SRM University-AP > Department of Chemistry > BSc Chemistry (Hons) Research

B.Sc. Chemistry (Hons.)

B.Sc. an undergraduate programme designed to equip students with a solid foundation in chemistry, research methodology, and laboratory techniques. The four-year programme offers a comprehensive education in the fundamental concepts and principles of chemistry, covering organic, inorganic, and physical chemistry. Students will have the opportunity to gain practical experience with laboratory techniques and equipment, developing the skills necessary to conduct experiments and analyse data. Additionally, the programme prepares students for further studies in advanced degrees in chemistry or related fields, such as a master's or PhD programme.

Why Floated?

Scope and Objective

About Programme and Curriculum

Why University Programme?

Programme Educational Objectives (PEO)

  • Offer students a comprehensive understanding of the fundamental principles of chemistry, including inorganic, organic, and physical chemistry, as well as analytical and biochemistry.
  • Develop laboratory and experimental skills, enabling students to design and conduct experiments, analyse data, and make scientific observations accurately.
  • Develop critical thinking and prepare students for careers in various fields, including research, industry, education, and innovation, by offering opportunities for internships and research projects.

Programme Specific Outcomes (PSO)

  • Illustrate core chemical concepts, principles, chemical reactions, mechanisms, analytical techniques, and their applications.
  • Demonstrate expertise in laboratory techniques, including proper handling of chemicals, use of instrumentation, data collection, and analysis.
  • Present scientific ideas and findings effectively through written reports and oral presentations.

Programme Outcomes (PO)

Capable of demonstrating comprehensive knowledge and understanding of one or more disciplines that form a part of an undergraduate programme of study.

Ability to evaluate the reliability and relevance of evidence; Capacity to extrapolate from what one has learned and apply their competencies to solve different kinds of non-familiar problems, rather than replicate curriculum content knowledge; and apply one’s learning to real-life situations.

Capability to apply analytic thought to a body of knowledge; analyse and evaluate evidence, arguments, claims, and beliefs based on empirical evidence; identify relevant assumptions or implications; formulate coherent arguments; critically evaluate practices, policies and theories by following a scientific approach to knowledge development. Critical sensibility to lived experiences, with self-awareness and reflexivity of both self and society.

Ability to analyse, interpret and draw conclusions from quantitative/qualitative data and evaluate ideas, evidence and experiences from an open-minded and reasoned perspective pertaining to incorporating in a system.

A sense of inquiry and capability for asking relevant/appropriate questions, problematising, synthesising, and articulating; Ability to recognise cause-and-effect relationships, define problems, formulate hypotheses, test hypotheses, analyse, interpret and draw conclusions from data, establish hypotheses, predict cause-and-effect relationships; ability to plan, execute and report the results of an experiment or investigation.

Capability to use ICT in a variety of learning situations; demonstrate the ability to access, evaluate, and use a variety of relevant information sources; and use appropriate software for analysis of data.

Understand the impact of scientific solutions in societal and environmental contexts and demonstrate the knowledge of and need for sustainable development.

Possess knowledge of the values and beliefs of multiple cultures and a global perspective; and capability to effectively engage in a multicultural society and interact respectfully with diverse groups; Ability to embrace moral/ethical values in conducting one’s life, formulate a position/argument about an ethical issue from multiple perspectives, and use ethical practices in all work. Capable of demonstrating the ability to identify ethical issues related to one’s work; avoid unethical behaviour such as fabrication, falsification or misrepresentation of data or committing plagiarism, not adhering to intellectual property rights; appreciating environmental and sustainability issues; and adopting objective, unbiased and truthful actions in all aspects of work.

Ability to work effectively and respectfully with diverse teams; facilitate cooperative or coordinated effort on the part of a group and act together as a group or a team in the interests of a common cause; and work efficiently as a member of a team.

Ability to express thoughts and ideas effectively in writing and orally; Communicate with others using appropriate media to confidently share one’s views and express herself/himself; demonstrate the ability to listen carefully, read and write analytically, and present complex information clearly and concisely to different groups.

Capability for mapping out the tasks of a team or an organisation, setting direction, formulating an inspiring vision, building a team that can help achieve the vision, motivating and inspiring team members to engage with that vision, and using management skills to guide people to the right destination, in a smooth and efficient way.

Ability to work independently, identify appropriate resources required for a project, and manage a project through to completion; Ability to acquire knowledge and skills, including “learning how to learn”, that is necessary for participating in learning activities throughout life, through self-paced and self-directed learning aimed at personal development, meeting economic, social and cultural objectives, and adapting to changing trades and demands of the workplace through knowledge/skill development.

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