Top 50 chemistry research topics of all times

 

Top 50 chemistry research topics of all times

Choosing a suitable topic out of all the chemistry research topics available is not an easy task. Chemistry research topics are in-depth and whatever chemistry research topic you end up choosing, you will have to research a lot about it. Chemistry research topics require a lot of detail, precision, and patience. Make sure that you choose a topic that you are interested in and is relevant for your class. It can be a blessing for you to choose the chemistry research topic yourself. You can choose a topic that you understand well and it will make the writing process much easier for you.

Here is a list of some of the trendy, fun, and new chemistry research topics for you to choose from

Chemistry research topics about organic chemistry

1.      Aniline dyes – definition and explanation

2.      Explanation of stability of nucleic acids

3.      Definition and explanation of oil

4.      Snow pollution and its dangers

5.      Formation of globular proteins

Chemistry research topics about inorganic chemistry

1.      Effects of sulfuric acid on organic materials

2.      Use of silicon dioxide in solar cells

3.      Inorganic chemistry importance

4.      Dalton’s Law of partial pressure

5.      The Electron Dot models and the Lewis structure

Most interesting chemistry research topics to write about

1.      The process of air freezing

2.      How does the sun burn without the use of oxygen

3.      Color of oxygen gas

4.      Formation of dry ice

5.      Why do car airbags use sodium azide?

Most amazing general chemistry research topics

1.      The making of pesticides

2.      How are synthetic molecules replicated?

3.      What is cholesterol?

4.      What do vitamins do in the body?

5.      What are the implications of Thermodynamics Laws

Chemistry research topics for undergraduates

1.      How can lithium be stabilized?

2.      Study on Lewis structure

3.      Why is Ibuprofen dangerous?

4.      How are food dyes made?

5.      The ionization methods of the mass spectrometry process

Chemistry research topics for high schools

1.      PH on different planets and its effects

2.      How are pearls created?

3.      How are artificial diamonds created?

4.      How are heavy metals detected in plants?

5.      Explain tea brewing and how can it be optimized?

Chemistry research topics about biochemistry

1.      What is fatty acids metabolism?

2.      Explain enzymes kinetics

3.      What is the role of proteins?

4.      The process of the cell metabolism

5.      What are DNA replication and the repair process?

Chemistry research topics about physical chemistry

1.      Kinetics application

2.      The entropy laws

3.      What are the major gas properties?

4.      What is a harmonic oscillator?

5.      What is chemical bonding or heterotopic bonding?

Chemistry research topics about chemical engineering

1.      The process of wastewater treatment

2.      Explain what Nano filters are and how they work?

3.      What is microfluidics?

4.      What are rare earth extractions?

5.      What are the similarities between biofuel and rocket fuel?

Choose such a topic that is interesting to read and the reader yearns for the answers. Your paper should help the reader understand each and everything about the topic and should fuel their curiosity in chemistry research topics. This list of chemistry research topics is not exhaustive and there are more fields in chemistry you can choose from. The topic you choose depends on your class and your interests!

 

 

 

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How to use APA reference generator to cite sources

 How to use APA reference generator to cite sources

When you write an academic paper or a research paper, you will use information from other’s work to support your research paper. But it is important that you use someone else’s work responsibly. Using the sources responsibly means citing the sources used to prevent plagiarism in your writing.

What is plagiarism?

Plagiarism means “to kidnap” which comes from the Latin word, plagiare. It refers to the act of using or stealing someone else’s work without giving the original author the due credit. It is an illegal act and there are many recursions attached to plagiarism.

What are References and Citations?

You are obliged to use citations and references anytime you use someone else’s work in your work. Citations are to be used when using information, quotes, images, or any piece of information.

Citations refer to the in-line citations included in-between texts to pinpoint the exact information that has been used from the reference. Citations are short forms of references and are placed whereas paraphrasing.

An APA in-text citation includes the last name or names of the author or authors, the publishing year, and the location of the information.

References refer to the list of sources used in the paper at the end of the paper in alphabetical order. It shows the exact locations of the paraphrased information or the information on the web.

An APA style reference includes the author’s name or names, the publishing year, the title of the source mentioned, and the URL of the source.

What is an APA reference?

The APA reference style is created by the organization, American Psychological Association. Today the APA reference style is not only used in the field of psychology but many other fields of education as well.

How to cite in APA reference style using an APA reference generator?

There are many online APA reference generators available today and it is very easy to use one! The pre-requisite being you know what source you are citing. The most popular online APA reference generators for free APA citation are:

●     Cite this for me

●     Cite fast

●     Cite lighter

How to cite a website APA in-text?

 

If you use information from a website online and want to cite the source in APA style referencing, follow these steps:

1.     Copy the link or the URL of the website you want to cite.

2.     Open a free APA reference generator.

3.    Choose the option to cite a website.

4.    Paste the link or teh URL in teh box.

5.    Click on cite now.

6.    Add any other information such as authors, publication dates, etc. that the tool might have missed.

7.    Complete the citation.

8.    Copy and paste the generated citation to your desired place.

 

Conclusion

 

APA reference generators are very popular because of the popularity of the APA referencing style. It is important that you follow the correct way of referencing in APA style in any paper. Once you get the hang of it, it is not even hard to do, especially with the free online APA reference generators.

 

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Important World History research paper topics for students!

 

Important World History research paper topics for students!

 

What is world history?

The French philosopher Karl Ploetz, who printed his renowned novels, was pioneering the use of deadlines in the teaching of global history. In 1883, this work was published in English as "An Embodiment of Antiquity, Ancient and Country's History." It was revised and reproduced in countless editions subsequently. The English book was published under the designation A Worldwide History Booklet. In 1946 he compiled an essay, which employed synchronized timelines to present the initiatives in several areas of human activity – world affairs, religion, literature, and so on. The film was pursued by other scholars.

What Is a History Research Paper?

The history research paper is dedicated to the analysis of reputable sources about the duration or activities you will examine. One of the primary jobs is to make a complete thought and conduct in-depth research for your paper. Any other world research paper is similar to this job. The biggest distinction is that the subject you choose must be the subject of history.

Brief information about writing a world history topic.

Scientific papers on history are fun to write. However, historical papers are difficult for some people, and still totally interesting for many people. History calls for a long reading which most humans do not want to do. It is fun to strategize differing views and lose some of the stormy facts and history that most people don't understand. All the culture is not interesting, of course.

 

 

 

 

World history research tactics!

1.      Select subject clients are in some way interested. Experiment on a subject that you don't want to take six months. You assume you know something about the ideal topic. You might have met a few incidents, some hypotheses, some entity, or something you would like to recognize.

 

2.     The following items will help you understand some of today's irresolvable and provocative philosophers. Maybe these assets will stimulate your interest in researching a particular issue in the ancient world. These funds will show that global history remains a broad field for a study that will be looked after by the future generation, full of questions unanswered and research questions.

 

3.     Enhance your subject by specific region, racial or social group, time, theme, or any other means.

 

4.    Persons who have attended or experienced an event and collected it just before an event create journal articles. Primary sources Biblical scholars use primary sources like journals, documents, and historical documents. Persons who have not been present from an event will be creating secondary sources.

 

 

 

 

Alt caption: Infographic on a history research paper topic

 

Let's talk about some world history research paper topics

 

·        Ancient Egypt's Symbolism

·        From Assyria to Byzantium: empire power study 

·        Women's role in prehistoric England

·        The war between Mexico and the United States

·        Wars and Religion

·        30 Years War Causes

·        Ancient civilizations use armaments

·        Ancient Rome Bridal Ceremonies

·        The impact of apartheid

·        Colonization of South America

·        Medieval Europe Social Relationship

 

Alt caption: World history research topic on pandemic

 

Western history from a global perspective studies history, the here and now. It comprises many traditions and countries, each having its positive features. You can concentrate on differences or common characteristics between societies.

 

 

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How Plagiarism Checkers Work: A Brief on Plagiarism

 

How Plagiarism Checkers Work: A Brief on Plagiarism

Plagiarism is a serious offense in the world of writing and will lower your marks when detected. But thankfully there are software and websites for you to detect plagiarism before your instructor does. This software is called plagiarism checkers. They are designed to detect unintentional and intentional plagiarism in your paper to help you avoid lowering your marks or face much worse consequences of plagiarism.

Why is plagiarism so important?

Plagiarism refers to the unintentional or intentional copying of someone's content fully or to some extent. Plagiarism is malpractice in today's world because writing is one of the things that you cannot copyright; it means that words or sentences cannot be claimed by one person and not ever be used by someone else, but it raises the concern of getting the credit for what you have originated. As words can't be claimed but your work can be. That's why plagiarism works! You are liable to get the credit for the work you have produced. In case, someone would like to use your work or expand on it, they need to first make the reader aware that you have originated this research or work of words! And only after acknowledging the original author can they use the work to create their work or words. That is why plagiarism is so important and is taken very seriously by teachers as well. You must avoid plagiarism at all costs. Here you can read on how to avoid plagiarism in your paper and how to give credit where it is due. (can add Hyperlink)

How does plagiarism checkers detect plagiarism?

Because it is so important to avoid plagiarism in your work, there is dedicated software to do that. But how does this software work and how do they detect plagiarism? Plagiarism checkers use some very complex algorithms to find plagiarism in your paper. They use search engine results to match your content to the web that is broken into multiple small sections for accuracy. They can match loads of content with your content in the time of a minute and help you keep the plagiarism percentage low.

Plagiarism checkers are very effective at what they do and can easily find faults in plagiarism. You should check your paper for any unintentional plagiarism before submitting it.

Plagiarism can be of many types and you should know about the types of plagiarism to be aware of what might be causing the plagiarism percentage to be high. Here are the basic types of plagiarism that are often seen everywhere.

1.       Accidental plagiarism

Accidental plagiarism refers to plagiarism when the writer neglects to cite the source or paraphrases a few words of the original work while keeping the same context as in the original. It is also called accidental plagiarism when the writer makes a mistake in citing the source.

2.      Mosaic plagiarism

Out of all the types of plagiarism, mosaic plagiarism is the most common and is often committed unintentionally. Mosaic plagiarism refers to the situation in which the writer borrows a set of words from the original work without using quote marks on it. it is also known as patchwork because these small sections of multiple sources are patched together to create a new work. This type of plagiarism is the hardest to detect but is detectable. The plagiarism checker tools look for phrase similarities in your paper with all the web results and ultimately find the matching spots.

3.      Paraphrasing plagiarism

Paraphrasing plagiarism refers to replacing a few words while using someone else's work or simply changing words with their synonyms while referring to the original research or work. Paraphrasing without citing or even incorrect paraphrasing and incorrect display of the original work is considered plagiarism and should be avoided. The golden point is to always cite the source. It is also important that you take complete and accurate notes of the original work. Display of wrong information or manipulation of data to fit your research while using someone's work is a serious offense and should be avoided at all costs.

4.      Self or auto plagiarism

Still a question in the world of the writing of whether it should be considered plagiarism to cite one's previous work without reference. Self or auto plagiarism refers to when the author uses his/her previous work in his/her current work without properly mentioning the source. You should avoid self or auto plagiarism in your paper.

5.      Complete plagiarism

As the name suggests it refers to the complete copying of the original content. This plagiarism is the easiest to detect and will get you into a lot of trouble. It is also referred to as complete plagiarism if you use full paragraphs from someone else’s work and fail to cite the author. The consequences of complete plagiarism are the worst, we have seen students get expelled from schools or fined a big amount.

6.      Source-based plagiarism

This type of plagiarism refers to the mistake of not citing the source correctly. It means that the student has failed to cite the right source for the original work when using it. Plagiarism checkers can help you avoid this plagiarism mistake by telling you the source of plagiarism in your paper.

7.      Direct plagiarism

Direct plagiarism refers to the direct use of the words written by someone in your paper and neither putting it quotes marks nor citing the source. It is also very common and is frowned upon. When the student unintentionally ends up writing the same sentences as the author had, it is still considered plagiarism. That is why it is so important to use plagiarism checkers to avoid unintentional plagiarism in your work.

 

Plagiarism in any form of writing has to be avoided. You must understand how to avoid it in the first place and if there is still plagiarism then how to combat it with the use of plagiarism checkers.

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How to write a long essay: Guide to long essays

 

How to write a long essay: Guide to long essays

Do you also struggle to meet the word count requirements of your essa
y? Writing a long essay can be a very tiring and lengthy process. When the word count requirement is ridiculously long, it can make you lose complete interest in writing the essay and rely on tricks and redundancy to complete the word limit. It can make your paper uninteresting to read. The truth is that if you are assigned a long essay, it is an opportunity for you to understand every aspect of the topic. A long essay can help you understand the topic very deeply and get more than a basic understanding of the topic.

You can use some tips to lengthen your essay effortlessly and some tricks to get to those last few words. Here is a list of things to consider when writing a long essay.

How to write an Introduction for a long essay

The introduction is a very important part of the essay you are writing. The introduction gives an insight to the reader about what the main argument of the paper is. It is also the point where the reader can either feel a desire to read ahead or want to discard the paper. The introduction is a very important aspect of the essay. Whether you are writing a long essay or a short one, the introduction follows these main components: Background information, the Scope of the topic, and the outline of the essay.

Writing a concise introduction for a long essay because there are many things to cover. For the introduction part, stick to the brief you are given about the topic. Use the prompt to create the introduction. For example, if you are writing about a medical scenario, you are going to use multiple shreds of evidence and reasons for why something is. In the introduction, you should add the information you are given and answer the question that is asked very briefly. Then, you put forward the argument about the topic in the main body of the essay.

You should write the introduction no longer than one page that is about 250 words. While a good measure for the introduction is to write ten per cent of the total length of the essay.

Consider the thesis of your long essay

After the introduction, it is time to write the main body of the essay. You have to reach your word count in the main body. In a long essay, you have the scope of explaining everything about the topic. You can explain the outline of the essay very thoroughly.

To start, restate the background information given in the prompt with a few extra details from your part. It will make it easy for you to reach your word count goals. Use an appropriate sequence to write the essay. Firstly, you can remind the reader of the background information, then as you progress state your point followed by the evidence to support your point. If you state multiple points, each should be followed by the evidence to prove them. Then you write a summary of the essay: the conclusion.

How to write the Conclusion of a long essay

Even for a long essay, the conclusion should not exceed one page. The conclusion should be about the same length as the introduction. The conclusion should emphasize all the strong points in your essay and also answer the prompt of the essay. Use the introduction of the essay as the guide to writing the conclusion and each paragraph to make it all come back to a circle. Reemphasize the thesis and the foundation of the thesis to leave the reader with clarity about the topic and an urge to learn even more about the topic.

After writing the essay if in case you have

If you have completed the essay and couldn’t reach the word count, you can use linking phrases like on the other hand, furthermore, firstly, from a different perspective, etc. Using such linking phrases can help you to easily reach the word count while also making your essay more cohesive to read.

If you have ever read how to write a short essay (hyperlink), you will understand that this tip is just the opposite of what is given for a short essay. When writing a long essay you can use more traditional phrases to increase the word count.  Some more examples of it are, in the final analysis, in the nature of, make decisions about, etc.

Another good way to increase the word count is to simplify everything and briefly explain all the terms that are mentioned in the essay.

 

Increase your word count with multiple examples

To prove an argument in the essay, the argument should be followed by supporting evidence and facts. You can use multiple examples to prove a point to increase the word count effortlessly and also increase the understanding of the reader. You can give two to three examples to engrain the point into the reader's mind and leaving no stones unturned.

Use quotations to reach your word count goal

Quotations are a great way to increase the word count with someone’s words. You can use multiple quotes from relevant sources to further enhance the reading and understanding of the reader. Do not overdo this as it can also make your essay kind of flimsy to read and might interrupt the flow of reading. Some quotes here and there can be useful to improve your essay.

Conclusion

As much as writing a long essay is daunting, you can choose to have fun with it by gaining the knowledge you didn't have before and pouring everything into the essay. You can also use multiple points, multiple pieces of evidence, and multiple examples to pertain to the word limit. While you should explain everything in a long essay, you can use phrases, linking words, and quotes from relevant sources to increase the word count. If there are still some words left, you can ask someone to read the paper and tell you if any part is particularly confusing to read and add more content to that part.

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What is Plagiarism and Plagiarism checker?

 

What is Plagiarism and Plagiarism checker?

P-L-A-G-I-A-R-I-S-M is something every writer is aware of and probably the first thing a budding writer learns. This ten-letter word with a scrabble score of fifteen is an unethical practice if not a crime in itself. Plagiarism refers to using or citing someone else’s work as your own without the consent or giving credit to the original producer of the work. Plagiarism includes all kinds of media whether it is digital or print media.

Is plagiarism a crime?

Plagiarism is technically a criminal offense with legal implications attached to it. The charges of plagiarism come under the copyright act and are punishable by law. The writer has the right to file for copyright infringement under the Indian Copyright Act and can lead to possible imprisonment for six months to 3 years.

Plagiarism Checkers

As plagiarism is an unethical practice, it is vital to check whether your paper has plagiarism. Plagiarism checkers are websites dedicated to scanning your documents for plagiarism. They analyze your documents by matching them to all the content available on the internet. Many teachers use plagiarism tools to check the assignments their students’ have submitted.  Checking your assignment for plagiarism beforehand is a good idea to avoid getting a redo.

How to avoid plagiarism?

Plagiarism is a big no for any kind of writing, from school essays to content writing. There are a few ways that you can use to avoid plagiarism in your writing especially when using someone else’s work as a guide.

We have curated a list of some simple strategies to avoid plagiarism as much as possible otherwise, easily combat it.

Paraphrasing - When you are assigned a paper, you are bound to research it online. And it becomes very difficult to avoid using someone else's work. As such resources are always put so eloquently into words, it feels like there can be no other way to say it.

To successfully avoid plagiarism, you have to paraphrase the words while maintaining the quality of information given in the original text. Just replacing or removing a few words won't do the job.

First, you paraphrase the text without compromising on information while also adding some more relevant information. Second, you have to give credit to the writer of the original text. You have to indicate exactly which part of your text is directly from the original. It includes data, sentences, theories, ideas, opinions, facts, graphs, and quotations.

Quotation marks – When you use someone else's work as a reference, there would be some things that are written exactly like the original.  Orginal word is taken for the better quality of work and to appreciate the original work. In such a case, put quotation marks to show that these sentences or works are directly from the original. Then, cite the original work properly. Citing includes the author's name, the original work, publishing date, data use date, and other information available.

Conclusion

 Plagiarism is copying someone’s work without acknowledging them in the process. It is illegal and punishable. By using a few simple strategies and being alert, plagiarism can be avoided. Plagiarism checkers can be very useful to check your assignments. Happy not plagiarizing!

 

  

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Academic And Employability Skills

 

APPENDIX GA36a

LEVEL 4 ASSESSMENT SPECIFICATION

 

Programme:	CertHE Skills for the Workplace
Module:	Academic And Employability Skills
Module code:	BMSW4001	Contribution to Overall Module Assessment (%):	100%
Module Leader:	Sylvia Hoffmann	Internal Verifier:	Barbara Chinyani
Assignment Title:	ACE Practical Portfolio	Word count (or equivalent):	5-10 mins presentation and 2000 words report
Submission deadline:	To be announced by the Assessment team Please refer to the assessments schedule published on Students’ Hall in Moodle	Return date of provisional marks & written feedback:	After the Exam Board
Submission method:	All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.) Alternative submission method (if applicable): Late submission of the assessment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, 0%. Only the Extenuating Circumstances Panel may approve a change to submission dates.
Academic honesty / referencing:	Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.

Module Learning Outcomes (from module syllabus)

MODULE AIM   1.    To provide students with the underlying study/research strategies and software skills to facilitate effective study in Higher Education. 2.    To enable students to take responsibility for their own learning. 3.    To enable students to gain confidence and competence as effective employees by developing a range of employability skills such as reflection, time management and presentation skills.   LEARNING OUTCOMES   Upon the successful completion of this module, the student will be able to:   1.    Analyse published literature relating to a specific topic or subject area and produce a fully referenced, appropriately structured academic report.   2.    Reflect on their learning using recognised models of reflection.   3.    Research and present their findings in a variety of formats on a range of employability skills and collect and analyse feedback on their delivery.

 

ASSESSMENT

 

Assessment Component 1

 

Mode of assessment	Volume	Weighting
Practical portfolio of work (which may include: evidence generated during classroom activities / reflective reports / structured academic reports / case study analysis / abstracts etc.)	4000 words or equivalent*	100%

*see task description for details of how this is broken up

 

PLEASE NOTE: Due to the current coronavirus (COVID-19) pandemic, the assessment brief for June 2021 term reflects the need for the entirety of the assessment to take place online.

 

 

Task 1: Individual presentation (5-10 minutes) - 50% of the final mark for the module

 

Based on your intended career, prepare a PowerPoint presentation of 5-10 slides which you will use to help you analyse your academic and employability skills, also referring to published literature.

 

Further guidelines :

 

·         Presentations will be held in week 9 online, using Microsoft Teams, so you are required to make sure that you have all the necessary equipment and technical setup to deliver your presentation on the scheduled date.

·         This will be a spoken presentation on camera, for 5-10 minutes.

·         The PowerPoint slides should be converted into a PDF/WORD document and uploaded to Turnitin/Moodle.

·         Make use of the tools you learned in class (e.g. SWOT analysis, time management tools, PDP) and apply them to your own situation.

·         Show an understanding of the world of work in the chosen sector by citing relevant articles or advice from recruitment agencies, job centres, etc.

 

Task 2: Report (2000 words) - 50% of the final mark for the module

 

Write an appropriately structured academic report where you reflect on your learning in this module, using a recognised model of reflection (one). Discuss 3-4 topics from those covered during the term (listed below) and reflect on how useful they have been to you, taking into consideration what you already knew and any learning you undertook outside of the classroom. You will need to explain the chosen model of reflection and apply it to each topic. You will also need to analyse published literature relating to the specific topics you discuss and use the feedback you received on all in-class activities.

 

Topics covered:

1.    Time management / Organising study

2.    Academic Writing

3.    Paraphrasing

4.    Summarising

5.    Referencing

6.    Reflection

7.    CV writing

8.    Cover letter writing

9.    Public speaking and giving presentations

10.  Online Learning Experience

 

Please note: at the end of the module, the marks from both tasks will be merged into one overall mark.

 

 

 

NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

 

1.    Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-

date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work.

 

Guidance specific to this assessment:

 

Your research for both tasks can be based on different online articles that discuss academic and employability skills from sources such as business magazines, recruiters’ websites, academic analyses, government reports, advice from job centres, etc. Please note: there is no requirement to use academic journals in this particular case. If in doubt about the suitability/relevance of the source, please consult your lecturer and/or the Academic Support tutor.

 

 

2.    Knowledge and Understanding Skills

At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding.

 

Guidance specific to this assessment:

 

For the presentation, you need to show that you understand what each skill discussed means and be able to give examples.

 

For the report, you need to show that you understand the chosen reflection model and the usefulness of the topics discussed, with detailed examples.

 

 

3.    Cognitive and Intellectual Skills

You should be able to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant, alternative solutions and recommendations may be proposed.

 

Guidance specific to this assessment:

For the presentation, explain why you think you possess the skills you discuss and draw appropriate conclusions, suggesting how you plan to improve those skills.

 

For the report, you need to demonstrate the ability to reflect on your learning experience (both in and outside of the classroom) by making logical connections between the material presented by the lecturer, your feelings about it, your thoughts during the class activities and your predictions as to how useful they will be for you in future.

 

4.    Practical Skills

At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts. This is likely to involve, for

instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or benchmarking one theory or organisation against others based on stated criteria.

 

 

Guidance specific to this assessment:

 

For the presentation, you need to be able to evaluate your own skills in light of industry expectations. Make use of the different tools and techniques discussed in class or discovered through reading.

 

For the report, you need to be able to apply the reflection model to your learning experience, as well as any other relevant tools and techniques discussed in class or discovered through reading.

 

5.    Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. This includes demonstrating: that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation.

 

 

Guidance specific to this assessment:

 

Your presentation should be well structured; it should have an introduction, a middle part and a conclusion. You should be able to communicate clearly and demonstrate a good level of public speaking/presentations skills. Your slides should have a consistent font and layout, mainly bullet points and be to the point.

 

Your report should be appropriately structured; it should have a cover page, a table of contents and logical sections. It should be written using formal language, in clear paragraphs, in a way that conveys the meaning intended. You should ensure the grammar, spelling, punctuation and use of vocabulary are correct and reflect the way you normally write in English. The use of translation and/or paraphrasing software is discouraged but you are welcome to use a dictionary/thesaurus.

 

This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

 

Generic Assessment Criteria	Marks available	Marks awarded
1. Engagement with Literature Skills .	20
2. Knowledge and Understanding Skills	20
3. Cognitive and Intellectual Skills	20
4. Practical Application Skills	20
5. Transferable Skills for Life and Professional Practice	20

 

Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )	Late Submission Penalties (tick if appropriate)		100%
	Up to 1 week late (40% Max)
	Over 1 week late (0%)

 

 

 

Level 4

In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

 

Level 4	FAIL	MARGINAL FAIL	SATISFACTORY (3rd / Pass)	GOOD (2.2 / Pass)	VERY GOOD (2.1 / Merit)	EXCELLENT (1st / Distinction)	EXCEPTIONAL (1st / Distinction)
Category	0-29%	30-39%	40-49%	50-59%	60-69%	70-84%	85-100%
Engagement with literature (including reading, referencing, academic conventions and academic honesty)	Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and non- authoritative. Referencing conventions used incoherently or largely absent.	Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.	Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently.	Engagement with an appropriate range of literature, including sources retrieved independently. Some over- reliance on texts rather than other sources. Referencing may show minor inaccuracies or inconsistencies.	Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Generally sound referencing, with no/very few inaccuracies or inconsistencies.	Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing.	Exceptional engagement with an extensive range of relevant and credible literature. High- level referencing skills consistently applied.
Knowledge and understanding (Knowledge of the basic underlying concepts and	Major gaps in knowledge and understanding of the basic underlying concepts and	Gaps in knowledge of the basic underlying concepts and principles, with flawed or	Limited knowledge and understanding of the basic underlying concepts and	Knowledge of the basic underlying concepts and principles is accurate with a	Competent knowledge of the basic underlying concepts and principles. Exhibits very	Excellent knowledge and understanding of the basic underlying concepts and	Exceptional, detailed knowledge and understanding of the basic underlying

Level 4	FAIL	MARGINAL FAIL	SATISFACTORY (3rd / Pass)	GOOD (2.2 / Pass)	VERY GOOD (2.1 / Merit)	EXCELLENT (1st / Distinction)	EXCEPTIONAL (1st / Distinction)
Category	0-29%	30-39%	40-49%	50-59%	60-69%	70-84%	85-100%
principles of a subject.)	principles of the subject matter. Inclusion of irrelevant material. Substantial inaccuracies.	superficial understanding. Some significant inaccuracies and/or irrelevant material.	principles within the subject area. Some elements may be missing.	good understanding of the field of study but lacks depth and/or breadth.	good understanding.	principles of the subject.	concepts and principles
Cognitive and intellectual skills (Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.)	Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles. Failure to develop arguments, leading to illogical or invalid judgements. Minimal or no use of evidence to back up views.	Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory.	Limited attempt at evaluation of the underlying concepts and principles, tending towards description. Can interpret qualitative and quantitative data but with some errors. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / mis- interpretation.	Good evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors. An emerging ability to use evidence to support the argument. Mostly valid arguments and logical judgements.	Sound evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately. Ability to devise arguments using evidence to make mostly appropriate and valid judgements.	Excellent evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements.	Exceptional evaluation of the underlying concepts and principles based evidence. Outstanding interpretation of qualitative and quantitative data. Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements.
Practical skills (Different approaches to solving problems in particular contexts.)	Limited or no use of taught, basic methods, materials, tools and/or techniques. Little or no appreciation of the context of the application.	Rudimentary application of taught, basic methods, materials, tools and/or techniques but without consideration and	An adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques.	A good and appropriate application of basic methods, materials, tools and/or techniques. Clear appreciation of	A very good application of a range of basic methods, materials, tools and/or techniques. Very good consideration of the context of	An advanced application of a range of taught, basic methods, materials, tools and/or techniques. The context of the application is	Exceptional levels of application and deployment skills in particular practical contexts. Outstanding identification of

Level 4	FAIL	MARGINAL FAIL	SATISFACTORY (3rd / Pass)	GOOD (2.2 / Pass)	VERY GOOD (2.1 / Merit)	EXCELLENT (1st / Distinction)	EXCEPTIONAL (1st / Distinction)
Category	0-29%	30-39%	40-49%	50-59%	60-69%	70-84%	85-100%
	Very weak evidence of different approaches to problem-solving in particular contexts.	competence. Flawed appreciation of the context of the application. Weak evidence of different approaches to problem-solving in particular contexts.	Basic appreciation of the context of the application. Can identify problems in particular contexts and propose basic alternative approaches or solutions though there may be errors.	the context of the application. Good evidence of different approaches to problem-solving in particular contexts and proposes mostly appropriate solutions.	the application. Very good evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.	well considered, and insightful. Excellent evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.	problems in particular contexts and formulation of wholly appropriate, thoughtful solutions / different approaches.
Transferable skills for life and professional practice (Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments; the qualities needed for employment requiring the exercise of some personal responsibility within a structured and managed environment.)	Work is poorly structured, disorganised, inaccurate and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively individual or as part of a group. Little or no evidence of the skills for employment requiring the exercise of some personal responsibility.	Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawed approach to individual or group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring the	Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence and/or accuracy in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities. Demonstrates the basic skills for employment requiring the exercise of some personal responsibility, with some areas	Mostly coherent, organised and accurate work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills for employment requiring the exercise of some personal responsibility, with some areas of strength and some of minor weakness.	Work is accurate, coherent, fluent, well-structured and organised. Can work effectively independently and/or as part of a team, with very good contribution to group activities. Demonstrates very good skills for employment requiring the exercise of some personal responsibility, with just occasional minor weakness.	Work is coherent, very fluent and is presented professionally. Can work effectively independently and/or as part of a team, with an excellent contribution to group activities. Demonstrates excellent skills for employment requiring the exercise of some personal responsibility with an appetite for further development.	Work is accurate, exceptionally coherent, very fluent and presented well. Can work effectively independently and/or as part of a team, with an exceptional contribution to group activities. Demonstrates exceptional skills for employment requiring the exercise of some personal responsibility with an appetite for further development.

Level 4	FAIL	MARGINAL FAIL	SATISFACTORY (3rd / Pass)	GOOD (2.2 / Pass)	VERY GOOD (2.1 / Merit)	EXCELLENT (1st / Distinction)	EXCEPTIONAL (1st / Distinction)
Category	0-29%	30-39%	40-49%	50-59%	60-69%	70-84%	85-100%
		exercise of some personal responsibility.	of minor weakness.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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