| Unit name | Core Aerosol Science I |
|---|---|
| Unit code | CHEMM0015 |
| Credit points | 30 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Miles |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
Core Aerosol Science II |
| Units you may not take alongside this one |
None |
| School/department | School of Chemistry |
| Faculty | Faculty of Science |
Why is this unit important?
This unit introduces the core physical science principles that underpin all disciplinary areas of aerosol science; it forms the first part of the theoretical knowledge foundation that you will require to successfully complete your PhD research project in aerosol science. You will participate in a programme of active, problem-based learning using an instructional strategy called Team- Based Learning which, in addition to providing you with a strong foundation in the physical science of aerosols, will develop your communication, teamworking and problem-solving skills.
How does this unit fit into your programme of study
This unit is the first of two Core Aerosol Science units which form the theoretical aerosol science knowledge foundation for the initial taught year in the EPSRC CDT in Aerosol Science. This unit is designed to be accessible to students from a broad range of disciplinary backgrounds and acts to bring all students up to the same level of theoretical and technical knowledge, regardless of previous experience.
An overview of content
This unit will cover the key concepts underpinning the physical science of aerosols, which are applicable across all aerosol science interdisciplinary areas. The topics covered are:
1. Size distributions, shape and concentrations
2. Deposition, filtration and sampling
3. Aerosol measurement: size, concentration, shape and mass
4. Electrical properties
5. Aerosol phase and thermodynamics
6. Optical properties
7. Introduction to biological aerosol
You will also gain experience in practical aerosol science measurement techniques.
How will students, personally, be different as a result of the unit
By gaining a thorough understanding of the core physical science of aerosols, you will be able to tackle complex research problems of a chemical, physical, biological, or technological nature, making you a flexible and agile practitioner able to work at the interface between, and across, disciplines. Skilled at working in multidisciplinary teams and able to develop or adapt methodological approaches in aerosol science, you will increase your career options and employability.
Learning Outcomes
Learning by doing:
At the end of the unit a successful student will be able to:
1. Apply theoretical knowledge of the core physical science of aerosols to solve real world research problems that span a broad range of aerosol science disciplinary areas.
2. Design or modify methodological processes in aerosol science to solve research problems, recognising the complexity and tolerating the ambiguity that arises in real-world systems.
3. Build effective relationships within multidisciplinary teams, communicating to expert and non-expert audiences and working collaboratively to produce an output.
This unit will be taught using Team-Based Learning (TBL), a research accredited flipped-classroom approach which uses problem-based learning in small, consistent teams. TBL allows students to practice implementing course content to solve real-world problems, providing them with both conceptual (i.e. theoretical) and procedural (i.e. applied) knowledge. TBL differs from other forms of small group learning as it follows a very specific framework of steps in sequence, namely individual work, group work and immediate feedback. As an instructional strategy, it supports development of the desired learning outcomes for the unit, namely; the ability to apply theoretical knowledge to solve research problems; the ability to function effectively and confidently in multidisciplinary teams; and development of communication skills for expert/non-expert audiences. For each unit topic, students will have access to self-study pre-class materials which will be reinforced through team problem-solving activities during interactive workshops led by subject experts. Each workshop will have multiple mechanisms for formative assessment (e.g. multiple-choice question tests and facilitated discussions), with students receiving immediate feedback on their understanding. Knowledge will be consolidated through practical aerosol instrumentation sessions, attendance at webinars, cross-CDT thematic research groups, and participation in journal clubs.
Unit assessment will be by continuous multiple-choice, ‘two-stage’ problem-based tests following each individual training topic.
Tasks which help you learn and prepare you for summative tasks (formative)
Formative assessment is built into all aspects of this practice-based unit. Each workshop will include a formative multiple-choice assessment which you will first complete individually and then again in your multidisciplinary team, with your team then receiving immediate feedback on your collective understanding. This process gives you the opportunity to receive instant feedback from both your peers and the expert facilitator. You will also receive in-session formative feedback on your team solutions to the problem-based learning activities. The practical aerosol science measurement techniques topic draws on workshop content and will be formatively assessed through post-session, walk-through asynchronous resources.
Tasks which count towards your unit mark (summative)
Each topic in the unit will be assessed by an open-book, two-stage multiple-choice question assessment. First you will complete a multiple-choice question test individually, immediately followed by completing the same assessment in your team. Your overall topic mark will be a combination of your individual and team scores, with your team mark only able to increase your overall topic mark. The seven summative assessed topics will each have equal weighting in the unit mark (13.5% each, continual assessment throughout TB 1). Completion of the practical aerosol science workshops will contribute the remaining 5.5% to your unit mark.
When assessment does not go to plan
If you are unable to complete a summative assessment at the scheduled time (e.g. due to illness), we will arrange for you to take it at an alternate time. When this happens, you will complete only the individual assessment and not the team assessment and so your topic mark will be based only on your individual assessment score. In the case of academic failure of the unit, opportunities to re-sit will be according to University of Bristol regulations. Re-assessment will consist of an interview, structured around questions provided by the tutors of the seven topics in the unit. These questions will probe the key ideas from across the range of topics, such that answering them successfully would provide evidence that you had reached a satisfactory level of understanding in key concepts underpinning the physical science of aerosols. Reassessment questions would focus on, but not be restricted to, topics in which you initially demonstrated a poorer level of understanding.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. CHEMM0015).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
