This module provides a comprehensive understanding of how chemical engineering principles are applied within the pharmaceutical sector, covering process development, manufacturing, and regulatory considerations. It effectively links theoretical knowledge with real-world pharmaceutical applications, preparing students for careers in drug production and process optimisation.
This group project enables you to apply your conceptual engineering and science knowledge to an engineering design problem. The ideas are developed through detailed design, experimentation, computer modelling and/or manufacture. You will also consider and manage wider aspects such as the (a) social, (b) economic, (c) political, (d) legislative, (e) environmental, (f) cultural, (g) ethical (h) and sustainability issues related to the subject matter of the project. Working in groups you will meet regularly with your supervisor and any external sponsor, develop your team working, plan your project, present your work through meetings with your supervisor and sponsor and also prepare and submit reports and oral presentations. You will consolidate your project management skills. At all times you will monitor your progress as a team to ensure you are achieving the objectives set and ensuring quality of output.
This group project enables you to apply your conceptual engineering and science knowledge to a chemical engineering design problem. The ideas are developed through detailed design, experimentation, computer modelling and/or manufacture. You will need to consider different design alternatives and will have to justify your choices. You will also consider and manage wider aspects such as the (a) social, (b) economic, (c) political, (d) legislative, (e) environmental, (f) cultural, (g) ethical (h) and sustainability issues related to the subject matter of the project. Working in groups you will meet regularly with your supervisor and any external sponsor, develop your team working, plan your project, present your work through meetings with your supervisor and sponsor and also prepare and submit reports and oral presentations. You will consolidate your project management skills. At all times you will monitor your progress as a team to ensure you are achieving the objectives set and ensuring quality of output.
This course covers the application of chemical engineering principles to food processing. The importance of food quality and safety will be introduced, including regulatory requirements, ISO standards and HACCP. The rate of reactions involved in processes such as fermentation and spoilage will be studied, along with identification of microbiology hazards and calculation of important parameters such as decimal reduction times. The design of unit operations for food preservation and safety including pasteurisation, drying and freezing, and packaging materials will be examined using mass and energy balances and mathematical modelling. The impact of fouling and use of cleaning and CIP systems in food processing will be covered. The role of sustainability in plant design will be discussed, taking into consideration energy, water and pollution reduction measures.
Within the context of your programme of study, students will undertake independent, original and critical research on a relevant topic. Students will then communicate the research objectives, methodology, analysis, results and conclusions effectively both orally and through the production of a Dissertation. Industrial placement or collaboration is strongly encouraged and facilitated. The subject matter of the research based dissertation is provided in the School of chemistry and Chem Engineering project specification list offered by academic staff. Alternatively, students may initiate their own project in accordance with local arrangements within the different MSc programmes in engineering related to chemical Engineering. Whatever the topic, the background literature must be researched and critically reviewed so that analysis (mathematical or numerical) methods and/or experimental procedures may be identified and justified as appropriate to the challenges of the project specification. A pure subject review without either analysis or experimental investigation is deemed inappropriate for an MSc dissertation. A research project from a discipline that is different to the MSc programme(e.g. Environmental engineering) being followed may be undertaken where the invitation to participate is sufficiently open and the student has the necessary background knowledge and competence to permit meeting the project challenges in the timescale available.
This module introduces the structure of atoms and molecules and how structure affects their behaviour and properties. Practical exercises are included to reinforce the theoretical aspects of the module.
Human society has many negative environmental effects, we will focus on the background chemistry involved in three main themes including the use of agrochemicals, herbicides and pesticides in food production, plastic production and waste, and also carbon dioxide capture, storage and utilisation. The module will act as a stand-alone synoptic module, building on the basic skills developed in core first year chemistry content. Students will gain an appreciation for current environmental issues and recognize the role of modern science in both the causing and solving these issues.
A number of experimental modalities allow us to image complex biological and material environment with chemical sensitivity. In the module we will introduce you to the principles and application of a variety of imaging techniques including magnetic resonance imaging, computed tomography and Raman imaging.
This course is an introduction to the use of computers in chemistry, commonly referred to as cheminformatics. A number of aspects will be covered, with the aim of giving a firm basis to continue with research in cheminformatics in industry or academia. The broad application of data science to chemistry will facilitate careers in data science as well as more broad themes of technical support for research computing, and applied machine learning.
The project involves approximately 600 hours of commitment including 14 weeks of full-time practically based research work.
This module requires students to produce a dissertation under the guidance of a supervisor extending the skills developed in the Advanced Practical module. The dissertation may take the form of a literature review or other extended written report, the production of a web page or podcast, or other agreed format.
The project involves approximately 600 hours of commitment including 14 weeks of full-time practical-based research work (ca. 450 hours). It commences with literature research and project planning, some of which has been performed in other modules previously, and this forms the basis of an assessed project plan (non contributory). An interim report due in August provides an assessed mechanism to build the necessary skills and knowledge to undertake the dissertation preparation (ca. 150 hours). After feedback on the interim report, an assessed formal presentation is made to the MSc cohort (generally late August time) and the dissertation is submitted in mid September.
This module seeks to provide students with the fundamentals of the chemistry that underpins the biological sciences. Educational Aims: This module provides the student with the fundamental chemical principles necessary to understand the chemistry of biological systems. The module will cover two key areas. Firstly, it will provide an introduction to thermodynamics, electrochemistry and chemical kinetics in relation to biological systems. Secondly, it will provide an introduction to atomic and molecular structure leading to a description of the reactivity of the function groups and reaction mechanisms that are found in biological systems. It will provide an introduction to the role of metal ions in biology and an to the principles and application of spectroscopy. Outline Syllabus: The topics will be taught in two parallel strands with one hour lectures in each strand each week. Strand 1 could be broadly identified as organic chemistry while strand 2 deals with physical Chemistry. Semester 1: 1) Understand the principles underlying atomic and molecular structure (Strand 1) 2) Identification of functional groups and understand their reactivity (Strand 1) 3) Understand the properties of acids and bases and their use in buffers (Strand 1) 4) Concept of oxidation and reduction reactions and relation to bioenergy (Strand 2) 5) Basic concepts underpinning the thermodynamics of biological systems (Strand 2) 6) The thermodynamic properties of gases and solutions, including the concept of chemical potential (Strand 2) 7) Ligand binding to macromolecules (Strand 2) Semester 2: 7) Ligand binding to macromolecules and allostery (Strand 2) 8) Reactions that underpin biological chemistry and reaction mechanisms (Strand 1) 9) Metal ions in Biology (Strand 1) 10) Reaction kinetics and enzyme mechanisms (Strand 2) 11) Application of spectroscopy to biomolecules (Strand 2) Teaching and Learning Methods: The module will be delivered through a combination of lectures supported by a series of weekly computer-based worksheets and a series of workshops. A help desk will support students completing the computer-based worksheets
The project involves approximately 300 hours of commitment between the beginning of week 1 and the end of the last week before the Easter vacation (the finish date is to be confirmed). This corresponds to a minimum of 150 hours in the laboratory/ research environment and an appropriate amount of private study time for literature research and preparation of the dissertation.
This module builds on the student’s core understanding of the structure of atoms and molecules to predict their behaviour using state-of-the art computational chemistry methods. This will involve learning how quantum chemistry methods can be used to study atoms and molecules and how classical mechanics methods can be used to simulate molecules and biomolecules. These two methodologies are related and we will explore their respective and mutual applications. Emphasis will be placed upon learning how to use these methods for real-life applications.
The purpose of this module is to provide an introduction to working with children/young people, families and their wider support systems in various clinical settings (child mental health teams, hospital/forensic settings, multi-agency teams). The module content is informed by BPS guidelines, HCPC requirements and clinical guidelines (e.g. NICE guidelines).
This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.
This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will take the format of an 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.
Recent high-profile cases Re W (A Child) [2021], Bell v Tavistock [2020] and [2021], NHS Trust v CX [2019] and Great Ormond Street Hospital v Yates [2017], have incited an international conversation on the unique ethical and legal issues that arise from children in the medical context. From children’s consent to medical treatment to the more limited power to refuse. Assisted dying to saviour siblings. Resolving conflicts between parents and healthcare professionals caring for very unwell children to shared decision-making. This module conducts an in-depth and often critical examination of child medical law. This module will implement a psychology research methodology, IPA, as a teaching pedagogy exploring the phenomena of children in the medical context through the lived experiences of those impacted by it. Through a combination of lived experiences of patients, children and healthcare professionals, case law, legislation, academic and non-academic literature, this module will provide a fresh, unique, and exciting analysis of child medical law.
