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Programme Information & PLOs
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Title of the new programme – including any year abroad/ in industry variants
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MSci & BSc Nanoscience
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Level of qualification
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Please select:Level 7
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		No
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Year Abroad
Please select Y/N		Yes
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Department(s):
Where more than one department is involved, indicate the lead department
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Lead Department Natural Sciences
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Other contributing Departments:
Chemistry, Electronic Engineering, Physics, Mathematics
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Programme leadership and programme team
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Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Dani Ungar (Chair, Board of Studies), Katherine Selby (Director, Natural Sciences), Yongbing Xu (Pathway Leader, Electronic Engineering), Glenn Hurst (Chemistry), Yvette Hancock (Physics)
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Particular information that the UTC working group should be aware of when considering the programme documentation (e.g. challenges faced, status of the implementation of the pedagogy, need to incorporate PSRB or employer expectations)
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With few exceptions the modules which make up any of the Nat Sci programmes are drawn from the corresponding contributing single subject degree programmes. Local pedagogical practices and modes of assessment are honoured in Natural Sciences unless there is evidence that such practices would not be pedagogically sound. Therefore, given the nature of the Natural Sciences programmes parts of this document draw liberally from, or make reference to, the corresponding documentation from the contributing departments. This documentation should therefore be considered in parallel with the corresponding proforma for the single subject degree programmes of the contributing departments. The nanoscience programme is different to most of our other interdisciplinary programmes in that it has more routes through to completion whereas the other programmes are more tightly constrained. We are currently looking into ways in which we might be able to bring the programme more into line with the other programmes. This will be some reduced optionality in the programme. But hopefully a cleaner, structure that will incorporate more electronics which is currently unbalanced in comparison to chemistry and physics.
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Who has been involved in producing the programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; whether student views have yet been incorporated, and also any external input, such as employer liaison board)
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The people listed in 14 item have primarily being responsible for the programme map and enhancement plan. At all stages the BoS has had free access to and being invited to comment on the documentation. Student input has been fed into the YP process in a focus group, through the Staff/Student Liaison committee and via the Board of Studies.
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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All Natural Science programmes at the University of York aim to produce leaders in science, technology and industry who will have the interdisciplinary knowledge and skills to succeed in complex research and business environments. You will learn how science is conducted in different disciplines, how to operate within different methodological communities, and how to apply techniques and ideas across multiple disciplines.

A nanoscience student must learn about the manipulation of atoms, molecules and nano-scale objects to be able create unique and functional systems. This requires expertise in physics, electronics and chemistry all of which you will study as you build towards a final year interdisciplinary project in nanoscience. The York nanoscience programme has been sculptured by experts from across the science faculty at York and is driven by current world leading research at the York JEOL Nanocentre. During the course of successfully completing your degree in nanoscience you will experience the cross-disciplinary theory and practices that form the core of nanoscience, distinguishing you as a truly interdisciplinary practitioner of science whose expertise naturally crosses subject boundaries.

As a student on the MSci programme you will achieve all the above, but your skills and knowledge will be developed further and to a deeper level as you undertake an extended final year research project that will move you towards the research frontier in Nanoscience, giving you the expertise, skills and experience necessary to pursue graduate level research both within and outside academia.
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Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1 BScFormulate, as well as tackle, open-ended problems in nanoscience and be able to call upon a variety of interdisciplinary techniques and methodologies relating any conclusions to current theories in the discipline. [Problem Solving]
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1 MSciFormulate, as well as tackle, open-ended problems in nanoscience applying their comprehensive understanding of interdisciplinary techniques, methodologies and theories at the forefront of nanoscience. [Problem Solving]
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2 BScDevelop student competencies in debating, defending and contextualising information from key literature sources taken from across the physical and lifes sciences [Subject knowledge/Communicate]
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2 MSciDevelop student competencies in debating, defending and contextualising information from key literature sources taken from across the physical and lifes sciences [Subject knowledge/Communicate]
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3 BScDiscuss and communicate findings that emphasise the empirical nature of nanoscience and be able to apply their expertise to both the theoretical and practical aspects of the area based on rigorous critical assessment of any available evidence. [Subject knowledge/Communicate]
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3 MSciDiscuss and communicate findings that emphasise the empirical nature of nanoscience and be able to apply their expertise to both the theoretical and practical aspects of the area based on rigorous critical assessment of any available evidence. [Subject knowledge/Communicate]
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4 BScPlan, execute and report on the results of experiments, projects and investigations across the nanoscience discipline, including the use of appropriate data analytical methods. [Research project]
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4 MSciPlan, execute and report on the results of extended or complex experiments, projects and investigations across the nanoscience discipline,selecting and adapting appropriate data analytical methods. [Research project]
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5 BScPresent nanoscience principles to other scientists clearly and concisely in an appropriate written or oral format, demonstrating a breadth of knowledge from across disciplines of the fundamentals of nanoscience [Communicate]
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5 MSciPresent complex nanoscience principles to the general public and professional scientists clearly and concisely in an appropriate written or oral format, demonstrating a breadth of knowledge from across disciplines of the fundamentals of nanoscience
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6 BScWork effectively (including taking the lead within their own project), in a cross-disciplinary environment, drawing upon concepts from chemistry, physics and electronics. [Interdisciplinary]
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6 MSciWork effectively (including independently), in a cross-disciplinary environment, drawing upon concepts from chemistry, physics and electronics. [Interdisciplinary]
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7 BScUse experimental design measurement and/or analysis methods to evaluate a nanoscience model or theory using objective criticism to appraise the accuracy, correctness and limitations of the approach [Experiment/Simulation]
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7 MSciUse sophisticated experimental design measurement and/or analysis methods to evaluate a nanoscience model or theory using objective criticism to appraise the accuracy, correctness and limitations of the approach [Experiment/Simulation]
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8 BSc
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8 MSci
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Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
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NA
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Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
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PLO 8 Be inspired by and articulate the advantages of successfully studying in a non-UK academic environment through broadening your perspectives and developing adaptability, flexibility, resilience and drive.
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Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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Nanoscience is a modern theory encompassing chemistry, physics and electronics. These PLOs are chosen to give enable a student to have exposure to all three disciplines in the early part of their degree before travelling down a two subject pathway commensurate with their interests. As can be seen from the table above the PLOs introduce, develop and finally put into practice skills in problem solving, experimentation, knowledge, simulation, communication and research. This is a rich skill set for any student to have upon completion of a degree programme. A nanoscience student will achieve a high degree of expertise in their subject combined with the aforementioned transferable skills. Having the ability to initially learn about the three main disciplines in nanotechnology before going onto a more focussed multidisciplinary approach will stretch even the most able of students as they seek to develop knowledge and practical know how in their respective speciality paths.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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Whilst nanoscience is covered in each of the three contributing departments this programme is purpose built to train nanoscientists who will able to work at the research frontier of nanoscience upon graduation. The interdisciplinary nature of the programme, spanning all three departments, will give the student a perspective not afforded single subject students who may have taken nonspecific streams.
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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Digital technologies are woven into the fabric of this programme and are developed and enhanced throughout the duration of the programme. The very nature of nanoscience requires expertise with technology. The programme is littered with chances for a student to develop a highly digitally literate skill set. For example in producing lab reports, carrying out simulations which will require computing programming skills and data analysis skill. Each of the contributing departments in the nanoscience programme have fully embraced technology in their teaching and assessment and a successful student on the nano programme will have a well featured skill set for a CV.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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All the Natural Sciences programmes have been designed with employability in mind. This is not only as a factor of the design of the programmes themselves, which have had engagement with the University's employability strategy as a given since the early design phases of the programme. But also as a factor of the embedded skills that the contributing departments have built into their modules. Modules which form the bulk of the teaching on this degree programme. Many of the skills listed in the PLOs are generic and will equip the student with a highly transferable skill set.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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Students who need support will generally self identify at admission or early in the Stage 1 and standard University protocols will then be followed. If this isn't the case and a student is identified as needing extra support later in the programme then the student will discuss the matter with their personal supervisor who will advise in accordance with University guidance. Students are assigned a supervisor in one of the contributing departments and have access to a subject facilitator in both contributing departments. The student can approach their supervisor for advice in accordance with University guidelines and seek more specialist advice on a particular discipline from the subject facilitator. Module level issues are handled with the department to which the module belongs and a student can avail themselves off all feedback and quality control mechanisms that the department offers.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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As with all the Natural Sciences interdisciplinary programmes, research is the core driver. All the interdisciplinary programmes were set up because of active research centre specialising in the disciplines that the students will study, in this case nanotechnologies. Nanoscience at York is spread across multiple departments all of which play a key role in this programme, with a focus on the industry-backed York-JEOL Nanocentre. The culmination of the student's study will be a final year interdisciplinary project in nanoscience that will be at the research frontier.
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Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Appreciate the interdisciplinary nature of Nanoscience through exposure to the different disciplines which make up the program and have developed the core learning strategies needed to work across different departments, have a solid grounding in the foundations of Nanoscience, have the core experimental skills necessary to progress further in Nanoscience, begin building a skill set that will allow a student to solve problems using appropriate tools and know how to effectively communicate their findings.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Developed further their understanding of Nanoscience, expanded upon their knowledge base, have enhanced experimental and communication skill sets allowing them to solve increasingly difficult and challenging problems in Nanoscience, have become more confident independent learners.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to: At this stage a Nanoscience student will have the knowledge, skills and understanding to satisfy all the BSc PLOs and will be equipped to move forward into a more intensely research driven final year.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20PHY00020CElectromagnetism, Waves and OpticsSAEA
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20PHY00022CIntro to Thermal & Quantum PhysicsSAAEA
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20MAT00007CMathematics for Sciences ISEA
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20CHE00010CChemistry for Natural Sciences 1: Introduction to Chemical Structure & ReactivitySAEA
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20CHE00012CChemistry for Natural Sciences 2: Introduction to Analysis & Chemical ChangeSAEA
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20ELE00028C Intro to Nanoscience & NanotechnologySEA
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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20ELE00033I Nanofabrication & NanoanalysisSEA
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10PHY00035IMathematics II for Natural SciencesSAEA
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10PHY00036IQuantum & Atomic Physics II SAEA
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20CHE00023IThe Material World: Chemistry and ApplicationsSEA
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20CHE00014I Chemistry for Nat Sci 3: Structure, Bonding and ReactivitySEA
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20PHY00031I Thermodynamics & Solid State ISAAEA
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20PHY00002I Electromagnetism & OpticsSAEA
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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40NAT00001HNat Sci Interdisciplinary Project (BSc only)SAEA
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10PHY00033HQuantum Mechanics IISEA
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10PHY00061HStatistical Mechanics SEA
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20ELE000046HApplications of ElectromagnetismSEA