ࡱ> 9 0Objbj hh?F+  ---AAA8yt$AK0  )$*\+0///////$'24b/->+N)@)>+>+/ o0b/b/b/>+8 - /b/>+/b/b/b/ KV}+Bb//00K0b/?5-0?5b/?5-b/T>+>+b/>+>+>+>+>+//2.0>+>+>+K0>+>+>+>+?5>+>+>+>+>+>+>+>+>+  :  Programme Details 1. Programme titleChemical Engineering2. Programme codeCPEU023. QAA FHEQ levelHonours - 64. FacultyEngineering5. DepartmentChemical and Biological Engineering6. Other departments providing credit bearing modules for the programmeSchool of Mathematics and Statistics Automatic Control & Systems Engineering7. Accrediting Professional or Statutory BodyIChemE8. Date of production/revisionMarch 2023 AwardsType of awardDuration9. Final awardBEng3 years10. Intermediate awards  Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.H80012. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100143 Programme Delivery 13. Mode of study Full-time14. Mode of delivery Face to face 15. Background to the programme and subject area Chemical engineering is concerned with the application of science to the design, construction and operation of processes in which materials undergo changes. The applications of these changes are necessary for the production of commodities essential to our everyday life. These include food and drink, pharmaceuticals, fertilisers, man-made fibres, plastics, fuels and energy. These manufacturing activities require processes that provide the efficient and safe conversion of raw materials into useful products. This should be achieved at the lowest possible cost, with minimum energy consumption whilst ensuring safe operation and minimum impact on the environment. Chemical Engineers are involved in developing new processes, both chemical and biological, for synthesising new products and optimising the performance of existing process systems. Qualified Chemical Engineers can choose from a wide variety of career opportunities including plant management, research, commissioning, process safety, environmental protection, process control, consultancy or marketing and sales. Students choosing to study this subject at the University of ߲ݴý are provided with a thorough understanding of chemical engineering by combining theoretical aspects of the discipline with hands-on practical experience. The programme also provides the first part of the academic qualifications for students wanting to enter the chemical engineering profession and progress to Chartered Engineer (CEng) status. All students are encouraged to become student members of the Institution of Chemical Engineers and/or the Energy Institute. Both professional bodies have active local branches which organise seminars and visits. Through these experiences, graduates are therefore well-equipped to meet the challenge of working within an ever-changing discipline and succeed in the wide range of career areas described above. In addition to the clearly vocational orientation of the programme, students also benefit from the Departments research activity, which informs its teaching. The Department has four internationally leading research themes: Biological Engineering, Processes and Systems, Materials & Products and Circular Economy. The specialist subjects available in the 3rd year reflect the interests of members of staff in these groups. Students should note that if they fail CPE31003 (Design Project) they would normally be recommended for the award of an Ordinary Degree (i.e. without Honours). Further information about the Department of Chemical and Biological Engineering can be found on its web site at  HYPERLINK "http://www.shef.ac.uk/cbe" http://www.shef.ac.uk/cbe. 16. Programme aims The BEng in Chemical Engineering aims to:A1provide access to an engineering degree to students from a range of academic and social backgrounds;A2deliver a coherent curriculum embedded in design and practice with an emphasis on critical thinking, problem solving, professionalism, ethics and sustainability;A3offer flexible learning environments and pathways to facilitate deep engagement;A4promote and facilitate industry involvement by focusing on both process and product engineering to develop industry ready practical graduates with hands on experience;A5produce graduates who are integrators, change agents and self-directed learners to lead multidisciplinary teams, and be at the forefront of innovation;A6provide exposure to niche research areas built on a strong core in engineering fundamentals;A7produce graduates capable of Engineering from molecules by applying systems level thinking at many length scales;A8foster safe and good laboratory practice;A9encourage students to think for themselves and develop a social awareness of the impact of chemical engineering on society. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1fundamental principles of engineering science relevant to chemical and biological engineering;A1, A2K2mathematics necessary to apply engineering science to chemical and biological engineering;A6, A7K3analytical and design methods used in chemical and biological engineering;A6, A7K4use of information technology for analysis, design and management;A3, A4K5operation of the chemical and biological engineering industry, including business practice and project management;A4, A5, A8K6professional responsibility of chemical engineers and the influence of social, environmental, ethical, economic and commercial considerations on their activities.A8, A9Skills and other attributes (I for Intellectual Skills, P for Practical Skills, T for Transferable Skills) On successful completion of the programme, students will be able to:I1use engineering science, mathematics and, where appropriate, information technology to analyse engineering problems;A7I2analyse and interpret experimental and other numerical data;A8I3produce designs in a professional manner, taking account of social, environmental, ethical and commercial considerations;A2, A9I4carry out a health and safety risk assessment and devise a safe system of working;A8P1use appropriate mathematical methods for modelling and analysing chemical and biological engineering problems;A7P2use relevant test and measurement equipment;A8P3design and conduct experimental laboratory work;A8P4use chemical and biological engineering IT tools and programming;A3, A6P5design systems, components or processes and test design ideas in the laboratory or through simulation;A6, A8P6prepare technical reports and presentations;A2, A7P7undertake the safe handling of chemical materials, taking into account their physical and chemical properties, including a risk assessment of any specific hazards associated with their use;A8T1use information technology effectively;A3, A6T2communicate effectively, orally and in writing;A2, A3T3lead and collaborate with others in teams;A5T4manage time, teams and projects efficiently;A5T5find information and learn independently;A2T6Develop employability skills.A4 18. Learning and teaching methods The main teaching, learning and assessment methods adopted for each learning outcome are shown below. In most cases a combination of methods is used. Emphasis is on learning by doing. Knowledge and understanding are gained through a combination of lectures, tutorials, example classes, design classes, laboratory experience, open-ended problem solving and coursework assignments. Skills are acquired mainly through coursework and individual and group projects. Lectures used to transmit information, explain theories and concepts, and illustrate methods of analysis or design. For most lecture courses tutorial sheets are provided to enable students to develop their understanding during private study. Practical activities students undertake laboratory experiments, open-ended problem solving and computing tasks to gain practical skills. Tutorials and example classes run for individuals, small groups or a whole class to help students with their understanding and to resolve problems in their programme materials. The approach to teaching design encourages students to take a wide perspective on problems and to develop their powers of synthesis, analysis, creativity and judgement as well as clarity of thinking. Students are provided with the context and framework for the application of the scientific, technical and other knowledge which is taught elsewhere in the programme through the methods described above. The principal methods for design teaching are: Design classes students work to solve design problems related to real chemical and biological engineering situations in order to learn design methods and to practice associated analytical techniques. Design projects teams of 6-7 students tackle a chemical engineering problem by working through conceptual and detailed design stages. In addition to planned teaching and learning activities, students are also expected to learn through the preparation of coursework assignments and other assessment activities which generally require students to seek additional information and work on their own, or in small groups, to develop understanding of the subject matter. 19. Assessment and feedback methods Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: Knowledge and understanding are primarily assessed in written examinations. However, in the later years further knowledge and understanding is gained through project work and assessed in written reports and oral presentations. Written examinations unseen examinations. Coursework submission designed to test knowledge and communication skills; these include design studies, computing assignments and laboratory reports. Class tests and online tests tests conducted in a lecture theatre or on the virtual learning portal during the main teaching periods to assess progress. Oral presentations most groups projects include an oral presentation in which each group member plays a part. Individual and group project reports these include intermediate and final reports for the Design Project. We will use a range of feedback mechanisms that we have designed and successfully utilised in the department. They include written and verbal, group and individual feedback from tutors; peer to peer feedback, self-reflection via keeping a skills journal, concept-check online quizzes and personal tutorials. All students receive a Feedback Handbook when they first arrive, which describes in depth the different types of feedback provided in the Department. This handbook is available throughout their studies on the UG Community on Blackboard. For each module, a Module Assessment and Feedback Form is provided at the beginning of the term on Blackboard, which clearly outlines feedback details and date for each assessment component. In addition, the Department provides an Assessment and Feedback Overview which summarises all assessment and feedback details per Level per Semester. 20. Programme structure and student development The programme structure is modular and in each year students study modules worth a total of 120 credits. The first two years (Levels 1 and 2) of the BEng programme are taught through a series of compulsory 10-20 credit modules and are shared across all undergraduate programmes, in order to accommodate transfers between this programme. This provides students with an opportunity to apply for a transfer of programme at the end of Level 2 (for further information about the MEng programmes, please refer to the separate programme specification). At Levels 1 & 2, students also participate in a cross-faculty week-long group project: Global Engineering Challenge in Year 1 and Engineering: Youre Hired in Year 2. These are an opportunity for students across the Faculty of Engineering to work together in multi-disciplinary teams, enabling them to develop a range of professional and technical competences, including awareness of the global context of their decisions, communication skills, cultural agility and enterprising problem solving. Neither of these group projects are credit bearing, but both are compulsory for progression to year 3. In addition, all students take a core CBE Skills for Employability module, which has been developed as a programme level non-credit bearing module, designed to help students in planning their career development, and to equip them with the essential knowledge, know-how and practical skills needed to succeed in the recruitment process and be competitive in the job market. At Level 3, the core curriculum includes a series of compulsory modules to the value of 45 credits plus a 45-credit design project, major feature of the final year, which involves working in a small supervised group on the process design of a chemical plant. The remaining 30 credits are available for optional module choices. The BEng degree (including a pass of the level 3 design project) is registered as meeting the core requirements for Chartered Engineer (via the Institution of Chemical Engineers). Graduates may take an MSc or equivalent education in suitable subjects to meet the full educational requirements for CEng, as an alternative to the MEng year, giving additional flexibility and choice of career options. The Engineering Applications component specified by the Engineering Council (the application of scientific and engineering principles to the solution of practical problems of engineering systems and processes) is embedded throughout the programme. Initially this is introduced during Levels 1 and 2 and includes dedicated design weeks and a week of practical activities along with visits to local chemical engineering industry. It is then continued through the Level 3 design project and requires both group and individual work. Student development over the course of study: Level 1 (1st year) The first year of the programme aims to consolidate students existing scientific knowledge of mathematics and science and also provide some relevant knowledge of other sciences to fill any gaps while at the same time introducing the basic principles of chemical engineering. Students will undertake practical experiments and will be able to present, interpret and evaluate data reliably. They will develop communication skills and teamwork through participation in design and tutorial exercises which will require them to have developed lines of argument and make sound judgements in accordance with basic theories and concepts of chemical engineering. Level 2 (2nd year) Over the following year, students will develop a more extensive knowledge and deeper understanding of the principal chemical engineering subjects, with an emphasis on real applications. Students will also extend their knowledge of computing and background information on other relevant engineering applications. They will further develop their practical skills and solve more difficult chemical engineering problems. Students will undertake more detailed design work in which some elements of professional practice are introduced. Level 3 (3rd year) The final year of the programme is aimed at broadening knowledge of the chemical process industries by introducing further topics together with more advanced treatment of the subjects covered during Level 2. Students will carry out a complex realistic design project requiring the application of the knowledge and understanding gained in earlier years, both of technical subjects and of professional issues. Students will work in self-directed groups, enhancing communication and team-working skills. Upon successful completion of Level 3, students will have developed and demonstrated achievement of the overall programme learning outcomes outlined in Section 17.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Universitys On-Line Prospectus at  HYPERLINK "http://www.shef.ac.uk/courses/" \h http://www.shef.ac.uk/courses/. 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" http://www.sheffield.ac.uk/strategicplan 23. Additional information Further information is available in the departmental brochure Undergraduate Courses available from the Department of Chemical and Biological Engineering or online at  HYPERLINK "http://www.shef.ac.uk/cbe/ug/courses" http://www.shef.ac.uk/cbe/ug/courses.  This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at ߲ݴý can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     cpeu02 ver23-24 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from ߲ݴý  -.7BCDUV\]^op{|}  * 4 5 \ ] ^ 㹹Ī㹹ϗhs:kh4S>*hs:khHCJaJhs:khVEB*CJaJphhs:khpCJaJhs:kh4SCJaJhs:khVE5>*hs:kh4S5>*hs:khVECJaJhVEjhU UmHnHu; .C $Ifgds:k $<1$gds:k $<a$gds:k$<a$ CDV]obY $Ifgds:k (($Ifgds:kkd$$Ifs0 <(   t 0n(4d4 saApytU ]^p|of[ $1$Ifgds:k $Ifgds:kkd$$Ifs0 <(   t 0n(4d4 saApytU |}off $Ifgds:kkd$$Ifs0 <(   t 0n(4d4 saApytU off $Ifgds:kkdL$$Ifs0 <(   t 0n(4d4 saApytU  5 ] of[[ $1$Ifgds:k $Ifgds:kkd$$Ifs0 <(   t 0n(4d4 saApytU ] ^ obW $1$Ifgds:k (($Ifgds:kkd$$Ifs0 <(   t 0n(4d4 saApytU  obW $1$Ifgds:k (($Ifgds:kkd$$Ifs0 <(   t 0n(4d4 saApytU  oi^^^ $$Ifgds:k$gds:kkd\$$Ifs0 <(   t 0n(4d4 saApytU             , - = > j k ۿۿۖ|jS,jhs:kh*W6>*B*CJUaJphU#hs:kh4S6>*B*CJaJphUhs:kh*WCJaJjhs:kh*WCJUaJhs:kh4S6CJaJhs:kh4SCJaJhs:khVE5hs:kh4S5>*hs:khVE5>*hs:khVE>*\hs:khp>*hs:khVECJaJhs:khVE>*hs:kh4S>*hs:khVE6>* QFFF $$Ifgds:kkd $$IfdF P(   t0n(    4daFpytU      ]RRRR $$Ifgds:kkd$$IfdF P(   t 0n(    4daFpytU      ZOOO $$Ifgds:kkd$$Ifd4F P(`   t 0n(    4daFpytU    - > ZTLCCC $Ifgds:k$<gds:k$gds:kkd$$Ifd4F P(    t 0n(    4daFpytU     L M ^ _ ` f g h i j k l ~  ǻxlbXNhs:khVE5>*hs:kh4S5>*hs:khs:k5>*hs:khVE5CJaJ,jhs:kh*W6>*B*CJUaJphU#hs:kh4S6>*B*CJaJphUhs:kh*WCJaJjhs:kh*WCJUaJhs:kh4S6CJaJhs:kh4SCJaJhs:khs:kCJaJhs:khVECJaJhs:khpCJaJhs:khVE6CJaJ 4+ $Ifgds:kkd $$Ifs\8"(FsU  t 0(4d4 sa_p(ytU $1$Ifgds:k ` g h i $1$Ifgds:k $Ifgds:ki j k  ?91( $Ifgds:k$<gds:k1$gds:kkd $$Ifs\8"(FsU  t 0(4d4 sa_p(ytU  ckdt $$Ifs0 ( k  t 0#(2 s4d4 saPpytU $Ifgds:k   *+ab  149:BC\]^_`asȼꭢȼ!jhs:kh*W0J#CJUaJhs:khp0J#CJaJhs:kh*WCJaJjhs:kh*WCJUaJhs:kh4S5CJaJhs:khVE5CJaJhs:kh4SCJaJhs:khVECJaJhs:khpCJaJhs:khs:kCJaJ4 +ldZ%5$$d%d&d'd(d1$IfNOPQRgds:k $<a$gds:k$a$gds:kkdK $$Ifs0 ( k  t 0#(2 s4d4 saPpytU +b _`at[SI $<a$gds:k$a$gds:kmkd" $$Ifd^'' t0'2d4dap ytU 7x$$d%d&d'd(d1$IfNOPQRgds:kst}  IJKMN !"$%NOPRS  |}үƣhs:khVE6CJaJhs:khZ5CJaJhs:khZCJaJhs:kh4S5CJaJhs:khVECJaJhs:kh4SCJaJhs:khpCJaJhs:khVE5CJaJ@txx $1$Ifgds:kskd $$IfsX'Q'  0Q'4d4 sazp ytU $Ifgds:k tii $1$Ifgds:kkdi$$Ifs0PX'I%  0Q'4d4 sazpytU tii $1$Ifgds:kkd1$$Ifs0PX'I%  0Q'4d4 sazpytU tii $1$Ifgds:kkd$$Ifs0PX'I%  0Q'4d4 sazpytU Jtii $1$Ifgds:kkd$$Ifs0PX'I%  0Q'4d4 sazpytU JKNtii $1$Ifgds:kkd$$Ifs0PX'I%  0Q'4d4 sazpytU !tii $1$Ifgds:kkdQ$$Ifs0PX'I%  0Q'4d4 sazpytU !"%Otii $1$Ifgds:kkd$$Ifs0PX'I%  0Q'4d4 sazpytU OPStii $1$Ifgds:kkd$$Ifs0PX'I%  0Q'4d4 sazpytU  }tnf[N P$1$Ifgds:k $1$Ifgds:k<1$gds:k1$gds:kkd$$Ifs0PX'I%  0Q'4d4 sazpytU }~WX^_`bcyz+,234OG\]_`acdƻҰҰhs:khi:CJaJhs:kh4SCJaJhs:khVE5CJaJhs:khZCJaJhs:khZ5CJaJhs:kh4S5CJaJhs:khVECJaJE}~ $1$Ifgds:kukdq$$IfsJ'3'  03'4d4 sap ytU nccc $1$Ifgds:kkd%$$Ifs0!J'!U 03'4d4 sapytU X_\QQQ $1$Ifgds:kkd$$IfsF}!J'fxU  03'    4d4 sapytU _`c\QQQ $1$Ifgds:kkd$$IfsF}!J'fxU  03'    4d4 sapytU \QQQ $1$Ifgds:kkd$$IfsF}!J'fxU  03'    4d4 sapytU z\QQQ $1$Ifgds:kkd$$IfsF}!J'fxU  03'    4d4 sapytU ,3\QQQ $1$Ifgds:kkd$$IfsF}!J'fxU  03'    4d4 sapytU 34\QD P$1$Ifgds:k $1$Ifgds:kkd_$$IfsF}!J'fxU  03'    4d4 sapytU ]` $1$Ifgds:kukd?$$IfsJ'3'  03'4d4 sap ytU `ad\SHH $1$Ifgds:k $Ifgds:kkd$$IfsF}!J'fxU  03'    4d4 sapytU ! " ( ) * , - . G ~  )!*!,!-!.!0!1!"?#?6?P?Q?c?d?4@4AAABB4B4CDD*D+D+E+FFFŸŮŢhs:khi:B*CJaJphhs:kh=RVCJaJhs:kh=RV5CJaJhs:kOJQJaJhs:khs:kOJQJaJhs:khi:OJQJaJ hs:khVE5B*CJaJphhs:kh4S5CJaJ hs:kh4S5B*CJaJph4Q?d?ABD+DFFGNjkd,$$IfH'`'0`'44 Hap ytU 7xx$$d%d&d'd(dIfNOPQRgds:kx$If`gds:kFFGGGGGGGGGGGGGHHHHHHHHH׻}l]L] hs:kh4S>*B*CJaJphhs:kh4SB*CJaJph hs:khVE5B*CJaJphhs:kh4S5CJaJ hs:kh4S5B*CJaJphhs:khVECJ\aJ)jhs:kh*W>*B*CJUaJph hs:khi:>*B*CJaJphhs:kh*WCJaJjhs:kh*WCJUaJhs:khi:B*CJaJphhs:khi:CJaJGGGH\!;$ @ <$d%d&d'd(dNOPQRgds:k9$ @ $d%d&d'd(dNOPQRgds:kjkdg-$$IfH'`'0`'44 Hap ytU HHHHHHIOIPIlImInIIIIIIJ1J2J3JJJJJJJJJK'K(KPKQKRKSKTKnK嶶~~~m hs:kh4S5B*CJaJph!jhs:kh*W0J#CJUaJhs:khm,0J#CJaJhs:kh*WCJaJjhs:kh*WCJUaJhs:khm,CJaJhs:khVE5CJaJhs:kh4S5CJaJhs:khVECJ\aJhs:khVECJaJhs:khVEB*CJaJph%HHHH]$9$ @ $d%d&d'd(dNOPQRgds:kjkd-$$IfH'`'0`'44 Hap ytU 7xx$$d%d&d'd(dIfNOPQRgds:kHHPImII2JJJRK @ x$Ifgds:k @ x$Ifgds:k$ @ x$Ifgds:k$ @ <gds:kRKSKTKS9$ @ $d%d&d'd(dNOPQRgds:kskd.$$IfH'`'0`'22 H44 Hap ytU nKoKLLJLKLnLoLpLqLrLsLtLuLvLwLLwMMMN N:N;NN?Nս䒃wlll[Fl)jhs:kh*W>*B*CJUaJph hs:kh4S>*B*CJaJphhs:kh4SCJaJhs:khVECJ\aJj/hs:kh*WCJUaJhs:khVECJaJhs:kh=RVB*CJaJph!jhs:kh*W0J#CJUaJhs:kh=RV0J#CJaJhs:kh*WCJaJjhs:kh*WCJUaJhs:kh=RVCJaJ hs:khVE5B*CJaJphTKoKrLsL"jkd'/$$IfH'`'0`'44 Hap ytU 7xx$$d%d&d'd(dIfNOPQRgds:k;$ @ <$d%d&d'd(dNOPQRgds:ksLtLvLwL=N>N?NANBNDNENGNHNpnnnnnnjkdE0$$IfH'`'    0`'44 Hap ytU xx$Ifgds:k$ @ xxgds:kgds:k ?N@NANBNCNDNENFNGNHNINJNKNLNMN[N^N_N`NdNeNfNgNhNiNjNNNNN OOOOOOOOOOҼ󰬠hs:khVECJaJh4S5B*CJphhVEh4S5B*CJphhq'B*mHnHphuh4SB*phjh4SB*Uphh=RVB*CJaJphhVEB*phh*Wjh*WU'HNJNKNLNMN_NhNiNjNNaV $<<:Da$4$ 9r $d%d&d'd(dNOPQRa$1 9r $d%d&d'd(dNOPQR4$ 9r $d%d&d'd(dNOPQRa$ NNOOOOOOOgds:k:D<<:D$<:Da$$<:Da$50P. A!`"`#@$% DpnL r;=ouk!XcPNG  IHDR1tbIDATxoyo9,B( 4ot]/@#gH)//yS`.{kAVQeX}HaHKh;iݠ{(iwgof3}xY:Kg,tY:Kg,tY:Kg,tY:Kg,tY:Kgiɬ;NޛSd'JcuT&UT'?э舞tcJ.S;s3_8'MY:PhNqr'*9YDr(3?3*܏ԽaEr++3 ?SU:R0wԤhvf;b8c :L;oxrz&(b:cxͥo_ 蔋)u;UR{,{vԔ}XmUT6\8:Xϳ&aEtrv*:=n5NwTZ99G=UWԁq׹8(\Ϡt>gεkӜH{`c 743h3 6}M_ܶANCΩDL\ nt5QPӍʙOy;}ayrS;n_Qo'%ΝB:C]%gvröy D6:ޙNK9%gr?"g[@Eg;E+g9ܜdB:DR+g\a^xGZ8/3;SQ>y]LL/QHq*Ύ^pJ[7|:Q0s=aOd7{N9Nhd.X Ǻ3>SWǓ= Y|mnń, uu?ӝ8W,xC)r2}C>AMtB{IOǯ=EwW"ֆwӝqgxqsޱŒB +8qZJ2jr?h%,s*}s+3BEtyU wT~|w<#~A+>Lo-s*P4qZxN2uO$KDNS +ppG'PeKWNJYbhΣs '@R0Y̹wsyVcWx)3,[@;46Y4Ow;c .,S\ >TDʉ5o10}k-Z9UI*~7Ou xn;sgP'N.'K+֐sOq:4g<(2w~Rq>2NWq;lkKɔW9c}N ]Ѿ.;/shpZ;"}^S9+ ˹.gHi7&7zs#Sgnas6Se2@3pil|ʉӧwӜG,Sgt4k'Ħ]4)l]Fq[(oق,i|1s:(Ā ;×|S:Sik8g_͙rbk rv'EGqFŒt9pUߖhE`X@_F`~9KKyeQ~A8#k9; Ixm;Cd8P' >9}r&-}*pChlNڹF#~FuW ~Czqg(6(&I)KxT/qi?tqM}8+B;Ct*^ VEm'Y9uB]t)rj9i1:9p`>tr#~Zαb]N_1K r2 ܢ?йj~v♰3sһNGr)gh N,cߝ(%Zigtv0N;oN<Ӕ8ddOwx7N cȹN>q2]7B.Oq:$_'6.Bq _fƙ?Pw**ǛgȕTmG4~'Eq @QVV`z 9B0Tx:3ֻG HyFai*s'O9%('NwE~bҰ$H9֔3Ki~4R$dl%WJ9~g?J-*S2ui]P'_N9{0 t;SAs9fhr J8=NNf Viw::б3sb1ogM8Y 8x +ySY:Cpd;'ؘ̜)iΊC}'9w8!3gфwRpL !0C[Rϙ4x3P9ĩ~|2CZ G3;qz*8t]*-T(CUUXB$VA4 Zfz[tY4N*nfDxt1 T# TņC ^3?/K{e >SNݣгht9\3/`ShnFP T2ҫz;֧6K* 9:J3bZznA:TNh:O'91  c5G'jVmG2Ut9=J:sqvtku|Nl<2OJ7cɫYXN=6W[qM8,Oo!"tکj^h%&hC;C_L*;@0] ۤR4suzRh!\4Ӣ)7N .cfdj'7(Hy|8qKxS$ /[3sqR!9_tVL c8|,u $5^K_unԺL:it1OAaz U(ݛSeQ i; f>׎ 菴˭?N(s%q CĢbTao9Mv}9R&$\R' L,#&ᒢޱ].s9rn%p/*/9.t zl`Aj:GLLR'/tQ@S;'axl1)G:`zkq^0iˇɄ 8koВSI`2:M7iGb9i0EwW6VA>|gצtv*oYq[fNioo'mu';buIsuzBpq>׌eǭdTN="*gPc-gQC[.Q\8,ӕH/wvw7lV{q8W`H: / 3N։SZ99L{V̂*~KYe!cv*iiĮN3djꎥ{m]ATr.Θ N#ddĖNZc=4 n/?nJwj{f ;}ۤyZ?ǹ>Z!ʦ8n(,r5ܖ⭰QzĿ=;E"',70]ڷ:եxǥ!<;~{Zv0n;{Nu+ZE7՗? Z'-YD}gq/Z'خi֣/;N\9/Gf]|Vm;Wos^ucsX3+[MhzD^jlCKchj= ȣZ*s/^p f/)T{;nVsI-Sڏ~ICHZ}aM6:!bSEӇP=Rf; f *Gn7}9u4݅] T5gwk^?ټf;;3w~CS}rb8lQ>5>#dd)ܦ au]?'!p tM{\g9TjV'֌t]` l*Fc艕zP]N3=aNqkӝFഛtJJU5}I+s?vb?#pN(lܶ~Z 9;o~qNvƜ]w hiR%d WH=TXO:cptN*YORD#Dsܧ=^U@݊_\NK43'DfЫJ{MZ Mɸ[ϏĐalcG5z=axlP$4s-<ğֿF)bq~һ!OդMk3\+b !|0L}ތldN T-twhާ0v|'#m-suJx(h:w\nGEpb+Q:[o>J-0ȡ$̍MFi7ߠj䤮32 Hhi618ۧfqR?-9މ$i14E8c}d@}=o:CN]}S+[c{Nݻ0d7w*+Ԃ*SU+#|Y:Kg,tY:Kg,tY:Kg,tY:Kg,tY:Kg,tY: |72\7{IENDB`$$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfA!vh#v #v:V s  t 0n(5 54d4 saApytU $$IfF!vh#v #v#v :V d  t0n(5 55 4daFpytU $$IfF!vh#v #v#v :V d  t 0n(5 55 4daFpytU $$IfF!vh#v #v#v :V d4  t 0n(+5 55 4daFpytU $$IfF!vh#v #v#v :V d4  t 0n(+5 55 4daFpytU $$If_!vh#v#vF#vs#vU:V s  t 0(55F5s5U4d4 sa_p(ytU $$If_!vh#v#vF#vs#vU:V s  t 0(55F5s5U4d4 sa_p(ytU $$IfP!vh#v #vk:V s  t 0#(5 5k/ 2 s4d4 saPpytU $$IfP!vh#v #vk:V s  t 0#(5 5k/ 2 s4d4 saPpytU $$If!vh#v':V d t0'5'2d4dp ytU $$Ifz!vh#vQ':V s  0Q',5Q'/ 4d4 sazp ytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$Ifz!vh#vI#v%:V s  0Q'5I5%/ 4d4 sazpytU $$If!vh#v3':V s  03'53'/ 4d4 sap ytU $$If!vh#v!#vU:V s 03',5!5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#v3':V s  03'53'/ 4d4 sap ytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#vf#vx#vU:V s  03'5f5x5U/ 4d4 sapytU $$If!vh#v`':V H0`'5`'4 Hp ytU $$If!vh#v`':V H0`'5`'4 Hp ytU $$If!vh#v`':V H0`'5`'/ 4 Hp ytU $$If!vh#v`':V H0`',5`'/ 4 Hp ytU $$If!vh#v`':V H0`',5`'4 Hp ytU $$If!vh#v`':V H0`'5`'/ 22 H4 Hp ytU $$If!vh#v`':V H0`'5`'4 Hp ytU DdP  3 3"(($$If!vh#v`':V H0`',5`'/  4 Hp ytU "*x666666666vvvvvvvvv666666>666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666$OJPJQJ^J_HmH nHsH tH<`< Normal_HmH nHsH tH<< Heading 1$@&CJ aJ << Heading 2$@&CJaJ@@@ Heading 3$@& >*CJaJ@@ Heading 4$@& 5CJaJ88 Heading 5$@&5@@ Heading 6$@& 6CJaJDA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List @>@ Title$$x 5CJHaJH^J^ Subtitle$$hP$6B*CJ0OJPJQJ^JaJ0phfff:o: :V4d4 s442o#2 :V4d44:/3: :V4d4 s44:oC: :V4d4 s442oS2 :V4d44:oc: :V4d4 s44:os: :V4d4 s442o2 :V4 H442o2 :V4 H442o2 :V4 H442o2 :V4 H442o2 :V4 H442o2 :V4 H442o2 :V4 H4444  m,0Header B#.. m,0 Header Char4 4 "m,0Footer !B#.!. !m,0 Footer Char6U`16 m, Hyperlink >*B*phT/AT m,0Unresolved Mention1B*ph`^\q @ R@p0Revision%_HmH nHsH tHRv!aR p0Unresolved MentionB*ph`^\q DOrD (i:ps1'd<<CJOJPJQJ^J</< 'i:ps1 CharCJOJPJQJ^JFV F =RV0FollowedHyperlink >*B*phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V'}ʅ$I1Ê9cY<;*v7'aE\h>=,*8;*4?±ԉoAߤ>82*<")QHxK |]Zz)ӁMSm@\&>!7;ɱʋ3װ1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'+ theme/theme/_rels/themeManager.xml.relsPK]& GG2 ***- s}#'4FHnK?NO(27<?JUahlnptwC]|]   i +tJ!O}_3`) -!e!!$"\"!#T####&$K$M$,-04Q?GHHRKTKsLHNNO)*+,-./01345689:;=>@ABCDEFGHIKLMNOPQRSTVWXYZ[\]^_`bcdefgijkmoqrsuvxyjL^B\???@@@mAAA2BBBB'CPCDJDoDEF:FGXXXXXXXXXX %'-!,b$L r;=ouk!Xc7G# @|(    FA?"image2.png"  6!e!e"#">2PK!8[Content_Types].xmlAN0EH%N@%邴K@`dOdlyLhoDX3'AL:*/@X*eRp208J妾)G,R}Q)=HiҺ0BL):T뢸WQDY;d]6O&8* VCLj"󃒝 yJ.;[wIC_ :{IOA !>Ø4 p;fɑ3׶Vc.ӵn(&poPK!8! _rels/.relsj0 }qN/k؊c[F232zQLZ%R6zPT]( LJ[ۑ̱j,Z˫fLV:*f"N.]m@= 7LuP[i?T;GI4Ew=}3b9`5YCƵkρؖ9#ۄo~e?zrPK!xdrs/e2oDoc.xmlS0#4IՅ6jB*BZApfmҿg얶 3{3^?NeGhkx5+9SNθ}ÿ۾[rQNXTO j5FEchxce30H.H[}1zxi\_k%WQEfNb^!mZZ{7CAG^K=(_#q&PxT?ؼ"̅p _Yv@2k$34 Oؔ:]RSd6rU8\d9?)?d4Y$q|HWRꯔtzk6;o,mEG~K.%;iIV°i "0P+F㏃řHUǘÇ#}D8{|y?&OP.`e9`6?PK!+S drs/downrev.xmlLAK0!M\j֦,xĪ1mƶl3)MڭٓfxbA,8ޓۍxS&!kOˋ֟*C(FCK ?"'g"S+dNU*:3XNð㳾ʪ"pgt(3  D )lm& BPPK-!8[Content_Types].xmlPK-!8! /_rels/.relsPK-!x.drs/e2oDoc.xmlPK-!+S drs/downrev.xmlPK) B S  ?GlS1t T _oh24j9m5t41r _e2oo9u3do1pa _13ts2med3l67 _b0vxn133qzz1 _ocojx61y4kxu _iv4xf5k0fl38 _uyu3aj387fji _lc8exw96pwz8_gjdgxs _k6br1mrerhz5_30j0zllk@@wDG k@@wDGMRDD?FAFBFDFEFGFHFJFKFiFjFGGDPY^   !!!!""&&()-)\-g-2 377wDME?FAFBFDFEFGFHFJFKFiFjFGG3333333333333333333 ijkl++b b }}~UU$$,,----@@QCQCDD>FG ijkl++b b }}~UU$$,,----@@QCQCDD>FGgU q'VV(m,VE4S=RV*Ws:kHi:ZpC ?FAF@ DDDDG @UnknownG.[x Times New Roman5Symbol3. .[x Arial7Georgia7$BCambria;(SimSun[SO7..{$ CalibriA$BCambria Math"qhGG| ;# [<$!`@20FFC@P $PDVE2!xx Claire AllisonClaire Allison Oh+'0( px   Claire AllisonNormalClaire Allison2Microsoft Office Word@@@}@@}| ; ՜.+,D՜.+,D hp  ߲ݴý#F  Title 8@ _PID_HLINKSA<`=http://www.shef.ac.uk/ssid^%http://www.shef.ac.uk/cbe/ug/coursesD )http://www.sheffield.ac.uk/strategicplanBJhttps://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf:|@https://www.qaa.ac.uk/quality-code/subject-benchmark-statementsl} http://www.shef.ac.uk/courses/^Q %http://www.sheffield.ac.uk/calendar/Hhttp://www.shef.ac.uk/cbe '(https://www.hesa.ac.uk/innovation/hecos Bhttps://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FPV}Data 01Table?5WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q