Page 17 - LOCF

16 Learning Outcomes-based Curriculum Framework for Undergraduate Education

Section 3

Learning Outcomes-Based Curriculum Framework for B.Sc
(Chemistry)

3.1 Introduction

The learning outcomes-based curriculum framework for a B.Sc degree in Chemistry
is intended to provide a broad framework within which chemistry programmes
that respond to the needs of students and to the evolving nature of chemistry as a
subject could be developed. The framework is expected to assist in the maintenance
of the standard of chemistry degrees/programmes across the country and periodic
programme review within a broad framework of agreed expected graduate attributes,
qualification descriptors, programme learning outcomes and course-level learning
outcomes. The framework, however, does not seek to bring about uniformity in syllabi
for a programme of study in chemistry, or in teaching-learning process and learning
assessment procedures. Instead, the framework is intended to allow for flexibility and
innovation in programme design and syllabi development, teaching-learning process,
assessment of student learning levels.

3.2 Nature and extent of the B.Sc degree programme

Chemistry is normally referred to as the science that studies systematically the composition,
properties, and reactivity of matter at the atomic and molecular level. The scope of
chemistry as a subject is very broad. The key areas of study within the disciplinary/subject
area of chemistry comprise: organic chemistry, inorganic chemistry, physical chemistry and
analytical chemistry. Organic chemistry deals with the study of (most) substances containing
the element carbon; Inorganic chemistry involves the study of all other substances; and
physical chemistry deals with the application of concepts and laws to chemical phenomena.
Analytical chemistry is concerned with the identification and quantification of materials
and the determination of composition.

Degree programmes in Chemistry covers topics that overlap with the areas outlined above
and that address the interfaces of chemistry with other subjects (such as chemical biology and
chemical physics) and with applied fields (such as environmental chemistry, pharmaceutical
chemistry, materials chemistry etc.). The depth and breadth of study of individual topics
dealt with would vary with the nature of specific chemistry programmes.

As a part of the efforts to enhance the employability of graduates of chemistry programmes,
the curricula for these programmes are expected to include learning experiences that offer
opportunities for a period of study in industry. These may involve both a major work-
related chemistry project and some guided study.

3.3 Aims of the Bachelor’s Degree programme in Phemistry

The overall aims of bachelor’s degree programme in chemistry are to: