Leicester.
Say hello to your Executive Officers and learn about their projects.
Part-Time Officers
Part-Time Officers are seen as crucial to the future development of the Union. Their key responsibility is to make
sure that the group they represent receives the support and services they require. They seek to improve the
overall experience students have during their time at the University of Leicester. Also elected by students, they
work alongside our Full-time Executive Officers.
Academic Representation – Course, School and College Representatives

Academic Representation is a partnership between the Representatives, SU and the schools of the University.
Together we aim to ensure that students play an essential role in guaranteeing and driving the quality of your

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academic experience. Your Course Representatives are your first point of contact for you in regards to issues,
concerns, questions and successes regarding your course.
Visit the Academic Representation webpages for further information. You can get in touch by emailing
coursereps@le.ac.uk
Students Council/Your Ideas

Students Council is where you are able to debate and discuss issues that affect students. Any student, through
the submission of our ideas form, can submit an idea. Elected student representatives who sit on Council then
discuss and vote on proposals and policies and create change that will enhance student experience, set the SU
stance on key issues and conduct campaigns on relevant topics for you.
Visit the Students Council webpages for further information. You can get in touch by emailing
unioncouncil@le.ac.uk
Equality and Liberation Champions

Equality and Liberation Champions (ELCs), represent the needs and views of students who are frequently
underrepresented in the curriculum, social activities and other aspects of University life. They work with our
Students' Union staff to represent, engage and help to improve the experience of students from a liberation
background i.e. BAME, Women, LGBT+, Trans and Non-binary and Accessibility. Together, we aim to create an
inclusive, decolonised and accessible curriculum and campus
Find out more about Equality and Liberation Champions
Opportunities
Societies
We have over 200 societies and sports clubs here at the SU which means there’s something for everyone to get
involved with. Whether you want to meet your course mates in an academic group or ‘Give it a Go’ with a new
hobby, it’s a great way to meet people from across the University and learn new skills. Many of our groups have
thriving in person and online communities
Find out more about student opportunites. Get in touch by emailing unionactivities@le.ac.uk
Sport
We have many ways you can get involved with sport from joining Team Leicester and competing nationally, to
sports societies, intramural sports, Let’s do Leicester and becoming a member at our sports facilities. Keeping
healthy through sports can greatly benefit your wellbeing academically and socially, whilst increasing your skills
and employability.
Find out more about sport opportunities. Get in touch by emailing su-sports@le.ac.uk
Volunteering
We offer a range of volunteering and fundraising opportunities for students to find a cause you are passionate
about, gain experience for your future career, and make friends whilst giving back. Through our volunteer
partner scheme, Raising and Giving programme and student led volunteering, we aim to offer something for
everyone, across a variety of locations and platforms.
Find out more about volunteering opportunities. Get in touch by emailing unionactivities@le.ac.uk

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Fundraising
Raising and Giving (RAG) is our unique student fundraising offer. Each year the student RAG Committee and
volunteers lead and coordinate charitable giving and fundraising activities across the student body. RAG activity
raises thousands for charitable causes through fun and quirky events, challenges, trips and online campaigns.
Find out more about fundraising activities. Get in touch by emailing unionactivities@le.ac.uk
Get in touch
For general enquiries speak with our friendly Reception team 9:00 – 17:00 Monday to Friday term-time (11:00 –
15:00 outside of term), email hellosu@le.ac.uk or phone 0116 223 1181.
Students’ Union response to COVID-19

Your Students' Union has continued to operate throughout the COVID-19 pandemic, and has tried its best to
minimise disruption to students. Whilst our face-to-face interactions have changed, we have continued to
provide on-hand virtual support from our Advice Service, and have worked closely with our societies and sports
clubs to ensure they are able to adequately support their members.
Our Executive Officers have been working closely with our Student Voice Team to mitigate the impact of the
pandemic on our current and future student experience. They have also had regular meetings with the
University to raise key issues, ensuring that everything that can be done for students is being done.
If you require any of our services or have any questions surrounding COVID-19, visit our COVID-19 frequently
asked questions page. Alternatively, you can contact our Executive Officer Team to voice any concerns you may
have.
Other University Facilities

English Language Training Unit (ELTU) http://www2.le.ac.uk/offices/eltu
Languages at Leicester http://www2.le.ac.uk/departments/modern-languages/lal
Victoria Park Health Centre http://www.victoriaparkhealthcentre.co.uk
University Chaplaincy & Prayer Rooms for students http://www2.le.ac.uk/institution/chaplaincy
University Regulations
Senate Regulations contain rules and other important information about being a student at the University of
Leicester. The Regulations are part of the formal contract between you and the University; you will have
confirmed when completing registration that you will comply with procedures defined in the University’s
Regulations.
The main components of Senate Regulations are summarised in the Quick Guide to Regulations. The Quick Guide
to Student Responsibilities summarises some of your most important responsibilities as a student of the
University of Leicester, as defined in detail in the Regulations. These responsibilities relate to:
 Student Code of Conduct
 engagement
 submission of work by set deadlines
 term time employment (full-time students – Home/EU and International)
 illness or other circumstances impacting upon studies
 maintaining your personal details
 the additional responsibilities of international students

VERSION 1.7
Failure to adhere to student responsibilities can have serious consequences and may lead to the termination of
your studies.
Student Responsibilities and Conduct

The University expects its students to behave responsibly and with consideration to others at all times. This
includes behaving appropriately in your social life, as well as when using online services and social media, as
students can be identified as representatives of the University. The University’s expectations about student
behaviour are described in:
 the Regulations governing Student Conduct
 the Code of Practice governing Freedom of Speech
It is important that you familiarise yourself with the Student Code of Conduct which sets out these expectations.
The Senate Regulations also describe the processes where a student may be considered in breach of these
regulations, how this will be investigated and what sanctions may be applied.
You can find these Regulations and Code of Practice alongside Senate Regulations
The Regulations governing Student Conduct set out the University’s expectations of students in relation to both
their academic integrity and personal conduct. You can find more details in this handbook on academic integrity
in the section Referencing and Academic Integrity.
It is reasonable for teaching staff to expect students to:
 observe the University's regulations and code of conduct;
(See http://www.le.ac.uk/sas/regulations or http://www.le.ac.uk/sas/regulations/responsibilities for full details);
 attend all classes and arrive on time;
 meet assessment deadlines and submit only original work for assessment; you will lose marks if you miss
deadlines; see later for policy on cheating and plagiarism;
 register for modules and exams by the set deadline;
 keep a diary of appointments and classes;
 manage their own time and workload and use study periods in a disciplined way;
 inform the School as soon as possible if you cannot attend a class or keep an appointment;
 make optimum use of the University's opportunities and resources.
 check e-mails, Blackboard, notice board and pigeon holes regularly for communication from staff;
 fill in module questionnaires to provide feedback.
Attendance and Engagement Requirements

Engagement with your course is an essential requirement for success in your studies. Engagement with your
studies includes both the face to face teaching that you may be due to attend and also the online learning
sessions that are provided for your course. The University’s expectations about engagement and attendance are
defined in Senate Regulation 4: governing student obligations - you can find Senate Regulation 4 via the Senate
Regulations homepage. You should attend all lectures, seminars, practical sessions and other formal classes
specified in your course timetable, in person or virtually as the course allows, unless you have been officially
advised that attendance at a particular session is not compulsory or you have received formal approval for
absence. You are also expected to undertake all assessments set for you.
The University operates a Student Attendance Monitoring System. Your attendance will be monitored
throughout the academic year and if sessions are missed without an acceptable explanation being provided to
your school then you will be contacted in accordance with the stages laid out in the University’s Policy on
Student Engagement.This can result in your case being referred to an Attendance Panel and your course of
study being suspended or terminated.

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You can find the Policy on Engagement via the Senate Regulations homepage in the related policies section.
If you are an international student and your course is terminated this will be reported to UK Visas and
Immigration (UKVI), in line with University sponsor obligations.
Neglect of Academic Obligations

You are expected to attend, in person or virtually, all learning and teaching events which are timetabled for you.
These include lectures, tutorials or practical classes. You are also expected to submit work within the deadlines
notified to you. Persistent failure to attend taught sessions and/or to submit work, without good cause, will be
considered to be a neglect of academic obligations. School procedures for dealing with neglect are set out
within the University’s Senate Regulations (see Senate Regulation 4: Neglect of academic obligations). In the
most serious of cases of neglect the University has the right to terminate a student’s course.
Examination Regulations
If your course involves any campus based exams you must ensure that you are familiar with the University's
Examination Regulations. These contain a variety of regulatory information and instructions relating to campus
based exams, including the rules governing:
 scheduling
 admittance
 student conduct
 permitted and prohibited items and clothing
 use of calculators and dictionaries
 absence due to illness
 cheating
You can also find information about exams in the Students’ Guide to Exams
In the 2020/21 academic year much of your assessment will take place remotely, such as open book exams. For
the majority of assessments the University has stipulated that they will be submitted in 24 hour assessment
windows to ensure that they are accessibility and inclusive. In exceptional cases, such as where there are
professional body requirements, some assessments may have significantly shorter assessment windows. The
specific format of assessments will be set out in the module information. Whatever the form of assessment the
University expects students to follow the principles of academic integrity, further details are included below.
Suspension of Studies
A suspension of studies is an approved period of absence away from your programme of study. If something is
affecting your ability to study and you need to take some time away then you may apply to suspend your studies
and return at a later point.
If you are considering suspending your studies we are here to help you make the right decision for you. Before
making a decision we would strongly advise that you speak with your academic school and, if relevant, support
services at the University. In addition, there are likely to be practical repercussions on your student funding, the
fees you are due to pay the University and your accommodation. It is important you understand these before
you make your decision.
You should discuss with your school the length of time you take away to ensure your return point is appropriate.
To request a period of suspense you must complete the suspense request form and then submit it to your
school.
More detailed guidance on suspension of studies.

VERSION 1.7
Withdrawal from Studies

A withdrawal from studies is when you permanently leave your programme of study. If something is affecting
your ability to study and you need to take some time away then you may wish to consider suspending your
studies and returning at a later point rather than completely withdrawing.
If you are considering withdrawing from your studies we are here to help you make the right decision for you.
Before making a decision we would strongly advise that you speak with your academic school and, if relevant,
support services at the University. In addition, there are likely to be practical repercussions on your student
funding, the fees you are due to pay the University, and your accommodation. It is important you understand
these before you make your decision.
If you are withdrawing because you want to take a different course at the University, you should speak to the
course team about the possibility of transferring course. If, however, you are absolutely sure that you wish to
withdraw you must complete the withdrawal form.
More detailed guidance about withdrawal from studies.
Course Details
Degree Programmes
Chemistry (Aboard/Industry)
Chemistry with Forensic Science (Abroad/Industry)
Pharmaceutical Chemistry (Abroad/Industry)
Modules, Semesters and Levels

The Degree courses listed above are based on 'Levels' corresponding to the three or four years of the BSc or
MChem degree courses, respectively. They are modular in structure and comprise a series of Core and Optional
Modules which are self-contained in one of the two semesters. The academic year is divided into two semesters.
[NOTE: There are no end of module exams in January at Level 4]
Programme and Module Specifications

In the programme specification you will find a summary of the aims of your course of study and its learning
outcomes, alongside details of its teaching and learning methods and means of assessment. The programme
specification also identifies the core modules that make up the course and any choice of optional modules. Each
module has its own specification that formally records that module’s aims, teaching and learning methods,
assessment components and their percentage weighting.
View the programme and module specifications for your course.
Coursework Submission
You should make sure that you submit your assignments by their due date to avoid any marks being deducted
for lateness. Penalties for late submission of coursework follow the University scheme defined in Senate
Regulation 7: governing the assessment of taught programmes.
Change of Module
Discuss your options with your personal tutor, or another appropriate member of staff in your school, if you are
considering a change of course or module. Changes of course or module require approval by your school and will
only be allowed in certain circumstances.

VERSION 1.7
See www.le.ac.uk/sas/courses/transfercourse or www.le.ac.uk/sas/courses/transfermodule for details of the

procedures involved and deadlines that apply.
Changes to Your Course

At the University of Leicester we are always trying to improve our teaching in response to the demands of
employers, advances in subject knowledge and the responses of our students. As a result, it may be necessary
on occasion to make some alterations to particular aspects of a course or module. Further information on the
types of changes we might make can be found in our terms and conditions under item 5. Variation
When changes occur, the University will ensure that you are consulted and provided with sufficient notice to
respond. Should you have any questions about changes to your course or modules, please speak with your
personal tutor or course director in the first instance.
Marking and Assessment Practices

Student anonymity will be preserved during the marking of all formal examinations. Summative coursework (i.e.
coursework that contributes to your module mark or grade) will be marked anonymously unless there are sound
educational reasons for not doing so, or the type of assessment makes anonymous marking impractical. The
University also ensures that the assessment for modules that contribute towards your degree classification is
subject to a system of moderation whereby another member of staff reviews a sample of the marking.
Each programme at the University has one or more External Examiners, who are members of staff of other
institutions that review the academic standards at the University and confirm that these are appropriate and
comparable with other Universities.
To ensure that the University’s external examining arrangements are transparent, we publish the names and
home institutions of our external examiners who are currently in post. You can find out the External Examiner(s)
for your course and view the most recent External Examiner reports.
Feedback and the Return of Work from Staff

Coursework
The School complies with the University’s policy for the return of marked coursework.
General principles:
 Feedback and provisional grading on coursework will be returned within 21 calendar days of the
published submission date. This turn-round period is extended accordingly if it includes any bank
holidays or other days when the University is officially closed;
 In exceptional circumstances where this standard feedback turn-round is not possible for a particular
piece of coursework, you will be notified in advance of the expected return date and the reasons for the
longer turn-round time. In this instance, where possible staff will provide some interim feedback: for
example in the form of generic feedback to the class regarding common errors and potential areas for
improvement;
 Alternate arrangements may apply for feedback on very large-scale pieces of work, such as dissertations.
Written feedback will be given for all tutorial, PBL and practical work either on a cover sheet or through
Blackboard within 21 days of the submission date. To improve your performance you should act on this
feedback. In exceptional circumstances where this is not possible, you will be notified in advance of the expected
return date and the reasons for the longer turn-round time.
[For full details see http://www.le.ac.uk/sas/quality/student-feedback/return-of-marked-work]

VERSION 1.7
At the end of all theory modules there will be an opportunity for you to comment on the difficulty of the course,
quality of the lectures, handouts and associated workshops or tutorials. This information is used by the School to
improve the quality of the courses. The results will be fed back to the Student/Staff Committee in the following
academic year.
Examinations
The School complies with the University’s policy for the return of feedback on examinations.
General principles:
• Following the approval of the provisional results by panels or examination boards, schools will make the
results available to students. Where appropriate this will include a breakdown at the level of the
examination and coursework.
• Schools will arrange for feedback on examination performance to be provided.
Progression and Classification of Awards

The University’s system for the classification of awards and the rules of progression are defined in Senate
Regulation 5: governing undergraduate programmes of study. Look on the Senate Regulations webpage for the
version of Senate Regulation 5 that applies for your student group.
Any progression requirements specific to your course are stated in its programme specification.
Referencing and Academic Integrity

Principles of academic integrity apply to the work of everyone at the University, staff and students alike, and
reflect the University’s commitment to maintaining the highest ethical and academic standards. A key part of
this is acknowledging where and when, in the process of producing your own work, you have drawn on the work
of others. In practice, this means that the ideas, data, information, quotations and illustrations you use in
assignments, presentations, reports, research projects etc. must be credited to their original author(s). This
process of crediting the work of others is achieved through referencing (see the section below on ‘Referencing
styles’). Failure to do this properly is to risk committing plagiarism: the repetition or paraphrasing of someone
else’s work without proper acknowledgement.
What we mean by ‘plagiarism’, ‘self-plagiarism’ and ‘collusion’

Plagiarism is used as a general term to describe taking and using another’s thoughts and writings and presenting
them as if they are our own. Examples of forms of plagiarism include:
• the verbatim (word for word) copying of another’s work without appropriate and correctly presented
acknowledgement;
• the close paraphrasing of another’s work by simply changing a few words or altering the order of
presentation, with or without appropriate and correctly presented acknowledgement;
• unacknowledged quotation of phrases from another’s work;
• the presentation of another’s concept as one’s own;
• the reproduction of a student’s own work when it has been previously submitted and marked but is
presented as original material (self-plagiarism).
Collusion is where work is prepared or produced with others but then submitted for assessment as if it were the
product of individual effort. Unless specifically instructed otherwise, all work you submit for assessment should
be your own and must not be work previously submitted for assessment either at Leicester or elsewhere.
Find out more about how the university defines plagiarism, self-plagiarism and collusion.

VERSION 1.7
The University regards plagiarism and collusion as very serious offences and so they are subject to strict
penalties. The penalties that schools are authorised to apply are defined in the Regulations governing student
discipline (see Senate Regulation 11, heading ‘Plagiarism and collusion: School penalties for plagiarism and/or
collusion).
Resources and advice to help you study with integrity and avoid committing
plagiarism
Negotiating these various rules, regulations and conventions can sometimes be a challenge, especially if they are
new or different from previous experiences of studying. Check the ‘Don’t cheat yourself’ resources for guidance
on how to manage your studies so that you meet the required standards of critical scholarship and academic
integrity.
If you are in any doubt about what constitutes good practice, ask your personal/academic tutors for advice or
make an appointment with Student Learning Development for individual advice.
One of the most important practices in ensuring the academic integrity of your work is proper referencing. The
following section contains details of how to ensure your work meets the specific referencing requirements for
the discipline(s) you are studying.
Referencing style
You must use a consistent referencing style when referring to books and other publications that you have read
for your coursework. Most subject areas have a specific referencing style that you are required to use. If you
are on a Joint programme you may find that your subjects use different referencing styles and it is important
that you use the correct ones. Use our How to reference resources to find out which referencing style your
school uses and access information and help on each referencing style.
Requirements differ on how to arrange bibliographies (complete list of all reference and other sources at the
end of your coursework) and whether references are included within the word count for your coursework –
please refer to any separate guidance provided on these points.
Mitigating Circumstances
The University considers a mitigating circumstance to be a recognisably serious or significant event, affecting a
student’s health or personal life which is beyond the student’s control. The events are sufficiently serious
enough in nature to result in the student being unable to attend, complete, or submit an assessment on time.
If you submit or attend an assessment on time, you cannot then request mitigating circumstances on the basis
that your standard of performance in the assessment may have been affected unless you submit evidence that
your judgement was affected in reaching the decision on whether to attend or submit.
You must keep your school informed at all times of any personal circumstances that may impact upon your
ability to undertake assessments. Tell your school about any such circumstances at the time they occur. You
need to supply supporting documentation (e.g. a medical certificate) as soon as possible. The deadline for
submission of a mitigating circumstances claim will be no later than seven calendar days after the assessment
deadline to which it relates.
Find out more about the mitigating circumstances regulations, policy and procedures – including, the
University’s definition of a mitigating circumstance and how to submit a mitigating circumstances request.
Your Mitigating Circumstances administrator can be contacted via email on mitcircspcn@le.ac.uk and are able to
assist with any queries you have around Mitigating Circumstances.

VERSION 1.7
Personal Support for Students

School Student Support Arrangements
From discussion of academic progress, to friendly advice on personal matters; personal tutors are there to
provide support, advice and guidance on an individual level. Common topics for discussion may include course
changes, study progress, module choices, exam results, career opportunities or more personal problems such as
accommodation or financial difficulties. Supporting you in your studies is key to the educational approach of the
University of Leicester. Your personal tutor will be available on campus and/or online, as appropriate to suit your
needs at the time. The School’s personal tutor system operates in accordance with the Code of Practice on
Personal Support for Students.
In 2020/21, we will be regularly checking in with students who are studying via blended learning to ensure that
you have all of the academic and pastoral support that you need.
Equal Opportunities
The School’s Equal Opportunities officer is Professor Paul Cullis (pmc@le.ac.uk). If you would like to raise any
concerns related to equal opportunities (ethnicity, gender, disability etc.) please contact Paul at the e-mail
address above.
Athena SWAN
The School of Chemistry was successful in achieving a Silver Athena SWAN award in November 2016. This
achievement shows the School’s commitment to advancing women’s careers in higher education and research in
science, technology, engineering, maths and medicine (STEMM).
The beliefs underpinning the Athena SWAN Charter are:
 The advancement of science, technology, engineering, maths and medicine is fundamental to quality of
life across the globe.
 It is vitally important that women are adequately represented in what has traditionally been, and is still,
a male-dominated area.
 Science cannot reach its full potential unless it can benefit from the talents of the whole population, and
until women and men can benefit equally from the opportunities it affords.
The good practice that arises from implementation of the Athena SWAN ethos is of benefit to everyone in higher
education.
 Good practice is of benefit to all staff and students; bad practice adversely affects the careers of women
more than men.
 Good practice does not target initiatives solely at women, processes that are transparent and fair are of
benefit to everyone.
For further information on Athena SWAN please see the following webpage:
http://www2.le.ac.uk/departments/chemistry/athena-swan-1
If you have any suggestions for embedding the Athena SWAN ethos in the School of Chemistry, or would like to
get involved in Athena SWAN activities, please contact the Chair of the School Athena SWAN committee, Dr
Mark Lowe (mpl10@le.ac.uk).

VERSION 1.7
University Student Support Arrangements

Student Services Centre
Visit the Student Services Centre to access careers advice, information about part-time work, fee and
accommodation payments, new or replacement ID cards, visa and immigration support and much more. Our
experienced and helpful staff are available Monday to Friday and can be contacted on: studentservices@le.ac.uk
Supporting Your Wellbeing

The Wellbeing Service offers a range of therapeutic sessions to support you to thrive whilst at university,
including self-help resources, counselling and yoga, that can be individual or group based, live or pre-recorded.
Student Finance Advice and Managing Your Money

If you have concerns about managing your money, trained advisers can help you consider your options that are
available for you. The Student Welfare Service is available to support if you are experiencing financial difficulties.
This may include accessing additional money from the hardship fund, looking at budgeting or external funding
options.
Specific financial support is available for UK Home students; if you have a disability or long-term health
condition, if you are a young carer, care leaver, estranged student, mature student, asylum seeker or refugee.
There are also a number of bursaries and scholarships available.
Report and Support

The Standing Together Team works to tackle unacceptable behaviours and provides support if you have been
affected by them. The Team can support you with their reporting and support options and help coordinate any
support you may need.
Student Health
We recommend that you register with a doctor (General Practitioner) in Leicester during your time here –
particularly if you have a pre-existing health condition or if you have missed your vaccinations for measles,
mumps and rubella, or meningitis. We work closely with Victoria Park Health Centre, and many of our students
register there as it is right next to campus. You can find other doctors and NHS services on the NHS website
(details below).
If you have a pre-existing medical condition, you are advised to bring a letter explaining your condition and
current treatment, and enough medication to last at least a few weeks to allow you time to register with a local
doctor.
Take a look on the University website for more information about student health and wellbeing, including how
we are responding to the Covid-19 pandemic.
 Victoria Park Health Centre, 203 Victoria Park Road, Leicester LE2 1XD | Telephone: 0116 2151105.
 Find NHS services near you
University Health and Wellbeing Information

 Register with a doctor
 Support and wellbeing
 Our response to coronavirus (Covid-19)

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AccessAbility Centre
The AccessAbility Centre offers a range of services to all students who have specific learning difficulties, such as
dyslexia, disabilities or long-term conditions including mental health, physical and autistic spectrum conditions
which have a substantial day to day impact on their studies. Staff offer one to one study support, the co-
ordination of alternative examination arrangements and assistance with applications for the Disabled Students'
Allowance. It is possible to be screened for specific learning difficulties and access to formal assessment is
available. Students are means tested to see if they are eligible for assistance with the cost of formal
assessments. The open access Centre acts as a resource base for students and staff and is a relaxed and quiet
place for students to work. Its computers are equipped with specialised software for screen reading for blind
students. Speech output and planning or mind-mapping software is on the University network. The Centre has
some specialised equipment (CCTV, enlarged keyboard, and chairs) and some for loan (chairs, writing slopes and
digital recorders). Photocopying, scanning and printing facilities are also available. The Centre welcomes self-
referrals as well as referrals from academic staff.
In light of the Covid-19 situation, the AccessAbility Centre is currently providing remote 1:1 support study
support to disabled students via MS Teams, phone or email. You can contact us by email at accessable@le.ac.uk
to make an appointment
Contact: AccessAbility Centre, David Wilson Library | Tel/minicom: +44 (0)116 252 5002 | accessable@le.ac.uk
(initial contact by email is advised) | www.le.ac.uk/accessability
Careers and Skills Development

Career Development Service
Our award-winning approach to career development will help you plan and secure your next step; we have
recently been awarded by graduate employers for having the best strategy for preparing students for work after
university. We’re here for you from the moment you arrive, through to your graduation and beyond, providing
you with the skills and knowledge to manage your own career development and succeed on whichever path you
choose.
‘My Student Journey’ is an easy to follow, step by step process that will help you figure out what to do once
you’ve graduated:
In your first year, you will be completing the Leicester Award – a personal skills development programme
delivered in partnership with your school. The programme will enhance your self-awareness, develop your
transferable skills and boost your CV.
This will prepare you to take advantage of Leicester Award Gold in your second year – an advanced professional
development programme which gives you access to professional mentoring, exclusive employer events and
opportunities, along with specialist support for securing substantial work experience.
Our tailored finalist support is there for you whether you know exactly what you want to do, or are still making
up your mind. Whatever your situation, we can help!
This is all supported by one-to-one appointments. You can book as many of these as you need with our friendly
and expert advisers for tailored support covering everything from deciding what career is right for you, to career
planning, gaining experience, job hunting, CVs, applications and mock interviews.
Contact the Career Development Service
0116 252 2448 | studentservices@le.ac.uk | www.le.ac.uk/careers | Follow us on Twitter @uolcds and
Facebook fb.com/leicstudentlife and Instagram www.instagram.com/leicstudentlife

VERSION 1.7
Careers and Skills Development

Career Development Service
As a postgraduate student, you might be wanting to progress your career or even change your career path. The
Career Development Service is here to help you achieve your career goal.
You will have the opportunity to complete the Leicester Award and the Leicester Award Gold – personal and
professional development programmes, that you can complete on campus or online, which will develop your
self-awareness and career planning and give you the tools to articulate your skills and achievements from
previous experience. Completion of these programmes gives you access to professional mentoring, exclusive
employer events and opportunities, along with specialist support for securing valuable work experience.
In addition to this, you will have the opportunity to book one-to-one face to face, telephone or Skype
appointments with our friendly adviser team for tailored support with career planning, job hunting, CVs,
applications and mock interviews.
Contact the Career Development Service
0116 252 2448 | studentservices@le.ac.uk | www.le.ac.uk/careers | Follow us on Twitter @uolcds and
Facebook fb.com/leicstudentlife and Instagram www.instagram.com/leicstudentlife
Student Voice: Giving us your feedback

Throughout the year the University will ask you about your experience. Covering your course, the Students’
Union, and your experience at Leicester more broadly, your voice – telling us how satisfied you are, and what we
could improve – drives the improvements we make.
EMitigating ach year you will have three ways to tell us what you think about your experience:
Your course
Talk to a member of staff. Study at Leicester should be enjoyable, rewarding and challenging. If you have any
comments or concerns about your course, speak to academic staff leading your seminars, tutorials or lectures.
Module evaluation. You will be asked to provide feedback about your course throughout your degree. This often
takes place at the end of every module.
School Student Staff Committee. Your school has a Student Staff Committee, which discusses the best ways for
learning and teaching to take place and is a place to provide feedback. If you have any concerns or suggestions,
talk to your course rep or attend a meeting yourself.
Student Experience Surveys

Whatever you are studying, you will be invited to take part in one of our University-wide surveys each year.
In your final year this will be replaced by the National Student Survey (NSS). The NSS is an independently run
survey that asks final year undergraduates across the country about their experience, so that this can be used to
help prospective students compare different courses and universities.
Your Students’ Union

Course Representatives: Course Reps are student volunteers, elected for a year to represent the views of their
cohort at course-level, in meetings with academic and administrative staff, as well as senior staff. Elections take
place in the autumn each year and to find yours simply tap the ‘Course Rep’ tile in MyUol.

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Student ideas: Have you got a question about something that happens in the Union? Or a great idea to improve
things? Then don't keep it to yourself. It's really very easy to submit your suggestions – just fill out a short form
online to submit your idea.
Finally, you can also provide feedback at any time via:
 MyUol. The ‘Questions and Feedback’ tile lets you ask questions and rate University life. Not
downloaded it yet? Just search for MyUoL on the App or Play stores to download.
 Your personal tutor. Don’t forget, your personal tutor supports your learning and listens to your
academic or personal concerns. Seek help when you need it, so any feedback can be addressed. Your
personal tutors details can be found under the Staff Contact section.
Student Feedback Questionnaires

The School values your feedback on all of our teaching activities and makes every effort to act upon it to improve
the teaching experience for all of our students. You will have the opportunity to give your feedback on every
module that you take in the School through the end of module questionnaires which are made available on
Blackboard. Your feedback from these questionnaires is considered by the module convenor during the annual
course review which takes places over the summer and each convenor must propose a plan of action to deal
with any substantial issues that may have been raised. The School Learning & Teaching Committee oversees the
process and ensures that appropriate changes are indeed made in response to feedback. A summary of the list
of actions from the course review is made available to students through the Student Staff Committee (SSC) and
Blackboard during semester 1.
We appreciate that sometimes students will want to raise specific issues during a module rather than wait until
the questionnaire. You can do this through the SSC, your personal tutor and/or the year tutors or by contacting
the Head of Teaching (Dr Williams) directly. We would encourage you to raise any potential issues through one
of these channels as soon as possible so that we can respond quickly and take any necessary action. Any actions
arising as a result will be reported back through the SSC and/or Blackboard.
Student Staff Committees

Student representatives are invited to sit on the Student/Staff Committee (SSC), usually from each year group,
one representative for each degree course. The Committee meets at least once each semester to discuss any
issues about the courses or other matters of concern. If you wish any matters to be raised, please contact your
year/course representative. Elections for student representatives are usually held by the Student Union, early in
the first semester (or at the end of the previous year for returning students).
The Agenda for committee meetings are circulated by email to all members at least one week prior to the
meeting date and minutes are circulated as soon as possible following.
For more information about the SSC please see the noticeboard in the George Porter foyer.
The terms of reference will be circulated to all representatives at the start of the year but are also located at:
http://www2.le.ac.uk/offices/sas2/quality/codes/documents/sscommittees.pdf
To see the elected representatives for this year:
https://www.leicesterunion.com/top-navigation/voice/academic-representation/department-reps?
parent_link=green-menu-wrapper

VERSION 1.7
School/Course Prizes
The prizes for Level 3 and 4 students are:
Best graduating student (BSc or MChem) Hunter Medal
Top graduating BSc and MChem students Dunlop Polymer Engineering Prizes
Best graduating student in Pharmaceutical Chemistry Celltech Prize
Best graduating Chemistry with Forensic Science student Waters Prize
Best final year research project and dissertation Sarah Drabble prize
Societies
ChemSoc is the School’s Chemistry society. ChemSoc organises regular social and academic events for anyone
with an interest in Chemistry. Events include joint socials with other societies, the ChemSoc Easter Ball, curry
nights, laser tag, quiz nights, post-exam celebrations and pre-exam relaxation. The ChemSoc committee
members are:
Bethany Roberts, Priyanka Mukherjee, Emma Subhani, Anais Fletcher, Anya Kershaw-Sweeting and Flynn
Jennings.
For further information on ChemSoc please see their noticeboard in the foyer, Facebook (@University of
Leicester ChemSoc 20/21), Twitter (@leicschemsoc) or Instagram (@uol_chemsoc).
Safety and Security

As part of your induction and when you first start using the School’s labs you will be given detailed safety and
security information. Specific safety information is covered under ‘Laboratory Work’.
Laboratory Information
Laboratory Work
In your final year your laboratory work will usually be centred around your MChem research project. In this
project you will be expected to use many of the practical techniques you have developed earlier in the degree
and bring together all of the theoretical knowledge and practical skills you have developed in a capstone project.
Much more independent thinking and planning will be required and you will also be expected to be much more
critical in your interpretation of results and design of experiments.
The majority of final year research project will involve you working in one of the Schools research laboratories
and you will be expected to follow the general safety requirements for research working as well as more local
lab specific rules.
You cannot graduate without passing both modules of the final year project . There are no resit opportunities
for the practical element.
If you are ill and miss some days of labwork you must complete a mitigating circumstances form and inform
your supervisor. If your absence is prolonged (> 2 weeks) then we may need to reconsider your project and
adapt it such that you can possibly continue. Missing too much of the practical aspect of the project (even if
mitigated) may mean that the project ILOs cannot be met; these need to be met in order to graduate and so it

VERSION 1.7
is important that you keep us informed of any longer mitigating issues so that we can discuss options with
you.
Laboratory Books for recording your experiments

A special notebook for recording your experiments is provided in your starter pack.
Broken glassware
If your glassware breakages total more than £50, you will be invoiced for breakages over and above this amount.
Safety in the Chemistry Laboratories

Every effort is made to teach you the hazards associated with handling chemicals. Special risks are identified in
the laboratory manuals. For women who are pregnant or are anticipating pregnancy, it is essential that they see
the University 'Guidance Notes for New or Expectant Mothers'. This booklet and advice can be obtained from
the Students' Union Welfare Office.
Pregnancy
The School has a duty of care for everyone working in the Chemistry buildings, however under current health
and safety legislation pregnant workers are considered to be at special risk. The most important aspect for a
student who becomes pregnant is to inform the School as soon as their pregnancy is confirmed.
The School’s primary advice to a student in this situation is to take temporary withdrawal from their degree
course or defer their registration.
In exceptional cases the School recognises this may not be practicable and will then consider each case on an
individual basis. If the School decides to allow the student to continue it will advise the student of the risks
involved and will instigate the following procedures to minimise the risk.
 The Course Convenor with co-operation from other staff as required will produce a full risk assessment
of all the practical’s being undertaken by the student in the UG laboratory, assessing the implications to
a pregnant worker.
 Further risk assessments (including COSHH) will also be undertaken of the chemicals you use and may
come into contact with in your practical studies in the various laboratories you may work in.
 The completed risk assessment will be given to you and a copy will be retained by the School for their
records.
 If the Course Convenor deems it necessary, a written protocol will be issued highlighting the procedures
the student must follow.
 The written protocol will be issued to you and also held by the School for their records.
 Where practicable further consideration will be given to other experimental work being carried out in
the shared laboratories when you are present, any special advice regarding risk from other work will be
communicated to you and a record held by the School.
The School will strive to minimise the risks you may encounter working in a shared UG laboratory, however all
risks cannot be eliminated.
On receipt of the risks assessments and any special instructions from the Course Convenor you will be required
to sign a declaration that you agree to adhere to the risk assessments, follow any special instructions, have read
and understood the course of action that the School is taking to enable you to continue your studies while
pregnant and that you have considered and accept the risk involved to you and your unborn child.

VERSION 1.7
Personal Belongings
Your personal belongings are not covered by the University’s insurance. You are therefore advised to check
whether your parents’ or family policies provide adequate protection. If not, private insurance arrangements
should be made.
A lost property service operates from the Security Lodge, which is situated at the far end of the Fielding Johnson
Building on Wyggeston Drive, University entrance No. 1.
Bicycles may be brought onto the main campus but must be placed in the cycle racks provided, and appropriate
security measures taken to help to prevent bicycle theft and damage.
Complaints and Academic Appeals Procedures

The University has robust systems in place governing the quality and standards of its degree programmes and
your experience as a student here. We are confident that, like the vast majority of students here, you will enjoy
and be satisfied with your overall experience.
In most instances, your academic school will be able to resolve any issues that do occur but we recognise that
this will not always be possible. For this reason, the University has formal complaints and academic appeal
procedures that are available to students.
An academic appeal allows you in certain circumstances to ask for a review of a decision relating to your
academic progress or your final award. You can only submit an appeal after you have received official
confirmation of the decision of a Board of Examiners, or other relevant academic body.
Whereas if you have a complaint about teaching or supervision or other circumstances that relate to the delivery
of your course then these should be raised as a complaint with your academic school at the earliest opportunity
and, if necessary, subsequently through the formal complaints procedure.
Guidance about the complaints and appeals procedures should be read in conjunction with the University’s
Regulations governing student appeals and Regulations governing student complaints – see Senate
Regulations 10 and 12.
Personal Tutors
Your personal tutor continues to be the same person as last year (except for certain cases, where you will be
advised of any change). You are required to see your personal tutor in semester 1 and 2. It is important to
continue seeing her/him and you should feel free to turn to her/him if you have difficulties of any kind, and in
particular you should discuss any circumstances which may affect your academic work or your enjoyment of
University life.
Very occasionally, a student has wished to change personal tutor. Should you ever wish to do this, you should
raise the matter with Dr Sandeep Handa, the Tutor with special responsibility for all fourth year students, or, if
this is not possible, with the Head of School.
Student Skills Record/Personal Development Planning

During your course you will be expected to keep a record of your learning and skills development. This is useful
in helping you identify your strengths and weaknesses. Many employers now ask to see this record. You should
discuss this with your Personal Tutor.
Personal Development Planning (PDP) is a structured and supported process designed to give you the
opportunity to reflect on your progress and plan for your future development. In doing so, it is hoped that PDP

VERSION 1.7
will better enable you to improve and enhance both your academic performance and your prospects for
professional and career success after graduation. PDP will help you to:
 recognise the skills and abilities you are developing;
 identify areas for improvement and development; and
 think about how you can improve your employability and career prospects
In addition, Learning Development provides some more general information about what PDP is, and how you
can engage with it: www2.le.ac.uk/offices/ld/personal-development-planning-pdp
The Weighting of Modules for your Degree

For all degrees your performance in the first year does not count towards your overall mark. Your mark in years
2, 3 (and 4) counts towards your overall Degree classification as shown below.
MChem degrees
BSc degrees (3 year)
(including Abroad/Ind)
Level 1 0% Level 1 0%
Level 4 50%
Note: In order to qualify for the Hons degrees you must gain 120 credits each year (and average more than
40%). In order to gain credit in a module you must achieve at least 35% in that module (and average more than
40%).
Average mark Credits over final 2 years (see below for MChem) Degree
50 credits or more failed Fail
> 70% 1st
67-69 120 credits at 70% or better, failed modules < 40 credits 1st
If not 120 credits >70% or 40-45 credits failed 2.1
60-66 2.1
57-59 120 credits at 60% or better, failed modules < 40 credits 2.1
If not 120 credits >60% or 40-45 credits failed 2.2
50-56 2.2
47-49 120 credits at 50% or better, failed modules < 40 credits 2.2
If not 120 credits >50% or 40-45 credits failed 3rd
40-46 3rd
35-39 this is not an honours degree. Pass
<35 Fail

VERSION 1.7
For MChem degrees the scheme is essentially the same except that years 2, 3 and 4 are considered; for
promotion to the higher category students will need 180 credits (out of 360, i.e. years 2,3 and 4) in the higher
category.
[Note: Candidates on a borderline may have a viva with the external examiners. For details of border-line
categories, see http://www.le.ac.uk/academic/quality/Codes/examining/ ]
Module Assessment
Assessment of performance is relative to defined criteria, which means that your mark depends only on your
performance and not on that of the rest of your class. The bulk of the assessment of each module consists of the
end-of-semester exam. For details of the amount of continuous assessment and length of the exams see the
individual module details (appendix).
Students must be available to attend examinations on any date within the formal assessment periods, including
Saturdays.
Examinations
Finding out your exam marks
You will be able to see your exam results by logging onto MyStudentRecord. For Midsummer exams, marks will
be available just before the end of term.
Calculators
Permitted calculators are the Casio FX83 and FX85 models.
See http://www.le.ac.uk/sas/assessments/examsguide for the most up to date information.
Anonymity
Formal University end of semester exams are marked anonymously. You will need to take your student ID card
with you to all exams, this has your candidate number on it. During the first semester you will be sent
confirmation of modules for which you have registered. Ensure that you cross check this.
External moderation of examinations and degrees

All Level Four Module examination papers are scrutinised by one of three external examiners. These examiners
may also see the student scripts and they are present at the final examiners' meeting at which degree
classifications are decided. They also conduct oral (viva) examinations on students who are borderline between
degree classifications.
The three external examiners this year are:
Organic: Dr Paul Davies (Birmingham)
Inorganic: Professor M. Winter (Sheffield)
Physical: Professor H. Fielding (UCL)
The purpose of external examiners is to moderate the standard of the examination papers and their marking to
ensure that degree classifications in Chemistry in Leicester are not out of line with similar degrees in other
British Universities. The examiners have a three year term of service. They may make suggestions and criticisms
on the degree course and standards which we are expected to respond to. Their active participation in the
examination process helps to make Leicester University Chemistry degrees respected nationally.

VERSION 1.7
Course Transcript
A Course Transcript is given to you when you are awarded your Degree. This lists all the modules you have taken,
with the associated marks.
At the end of an academic year if you need a transcript you can order one at the following website
http://www2.le.ac.uk/offices/sas2/studentrecord/transcripts/year
If you need information on your marks (for instance for an interview) before the end of an academic year please
contact the administrative team in the front office or by e-mail to chemadmin@le.ac.uk and a letter with your
marks to date can be produced. Please note that marks are subject to change before the end of the academic
year and this letter will state this.
Private Study and Vacations

Time for private study is not timetabled, but it is the most important aspect of your work while you are at
University. Private study includes the time you will need to spend consolidating your understanding of the
information given during lectures (for instance by watching the lecture capture or reading a textbook). It is very
important that you do this as the course proceeds and that you do not think that hasty revision just before a
formal examination will be adequate. Study in the Christmas and Easter vacation periods are particularly
important since examinations are held soon after your return.
Private study also includes reading round the subject and putting some flesh on the skeleton provided by the
formal course. This means not only reading the recommended texts, but also thinking about them and
questioning them, and making additional notes to supplement the lectures. On average you should be doing
around two hours’ private study for each lecture. You should also read books of general scientific interest and
periodicals such as the New Scientist and Scientific American. As the course progresses you will be, increasingly,
reading more specialist chemical journals. You will find copies of most of the basic chemistry text books in the
Main Library: you should explore this collection at an early stage.
Assessment Deadlines
Almost all of the modules that you are taking will have some continuous assessment that contributes towards
the final mark. These assessments can take a variety of forms e.g. tutorial work, practical reports, written
assignments (some under exam conditions), Blackboard tests, presentations, poster exercises etc. During the
course of the year you will need to meet numerous deadlines for submitting these assessments and will also
need to plan your work accordingly such that you are prepared for any tests. To help you plan your time the
School will list the major assessment deadlines/dates of continuous assessment test at the start of each
semester (available on Blackboard). You should note that the list of deadlines is only provisional and the actual
date may change slightly (any changes will be communicated to you by the module convenor/lecturer), however
you should find them useful when planning ahead.

VERSION 1.7
Level 4 Modules for Each Degree
Pharmaceutical*
Chemistry*
C = Core
Forensic*
O = Option
Credits
Year Long
CH4201 Advanced Structure Determination 15 O O O
CH4202 Advanced Synthetic Methods 15 O O O
CH4203 Earth System Science 15 O O O
CH4207 Computational Chemistry & Quantum Mechanics 15 O O O
CH4208 Bioinorganic Chemistry 15 O O O
CH4211 Medicinal Chemistry 15 C
CH4212 Advanced Forensic Science 15 C
CH4261 Chemistry Project Part 1 30 C C C
CH4262 Chemistry Project Part 2 30 C C C
Total Core Credits 120 120 120
All Level 4 modules run across the year with final exams taking place in the summer examination period.
The following choices apply with regard to Chemistry Options:

Chemistry – any four options from those available
Forensic Chemistry – any three options from those available
Pharmaceutical Chemistry – any three options from those available
LEVEL 4 MODULES
The following pages contain a brief description of each module and the learning outcomes for these modules.
These learning outcomes are only intended as a guide to the content of the course and the skills you will be
expected to have gained by the end of the course.
The ILOs will provide you with an overview of the general competencies you should achieve by completing the
module but they are not meant to be a detailed, itemised list of everything that appears in a module so
should not be used as the basis of revision. Similarly, not all learning outcomes will necessarily be tested.

VERSION 1.7
Module CH4201 Advanced Structure Determination
Workload Hours
Synchronous Asynchronous
Convenor Lecturers Synchronous Semester Credits
Small Group Lectures/ Asynchronous Other
Lectures
Teaching Presentation
Dr Kilpatrick,
Dr Timmermann,
Dr Sandy Kilpatrick 15 5 10 128 Year Long 15
Dr Pulis,
Professor Ryder,

Aims
The module continues the development of the theory and application of modern spectroscopic methods, especially
resonance spectroscopies (NMR, ESR). Where possible, an interactive 'problem-solving' approach is used in dealing with the
determination of structure and shape in synthetic chemistry. Problems will be set and discussed throughout the module.

Learning Outcomes
Subject knowledge: at the end of this module students should:

 Demonstrate that they are aware of the range of major spectroscopic techniques currently available to synthetic
chemists; recognise and describe the analytical, structural and stereochemical information each technique can provide
 Discuss the magnetic properties of nuclei and electrons, summarise the main features of spectra (resonant
frequencies, line intensities, lineshape) and describe the physical and chemical interactions that define these features
 Analyse and evaluate complex NMR spectra to extract key data; select and make use of appropriate 1D and 2D
NMR experiments in simplifying and assigning spectra fully; predict and rationalize NMR spectra from inorganic and
organic molecules
 Discuss techniques based on Correlation Spectroscopy, their uses and their limitations; apply these techniques to
solve unseen problems
 Discuss the importance of variation of temperature in the study of time-dependent processes using NMR
spectroscopy; evaluate the results of such VT NMR experiments to obtain data concerning equilibria and rates of
reaction

Key skills: at the end of this module students should be able to:

•Use 1D and 2D NMR along with other spectroscopic techniques to identify and fully characterise unidentified chemical
structures

Methods
At Level 4 much greater emphasis is placed upon students’ self-learning and team-learning. Highly complex concepts will be
introduced via a series of lectures that define the module content. Many textbooks and on-line resources are available to
support the students’ learning and assimilation of these concepts (see Year Handbook). Material presented in the pre
recorded lecture videos are provided in the course handbook. This includes problem exercises that will be undertaken
with interactive online timetabled sessions. Additional text and data tables together with nine “tutorial-style” question
sheets for completion at regular intervals within the course are uploaded on Blackboard. Solutions to the problems on these
sheets will be given within the timetabled interactive online sessions and students are expected to have completed all of
the problems on a specific sheet ahead of the timetabled slot. In addition, summaries of relevant Level 1/2/3 core
background theory that is available to help remind students of this material have been uploaded on Blackboard.

Assessment:
Coursework (25%)
Exam (Final) (75%)

Further reading


VERSION 1.7
Hore, P.J., Nuclear Magnetic Resonance 4th Ed., OCP, 1995 [543.087 HOR]; NMR: the tool kit, OCP, 2000, [543.0877 HOR].

Claridge, T.D.W., High Resolution NMR Techniques in Organic Chemistry, Elsevier Science, 2008, [543.66 CLA].
*Online access https://doi.org/10.1016/C2015-0-04654-8

Keeler, J., Understanding NMR Spectroscopy, 2nd Ed., John Wiley & Sons, 2010, [543.66 KEE].
*Online access https://ebookcentral.proquest.com/lib/leicester/detail.action?docID=819213

Rieger, P.H., ESR: analysis and interpretation, RSC, 2007, [538.364 RIE].
*Online access https://ebookcentral.proquest.com/lib/leicester/detail.action?docID=1185449

Atherton, N.M., Principles of Electron Spin Resonance, Ellis Horwood, 1993, [538.3 ATH].

Akitt, J.W., NMR and Chemistry: an introduction to modern NMR spectroscopy, Chapman and Hall, 2000, [543.0877 AKI].

Lambert, J.B. et al., Organic Structural Spectroscopy, Pearson, 2014 [543.5 LAM]; 2010 [543.5 ORG]; 1998, [547.122 ORG].

Iggo, J.A., NMR Spectroscopy in Inorganic Chemistry, OUP, 1999, [543.0877 IGG].

Williams, D.H.; Fleming, I., Spectroscopic Methods in Organic Chemistry, 6th Ed., McGraw-Hill, 2008, [547.346 WIL].

Breitmaier, E., Structure Elucidation by NMR in Organic Chemistry, 3rd rev Ed., Wiley, 2002, [547.30877 BRE].

Friebolin, H., Basic One- and Two-Dimensional NMR Spectroscopy, 2 nd Ed., VCH, 2011 [543.66 FRI]; 1993, [543.087 FRI].

Berger, S., 200 and more NMR experiments: a practical course, Wiley, 2004, [544.67 BER].

Atkins, P.W. et al., Focus 12: Magnetic resonance in Atkins’ Physical Chemistry, 11th Ed., OUP, 2018, [541 ATK].

Fuloria, N.K.; Fuloria, S., Anal. Bioanal. Tech. 2013, 11, 1–8.
*Online access http://dx.doi.org/10.4172/2155-9872.S11-001

Other information

VERSION 1.7
Module CH4202 Advanced Synthetic Methods

Workload Hours
Synchronou
Asynchronou Semeste
Convenor Lecturers Synchronou s Small Asynchronous Credits
s Lectures/ r
s Lectures Group Other
Presentation
Teaching
Year
Dr Handa 7 5 10 128 15
Long
Aims
This module aims to provide students with the skills necessary to propose a synthetic plan for any molecule. The module
will introduce students to the need for and the approaches by which selectivity can be introduced into the synthesis of
target molecules.
Learning Outcomes
 Explain and evaluate different synthetic strategies and methods for stereocontrol as applied to the synthesis of
target molecules; critically analyse proposed synthetic routes based on these methods explain the role of typical
reagents and transformations in modern organic synthesis; evaluate potential synthetic routes to target molecules
rationalizing the use of suitable reagents for selective synthetic transformations
 Use disconnections based on the chemical reactivity of the carbonyl group to propose a retrosynthesis and
synthesis of unseen target molecules
 Predict and rationalise both familiar and unfamiliar organic reactions based on a mechanistic understanding of
reactivity; with particular emphasis on the selectivity (chemo-, regio- and stereoselectivity) of such reactions
 Apply chemo-, regio- and stereoselective reactions for the proposed synthesis of unseen target molecule
Obtain new information from text books, online sources and scientific articles/reviews. Describe and discuss the common
strategies employed in modern day organic synthesis and be able to apply these methods for the synthesis of unseen target
molecules.
Methods
Where possible, an interactive 'problem-solving' approach will be used in dealing with the determination of structure and
shape in synthetic chemistry. Problems will be set and discussed throughout the module. The 22 teaching slots will involve a
variety of teaching methods - lectures, example problems & problem solving classes. Application of the ideas encountered
in lectures to the solution of unseen problems is an essential part of the module.
Assessment:
Coursework (25%)
Exam (Final) (75%)
Further reading
S. Warren, Designing Organic Syntheses, Wiley [547.2 WAR].
G. Proctor, Asymmetric Synthesis, Oxford Primer [547.2 PRO].
R. S. Ward, Selectivity in Organic Synthesis, Wiley [547.2 WAR].
P. R. Jenkins, Organometallic Reagents in Synthesis, Oxford primer [547.05 JEN].
P. Wyatt & S. Warren, Organic Synthesis, Strategy and Control, Wiley.
K. C. Nicolaou, Classics in Total Synthesis, VCH [547.2 NIC].

VERSION 1.7
Module CH4203 Earth System Science
Workload Hours
Synchronou
Asynchronou Semeste
s Lectures/ r
Presentation
Teaching
Year
Dr Stephen Ball Prof Paul Monks 7 5 10 128 15
Long
Aims
Earth System Science views our planet as a single interconnected system. The state of the “Earth system” is the net result of
chemical, physical, biological and dynamical processes involving the geosphere, atmosphere, hydrosphere, cryosphere and
biosphere. Changes within, and feedbacks between, these various “spheres” cause the Earth system to change slowly over
geological timescales (e.g. ice ages). More recently, however, human activities are causing rapid changes in the Earth
system, such as climate change and poor air quality. Inevitably for a module delivered in a chemistry department, the
changing chemical composition of different regions of the atmosphere is a major focus of the module.
Learning Outcomes
 Explain the fundamental physical and chemical processes that control the composition of Earth’s atmosphere.
 Compare, contrast and distinguish between the different physical and chemical processes that occur in the
stratosphere and the troposphere.
 Discuss how human activities can modify atmospheric composition and/or affect climate.
 Discuss some of the societal issues resulting from anthropogenic influences on the Earth system.
 Gain a solid understanding of the science behind climate change, air quality and air pollution.
 Apply concepts from gas kinetics in seen and unseen problems to calculate concentrations of atmospheric gases,
their lifetimes, and sources & sink rates.
 Collate information from textbooks, research literature, atmospheric databases and scientific reports (e.g. IPCC) on
a topic in Earth system science. Cogently present their findings to peers & staff.
Methods
A variety of teaching methods are used: lectures; problems will be set and discussed throughout the module; a database
exercise; poster production and presentation; researching the peer-reviewed literature; reading relevant reports from
scientific bodies (e.g. Intergovernmental Panel on Climate Change). Application of the ideas encountered in lectures to the
solution of numerical problems is an essential part of the module.
Assessment:
Coursework (25%)
Exam (Final) (75%)
Further reading
[1] Richard P. Wayne, Chemistry of atmospheres: an introduction to the chemistry of the atmospheres of Earth, the planets,
and their satellites, Oxford University Press, 2000.
[2] Barbara J. Finlayson-Pitts & James N. Pitts, Chemistry of the upper and lower atmosphere: theory, experiments, and
applications, Academic Press (San Diego), 2000.*
[3] John H. Seinfeld & Spyros N. Pandis, Atmospheric chemistry and physics: from air pollution to climate change, John Wiley
& Sons, 2016.*
[4] C. N. Hewitt & A. V. Jackson, Handbook of atmospheric science: principles and applications, Blackwell publishing, 2003.*
* texts [2,3,4] are available online via the university library
Other information

VERSION 1.7
None
Module CH4207 Computational Chemistry & Quantum Mechanics
Workload Hours
Synchronou
Asynchronou Semeste
s Lectures/ r
Presentation
Teaching
Prof. Ellis and Dr Year
Prof Ellis 11 0 10 128 15
Yang Long
Aims
The aim is to move away from the conventional formulaic approach to physical chemistry and instead to show you the
power of a variety of computational techniques and procedures. You will be exposed to the practice of computational
chemistry through a variety of demonstrations and a mini-project. You will also encounter some of the theoretical principles
that underlie the computational methods, including formal molecular quantum mechanics..
Learning Outcomes
Subject knowledge: at the end of this module students should be able to:
 Discuss the physical principles behind major simulation techniques such as ab initio quantum chemistry, molecular
dynamics and the Monte Carlo procedure
 Use appropriate software packages to predict and analyse properties in individual molecules and molecular
assemblies
 Critically assess the strengths and weaknesses of different simulation approaches for predicting molecular
properties
 Apply knowledge of simulation techniques and computer software simulations to solve unseen chemical problems
 Present data from computational simulations in a clear and concise way
Appreciate what quantities can be readily and reliably calculated using computational chemistry and what cannot. You will
be exposed to software and procedures readily used by many different types of chemist which will allow you to tackle
problems in contemporary chemistry and beyond.
Methods
Problems will be set and discussed throughout the module. The lecture slots will involve a variety of teaching methods
lectures, example problems & computer classes. Application of the ideas encountered in lectures to the solution of unseen
problems is an essential part of the module and your coursework is essentially project work that focuses on a particular
computational chemistry problem.
Assessment:
Coursework (40%)
Exam (Final) (60%)
Further reading
G. H. Grant, W. G. Richards, Computational Chemistry, Oxford University Press (OUP Primers) 1995 [542.8 GRA] F. Jensen,
Introduction to Computational Chemistry, 2nd Edition, Wiley, 2006 [541.0285 JEN] C. J. Cramer, Essentials of Computational
Chemistry: theories and models, Wiley, 2002 [541.0285 CRA] D. C. Young, Computational Chemistry: a practical guide for
applying techniques to real world problems, Wiley, 2001 [542.85 YOU]

VERSION 1.7

VERSION 1.7
Module CH4208 Bioinorganic Chemistry
Workload Hours
Synchronou
Asynchronou Semeste
s Lectures/ r
Presentation
Teaching
Dr Year
Dr Ash 7 6 9 128 15
Suntharalingam Long
Aims
This lecture course aims to introduce the role of various elements in biological systems. We will focus on elements that are
not considered to be the constituents of living matter. The role of trace metals in protein and enzyme active sites will be
looked at in particular detail, along with some of their mechanisms of operation. The module also aims to showcase the use
of metal-containing compounds to treat various human diseases, with an emphasis on the use of platinum agents to treat
cancer.
Learning Outcomes
 Describe the occurrence and function of metals in biological systems including the transport and storage of oxygen
and electron transport processes.
 Describe the ways in which spectroscopic and kinetic techniques, and synthetic model compounds, can be used to
study metalloprotein mechanisms; apply this knowledge to unseen problems.
 Discuss the role played by platinum compounds as anticancer therapies and explain the fundamental coordination
chemistry underpinning their mode of action; critically assess the design features of potential Pt-based anticancer
agents .
 Describe how specific metals are used to carry out activation of small molecules such as H 2, CO, O2, and N2, and
discuss the importance of both metal coordination and macromolecular structure in tuning the chemistry of metal
centres in proteins; be able to rationalise protein function based on metal coordination.
 Apply the knowledge gained in this module to conclude whether a given metal complex/ligand system is suitable
for a particular therapeutic application.
Appreciate the role of metal ions in important biological processes: from a fundamental coordination chemistry and
catalysis point-of-view, as well as from a ‘bigger picture’ enzyme/ protein-level perspective. Be able to rationalise the
mechanism of action of metallodrugs based on their chemical structures. Have the ability to predict and rationalise the
affinity and selectivity of metallodrugs for a given biological target based on their chemical structures.
Methods
Problems will be set and discussed throughout the module. The 22 lecture slots will involve a variety of teaching methods
lectures, example problems & group problem sessions. Application of the ideas encountered in lectures to the solution of
unseen problems is an essential part of the module.
Assessment:
Coursework (25%)
Exam (Final) (75%)
Further reading
Principles of Bioinorganic Chemistry (Lippard & Berg) – University Science Books
Inorganic Chemistry in Biology (Wilkins) – Oxford Chemistry Primers
Biocoordination Chemistry (Fenton) - Oxford Chemistry Primers
Inorganic Chemistry (Shriver & Atkins) – Chapter 27 – Oxford University Press
Bioinorganic Chemistry: Inorganic Elements in the Chemistry of Life, (Kaim & Schwederski) – Wiley

VERSION 1.7
Module CH4211 Medicinal Chemistry
Workload Hours
Synchronou
Asynchronou Semeste
s Lectures/ r
Presentation
Teaching
Dr Hopkinson, Dr Year
Dr Blackburn 21* 5 17 128 15
Hodgkinson Long
* 15 mins per asynchronous lecture
Aims
The course provides students with a thorough appreciation of major topics within medicinal chemistry. Students will learn
about a range of therapeutic areas and the research on-going to advance drug discovery for bacterial, viral and fungal
infections along with cancer and neurodegenerative diseases. To cover this the course blends biochemical and synthetic
considerations to look at the design, synthesis and mode-of-action of exemplar drugs.
Learning Outcomes
 Describe and discuss the concepts of drug targets and the differing strategies used in the drug discovery
process for hit identification
 Describe the various stages of the drug discovery process and evaluate the medicinal chemistry involved
following hit identification through to drug approval
 Describe and explain the key chemical and biological process involved in the development of several major
diseases
 Discuss and rationalize the differing modes of action(s) of given examples of known therapeutic drugs such as
antibiotics and anticancer agents; use this knowledge to predict the mode of actions for unfamiliar drug
candidates
 Discuss and rationalize the organic chemistry involved in the synthesis of commercially available drugs;
propose and critically analyse synthetic routes to potential drug molecules using the chemistry covered in this
module and from core modules in years 1-3
 Describe and critically evaluate contemporary drug discovery strategies including future challenges in this field
 Design the synthesis of complex drug candidates/molecules

 Report and explain the mode-of-action of case study drugs
 Comment on a range of disease pathways
 Design solutions for disease related problems
Methods
Problems will be set and discussed throughout the module. The 22 lecture slots will involve a variety of teaching methods
lectures, example problems & group problem sessions. Application of the ideas encountered in lectures to the solution of
unseen problems is an essential part of the module.
Assessment:
Coursework (25%) Exam (Final) (75%)
Further reading
Directed literature from instructors

VERSION 1.7
Other information
This course builds on some of the material in BS2013, CH3211 and CH1209.

VERSION 1.7
Module CH4212 Advanced Forensic Science
Workload Hours
Synchronou
Asynchronou Semeste
s Lectures/ r
Presentation
Teaching
Ms Patel; guests Year
Prof Hillman 10 5 7 128 15
(practitioners) Long
Aims
Lawyers, forensic scientists and other fact investigators spend considerable time engaged in the gathering and organisation
of “evidence" for presentation at trial. This module aims to provide a specialist practitioner-based perspective of the
application of diverse scientific methods in the acquisition, interpretation and presentation of physical, biological and other
evidence. By combining selected activities from the fields of forensic archaeology and the law of evidence with the
experience of forensic science practitioners, the module aims to develop the ability to visualize the full train of events from
searching for evidence through to its presentation in court. Topics to be covered will include the processes of “proof”, trial
rules of evidence admissibility, legal relevance, direct and circumstantial evidence, and burdens and standards of proof.
Learning Outcomes
 Analyse and apply the process of making inferences about facts and “evidence” in forensic contexts
 Critically assess the contributions of scientific analysis to aspects of specialist investigations
 Apply archaeological methodology to the field of criminal investigation
 Describe the judicial and police frameworks in the UK and the role of the forensic archaeologist within those
systems - Critically assess the organizing and evaluation of forensic evidence
 Describe and appreciate the roles of expert forensic witnesses in the Anglo-American legal systems
 Describe and critically analyse the role and limitations of a variety of investigative techniques for solving forensic
problems
Methods
Problems will be set and discussed throughout the module. The synchronous and asynchronous engagements will involve a
variety of teaching methods, including lectures, example problems & group problem sessions. Application of the ideas
encountered in lectures to the solution of unseen problems is an essential part of the module.
Assessment:
Coursework (60%)
Exam (Final) (40%)
Further reading
Specialist reading for individual topics will be provided by guest lecturers.
Other information
Special topics covered in semester 2 will be selected from explosives, fire investigation, DNA analysis, blood pattern analysis
and the CSI effect, according to guest practitioner availability.
•

VERSION 1.7
Module CH4261 Chemistry Project Part 1
Workload Hours
Synchronous Practical
Asynchronou Semeste Credit
Convenor Lecturers Classes/ Synchronou
s Lectures/ r s
Workshops/Professiona s Other
Presentation
l Placements
Year
Dr Handa 277 20 3 30
Long
Aims
The aim of this module (together with CH4262) is to give students experience of doing research as part of an active research
group within the School. The module aims to teach or reinforce skills such as planning, organisation and record keeping,
literature searching, practical laboratory skills, data analysis, report writing, oral presentation skills and team work.
Learning Outcomes
Subject knowledge and Key Skills: at the end of this module students should:
 Carry out an original research-based project, demonstrating independent learning, time management and working
as part of a group/team
 Plan and carry out complex practical tasks appropriate to their research project in a safe, efficient manner and
working independently where appropriate; prepare risk assessments as necessary
 Carry out experimental work to generate high quality and reliable data - Make judgements on the direction of
research work on both short-term (day-to day) and longer timescales; use their initiative to implement these
suggestions to solve problems related to the research project
 Critically analyse and interpret data generated during the research project; reflect on the results thus obtained to
plan and execute further investigations
 Manage their time effectively, plan practical work and data interpretation to allow for efficient progress with their
research Maintain a laboratory / work record and organise the data generated during their project to a
professional standard - Communicate the project background and results with clarity to an audience of non-
experts in their field
Methods
Lectures, literature reading, project work in research environment, project supervision, practice presentation(s), reflective
self appraisal. There are no reassessment opportunities for this module; module must be passed at the first attempt.
Assessment:
Practical (90%)
Presentation (10%)
Further reading
Other information
Details of the module structure for both CH4261 & CH4262 will be communicated via Blackboard. This will include
information on opportunities for formal feedback on project progress, advice on structure and content of reports and
presentations, milestones and deadlines and assessment criteria.

VERSION 1.7
Module CH4262 Chemistry Project Part 2
Workload Hours
Synchronous Practical
Asynchronou Semeste Credit
Convenor Lecturers Classes/ Synchronou Asynchronous
s Lectures/ r s
Workshops/Professiona s Other Other
Presentation
l Placements
Year
Dr Handa 40 3 257 30
Long
Aims
The aim of this module (together with CH4262) is to give students experience of doing research as part of an active research
group within the School. The module aims to teach or reinforce skills such as planning, organisation and record keeping,
literature searching, practical laboratory skills, data analysis, report writing, oral presentation skills and team work.
Learning Outcomes
Subject knowledge and Key Skills: at the end of this module students should:
 Communicate the project background and results, in written form, with clarity to an audience of non experts in
their field - Produce a logically ordered, concisely written, professionally produced report using appropriate
figures/diagrams/schemes/ tables to enhance the discussion; use appropriate scientific terminology and
convention in this report
 Analyse and critically reflect on the results from their project work and communicate them clearly in writing
discussing their significance within the context of the aims of the project & the general field of research
 Identify key elements of the scientific literature that are relevant to the research area; distil ideas and data from
these sources to provide a summary to their own research topic identifying aims and objectives
 Apply core chemistry knowledge to problem solving in relation to their project work
 Communicate the project background and results with clarity to a non-experts in their field
Methods
Lectures, literature reading, project supervision, formative feedback on written work, reflective self-appraisal. There are no
reassessment opportunities for this module; module must be passed at the first attempt.
Assessment:
Written Report (85%)
Viva (15%)
Further reading
Other information
Details of the module structure for both CH4261 & CH4262 will be communicated via Blackboard. This will include
information on opportunities for formal feedback on project progress, advice on structure and content of reports and
presentations, milestones and deadlines and assessment criteria.

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School of Chemistry

Level 4 Student Handbook

CHEMISTRY UNIVERSITY OF LEICESTER

CHEMISTRY UNIVERSITY OF LEICESTER

University Student Support Arrangements.........................................................................................................27

CHEMISTRY UNIVERSITY OF LEICESTER

Module CH4261 Chemistry Project Part 1....................................................................................................47

CHEMISTRY UNIVERSITY OF LEICESTER

Calendar 2020 - 2021

CHRISTMAS VACATION (3 weeks)

January Monday 11th WEEK 13 Spring Term and Exams begin

Semester 2: 18th January 2021 – 11th June 2021 Semester 2 begins

EASTER VACATION (4 weeks)

May Monday 3rd WEEK 25 Summer Term begins

July/August Date TBC Resit Exams begin TBC

TERM DATES AT A GLANCE

CHEMISTRY UNIVERSITY OF LEICESTER

Summer Term: 3rd May 2021 – 11th June 2021

Welcome Back from the Head of School

Professor Andrew M. Ellis

CHEMISTRY UNIVERSITY OF LEICESTER

Ignite – our approach to blended learning

Our blended learning approach

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Research in the School of Chemistry

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Head of School (HoS) Professor Andrew Ellis

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Administrative Staff in the Chemistry School

Name Room Number Phone Number E-mail Address

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Name Room Number Phone Number E-mail Address

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Student Communications and Personal Details

Information on the Web

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Student Reading Room

Molecular Modelling Laboratory

Your University Calendar and Teaching Timetable

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Student Learning Development

Learn a Language Online or On-Campus with Languages at Leicester

Your Students’ Union

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Peer Mentor Scheme

Training and Development Workshops

Academic Representation – Course, School and College Representatives

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Students Council/Your Ideas

Equality and Liberation Champions

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Students’ Union response to COVID-19

Other University Facilities

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Student Responsibilities and Conduct

Attendance and Engagement Requirements

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Neglect of Academic Obligations

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Withdrawal from Studies

Modules, Semesters and Levels

Programme and Module Specifications