The document provides information about the Natural Sciences programs at the University of York. It discusses the interdisciplinary and specialization options available in the Natural Sciences. The interdisciplinary programs allow students to study multiple subjects throughout all years, while the specialization programs provide breadth in the first year before focusing on a specific subject in later years. The programs are designed to break down boundaries between disciplines and provide students with a broad understanding of science.
Sir John Holman, University of York, UK: Science Education: critical for Europe's Future
Keynote speech of the Scientix European Conference, 6-8 May 2011, Brussels, Belgium
Monash Science Course Guide 11.0 Web SpreadsRebecca Adam
Monash University provides students with a flexible science education and diverse subject choices. The document discusses why a current Monash student chose to study a double degree in gender studies and astrophysics, enjoying the balance it provides between liberal arts and science. The student values the support resources and flexible degree options at Monash, advising future students to study subjects they are passionate about. Cutting edge research being conducted at Monash on topics like bionic eyes, cancer cures, climate change and more is also summarized.
The conceptual framework outlines the goals of the K-12 science curriculum in the Philippines which are to develop scientific literacy, prepare students to make informed decisions about science and technology, and produce productive members of society. The curriculum recognizes the importance of science in everyday life and promotes linking science and technology while preserving cultural uniqueness. It is designed around three domains of learning: understanding and applying scientific knowledge, performing scientific processes and skills, and developing scientific attitudes and values. These domains are facilitated using multi/interdisciplinary, science-technology-society, contextual, problem/issue-based, and inquiry-based approaches grounded in constructivist and social learning theories.
The document discusses challenges in teaching science to future middle years and secondary school teachers. It focuses on integrating socioscientific issues into science curricula without taking away from content. The author models this approach in their teacher education courses by emphasizing either nature of science, technology, or science and society in sample course units. Student assignments are then analyzed to evaluate the pedagogy's effects on preparing teachers to plan science lessons integrating these real-world issues.
This document discusses components of instructional planning for teaching science. It begins by explaining that instructional planning involves three steps: deciding what to teach, how to teach, and communicating goals and expectations to learners. Each step includes specific tasks. The document then focuses on the delivery of instruction, providing tips for teachers. These include deciding the delivery method, hooking students into the lesson, giving clear directions, questioning students and allowing wait time, being aware of pacing, variety and enthusiasm, and using formative assessments for evaluation and reflection. The key points are that instructional planning is important and involves deciding content, pedagogy and communicating goals, while effective delivery of instruction engages students, provides clear expectations, checks for understanding,
Undergraduate students have varying understandings of aspects of the nature of science (NOS). A study surveyed 52 undergraduate students in a biology course to examine their perceptions of NOS. The study found that:
1) Students generally understood the tentative, empirical, and creative aspects of NOS. However, their understanding of the social and cultural embeddedness of science was poorer.
2) Science majors displayed a slightly better understanding of most aspects of NOS than non-science majors or undecided students.
3) Overall, teaching of NOS aspects could be improved, especially the social and cultural dimensions, to help students develop a richer understanding of the nature of science.
The Nuffield Science Teaching Project sought to modernize science education for students ages 5 to 18 through new courses in biology, chemistry, physics, mathematics, and junior science. It emphasized hands-on practical work and teaching science as an inquiry process. The Science-A Process Approach (SAPA) program similarly focused on developing students' understanding of science processes over memorization of facts. An evaluation of SAPA found it improved students' skills in cognitive science processes and teachers' understanding of science processes, though had no impact on students' content knowledge.
This document provides information about an upcoming International Science Symposium on Recent Trends in Science and Technology to be held on April 8-9, 2021. It will feature talks from laureate Professor Peter Doherty, a Nobel Prize winner in Physiology and Medicine, and Professor Gunnar C. Hansson from the University of Gothenburg, Sweden. The symposium aims to provide exposure to recent developments in various fields of science and technology. Undergraduate and postgraduate students, research scholars, and delegates from academia and industry can participate through oral or poster presentations. There will also be a Q&A session with Professor Doherty on COVID-19.
Sir John Holman, University of York, UK: Science Education: critical for Europe's Future
Keynote speech of the Scientix European Conference, 6-8 May 2011, Brussels, Belgium
Monash Science Course Guide 11.0 Web SpreadsRebecca Adam
Monash University provides students with a flexible science education and diverse subject choices. The document discusses why a current Monash student chose to study a double degree in gender studies and astrophysics, enjoying the balance it provides between liberal arts and science. The student values the support resources and flexible degree options at Monash, advising future students to study subjects they are passionate about. Cutting edge research being conducted at Monash on topics like bionic eyes, cancer cures, climate change and more is also summarized.
The conceptual framework outlines the goals of the K-12 science curriculum in the Philippines which are to develop scientific literacy, prepare students to make informed decisions about science and technology, and produce productive members of society. The curriculum recognizes the importance of science in everyday life and promotes linking science and technology while preserving cultural uniqueness. It is designed around three domains of learning: understanding and applying scientific knowledge, performing scientific processes and skills, and developing scientific attitudes and values. These domains are facilitated using multi/interdisciplinary, science-technology-society, contextual, problem/issue-based, and inquiry-based approaches grounded in constructivist and social learning theories.
The document discusses challenges in teaching science to future middle years and secondary school teachers. It focuses on integrating socioscientific issues into science curricula without taking away from content. The author models this approach in their teacher education courses by emphasizing either nature of science, technology, or science and society in sample course units. Student assignments are then analyzed to evaluate the pedagogy's effects on preparing teachers to plan science lessons integrating these real-world issues.
This document discusses components of instructional planning for teaching science. It begins by explaining that instructional planning involves three steps: deciding what to teach, how to teach, and communicating goals and expectations to learners. Each step includes specific tasks. The document then focuses on the delivery of instruction, providing tips for teachers. These include deciding the delivery method, hooking students into the lesson, giving clear directions, questioning students and allowing wait time, being aware of pacing, variety and enthusiasm, and using formative assessments for evaluation and reflection. The key points are that instructional planning is important and involves deciding content, pedagogy and communicating goals, while effective delivery of instruction engages students, provides clear expectations, checks for understanding,
Undergraduate students have varying understandings of aspects of the nature of science (NOS). A study surveyed 52 undergraduate students in a biology course to examine their perceptions of NOS. The study found that:
1) Students generally understood the tentative, empirical, and creative aspects of NOS. However, their understanding of the social and cultural embeddedness of science was poorer.
2) Science majors displayed a slightly better understanding of most aspects of NOS than non-science majors or undecided students.
3) Overall, teaching of NOS aspects could be improved, especially the social and cultural dimensions, to help students develop a richer understanding of the nature of science.
The Nuffield Science Teaching Project sought to modernize science education for students ages 5 to 18 through new courses in biology, chemistry, physics, mathematics, and junior science. It emphasized hands-on practical work and teaching science as an inquiry process. The Science-A Process Approach (SAPA) program similarly focused on developing students' understanding of science processes over memorization of facts. An evaluation of SAPA found it improved students' skills in cognitive science processes and teachers' understanding of science processes, though had no impact on students' content knowledge.
This document provides information about an upcoming International Science Symposium on Recent Trends in Science and Technology to be held on April 8-9, 2021. It will feature talks from laureate Professor Peter Doherty, a Nobel Prize winner in Physiology and Medicine, and Professor Gunnar C. Hansson from the University of Gothenburg, Sweden. The symposium aims to provide exposure to recent developments in various fields of science and technology. Undergraduate and postgraduate students, research scholars, and delegates from academia and industry can participate through oral or poster presentations. There will also be a Q&A session with Professor Doherty on COVID-19.
Scientists’ and talented students’ contributions to an innovative secondary s...Junior College Utrecht
Presentation for the 2011 ESERA conference in Lyon, France, by Ton van der Valk. Different models of involving science experts in the development of science education for secondary school.
G. Djordjevic - Excellence in physics education by the international cooperationSEENET-MTP
This document summarizes an initiative to improve physics education in Serbia through the establishment of a specialized physics class for gifted students. Key points:
1) An experimental physics class was started 8 years ago in Nis, Serbia to offer gifted students high-quality physics education and opportunities to continue their studies.
2) Evaluation found students in the physics class had better results on physics tests than students in standard classes or specialized math classes.
3) The physics class attracted more students over time due to its attractive curriculum, additional resources, and student success.
The document outlines a science curriculum framework for grades K-12 in the Philippines. It aims to develop scientific literacy in students to make informed decisions about issues with social, health, or environmental impacts. The curriculum integrates science, technology, and cultural aspects. It teaches basic science concepts and process skills to solve problems, innovate products, protect the environment, and make unbiased decisions involving science and technology. Key standards are outlined for different grade levels, focusing on skills like inquiry, health, environmental protection, and literacy in science and technology. A proposed sequencing of domains is provided for different grades.
Nature of Physics and Issues in Teaching Physics.pptxGhoxmancow
The document discusses the nature of physics, issues in teaching physics, and the role of physics teachers. Physics is the study of matter, energy, and their interaction. It is fundamentally mathematical and seeks to understand natural phenomena. Challenges in teaching physics include its abstract concepts, students' weak mathematical backgrounds, and lack of resources. Effective physics teaching requires proper laboratories, qualified teachers, sufficient time, and connecting concepts to real-life. The role of teachers is to prepare well, develop students' scientific literacy, and foster interaction through hands-on learning and relating physics to daily experiences.
Unit 2 learning in science as the development of big ideasSLINDILE MATHEBULA
This document outlines principles of science education and identifies big ideas in science. It discusses ten principles for science education, including developing curiosity and enjoyment of science. Fourteen big ideas are identified, including ideas about particles, forces, energy, evolution, and implications of science. Big ideas are important for helping students understand the world and enable informed decisions. High-stakes testing can limit what is taught, but identifying big ideas supports inquiry-based learning and cognitive progression in science understanding.
The University of Notre Dame College of Science welcomed two new faculty members in fall 2013:
1) Luqun Shen joined the Department of Biological Sciences as an assistant professor. His research focuses on understanding how cells sense and respond to environmental stresses using budding yeast as a model organism.
2) John Kwon joined the Department of Chemistry and Biochemistry as an assistant professor. His research group uses mass spectrometry-based proteomics to study post-translational modifications and their roles in human disease.
Catherine Tiplady is exploring how veterinarians can help protect animals from domestic violence as part of her PhD research. Her work examines the link between domestic violence and animal abuse, and how both people and pets are affected by violence in the home. Through her research, she hopes to create protocols for veterinarians to recognize signs of trauma in pets and treat animals that have experienced abuse or neglect. Catherine credits her veterinary and social sciences background from UQ with allowing her to conduct this unique research combining both fields.
This document provides an overview of science and discusses various topics related to science including scientific research, different fields of science like social science and library science, the history of science, science education, scientific conferences and festivals, scientific journals and publications, and the relationship between science and policy. It also mentions several organizations related to science like the National Science Foundation and discusses scientists and their work.
The document provides an overview of the Primary Science Syllabus in Singapore. It outlines the 5 themes covered in the syllabus: Diversity, Cycles, Systems, Energy, and Interactions. It describes the aims of the syllabus and the knowledge, skills, processes, and attitudes that students should acquire in each theme. The syllabus is organized in a spiral approach, with topics revisited at different levels. It allows for flexibility through "white space" for teachers to customize learning.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
Conceptual Framework of Science Curriculum [Autosaved].pptxAllenIbaez
The science curriculum document discusses the conceptual framework for science education. It aims to develop scientific literacy among learners to prepare them to make informed decisions regarding applications of science. The curriculum is designed around three domains of learning: understanding and applying scientific knowledge, performing scientific processes and skills, and developing scientific attitudes and values. These domains are facilitated using approaches like interdisciplinary learning, problem-based learning, and inquiry-based learning. The curriculum also discusses the three dimensions of three-dimensional learning: scientific practices, crosscutting concepts, and disciplinary core ideas.
Course DescriptionENVI110 is an introductory, interdisciplinary .docxfaithxdunce63732
Course Description
ENVI110 is an introductory, interdisciplinary science course for majors in the Department of Earth and Environmental Systems and for students wishing to satisfy their general education requirement for a science course with or without a lab [Science w/lab requirement of FS2010].
Both major and non-major students should be enrolled concurrently in ENVI 110L.
2 This course presents the environment as a complex, highly interrelated system of physical and biological processes that impacts virtually every sphere of human activity. We depend on the environment for basic necessities such as food, water, and the raw materials that we transform into shelter; we rely upon large-scale environmental processes that provide ecosystem services, such as the climate regulation and the natural flood control provided by forests and wetlands; and yet we also incur the sometimes catastrophic consequences of major environmental events, such as earthquakes, hurricanes and drought. Increasingly, human activity is altering these basic physical and biological environmental processes; the human population has more than doubled since 1960, and our economic activity in developed and developing countries has heightened our demand for limited environmental resources, such as arable land and clean water. Other consequences of increased human activity are less obvious, but no less consequential. It clearly benefits us to acquire a better understanding of this environment that we depend upon and influence so dramatically.
In this class we will explore the various processes that contribute to the functioning of the environment, as well as the ways we interact with it.
We will introduce topics using a case-studies approach, in which we use current news stories as a launching point for our science-based investigations. We will investigate the science of the environment, delving into how environmental issues and problems can be understood and addressed using the scientific method. Most importantly, we will focus on how you, whether a scientist or lay citizen, can take a scientific and informed approach to real -life decision making, whether in the workplace, marketplace or voting booth. Throughout, we emphasize the importance of using critical thinking and evidence to draw conclusions and suggest actions.
Course Goals (abbreviated S&L 1-4 for Science and Laboratory Learning Objectives and SAL 1-3 for Skill Applied Learning Requirements from the Foundational Studies Program)
Increase our knowledge about the scientific process and the importance of science in making informed and reasonable choices. (S&L 4)
Formulate hypotheses and interpret authentic data to evaluate those hypo theses. (S&L
1 and 2)
Develop critical thinking skills and critical analysis through problem solving of practical problems associated with the physical and biological environment. (SAL 1)
Advance our understanding of environmental science by applying basic principles of physics, chemi.
1) Science is defined as the systematic study of the structure and behavior of the physical and natural world through observation and experiment.
2) The goal of science is the pursuit of knowledge for its own sake, while the goal of technology is to create products that solve problems and improve human life. Technology is the practical application of science.
3) Science and technology are important in modern society as they provide knowledge and tools that improve living standards by finding cures for diseases and developing clean energy sources. Science must also respond to societal needs and global challenges.
This document outlines Pakistan's new Single National Curriculum for General Science for grades 4-5. It covers three key strands - Life Sciences, Physical Sciences, and Earth and Space Sciences. For each strand, it defines standards and benchmarks that students are expected to achieve by the end of grade 5. These include understanding life processes, the diversity of life, properties of matter, energy transformations, and the relationship between the Earth and other objects in the solar system. The curriculum also emphasizes developing scientific skills, attitudes and incorporating STEM concepts. It aims to promote scientific literacy and prepare students for international assessments like TIMSS.
Scientists’ and talented students’ contributions to an innovative secondary s...Junior College Utrecht
Presentation for the 2011 ESERA conference in Lyon, France, by Ton van der Valk. Different models of involving science experts in the development of science education for secondary school.
G. Djordjevic - Excellence in physics education by the international cooperationSEENET-MTP
This document summarizes an initiative to improve physics education in Serbia through the establishment of a specialized physics class for gifted students. Key points:
1) An experimental physics class was started 8 years ago in Nis, Serbia to offer gifted students high-quality physics education and opportunities to continue their studies.
2) Evaluation found students in the physics class had better results on physics tests than students in standard classes or specialized math classes.
3) The physics class attracted more students over time due to its attractive curriculum, additional resources, and student success.
The document outlines a science curriculum framework for grades K-12 in the Philippines. It aims to develop scientific literacy in students to make informed decisions about issues with social, health, or environmental impacts. The curriculum integrates science, technology, and cultural aspects. It teaches basic science concepts and process skills to solve problems, innovate products, protect the environment, and make unbiased decisions involving science and technology. Key standards are outlined for different grade levels, focusing on skills like inquiry, health, environmental protection, and literacy in science and technology. A proposed sequencing of domains is provided for different grades.
Nature of Physics and Issues in Teaching Physics.pptxGhoxmancow
The document discusses the nature of physics, issues in teaching physics, and the role of physics teachers. Physics is the study of matter, energy, and their interaction. It is fundamentally mathematical and seeks to understand natural phenomena. Challenges in teaching physics include its abstract concepts, students' weak mathematical backgrounds, and lack of resources. Effective physics teaching requires proper laboratories, qualified teachers, sufficient time, and connecting concepts to real-life. The role of teachers is to prepare well, develop students' scientific literacy, and foster interaction through hands-on learning and relating physics to daily experiences.
Unit 2 learning in science as the development of big ideasSLINDILE MATHEBULA
This document outlines principles of science education and identifies big ideas in science. It discusses ten principles for science education, including developing curiosity and enjoyment of science. Fourteen big ideas are identified, including ideas about particles, forces, energy, evolution, and implications of science. Big ideas are important for helping students understand the world and enable informed decisions. High-stakes testing can limit what is taught, but identifying big ideas supports inquiry-based learning and cognitive progression in science understanding.
The University of Notre Dame College of Science welcomed two new faculty members in fall 2013:
1) Luqun Shen joined the Department of Biological Sciences as an assistant professor. His research focuses on understanding how cells sense and respond to environmental stresses using budding yeast as a model organism.
2) John Kwon joined the Department of Chemistry and Biochemistry as an assistant professor. His research group uses mass spectrometry-based proteomics to study post-translational modifications and their roles in human disease.
Catherine Tiplady is exploring how veterinarians can help protect animals from domestic violence as part of her PhD research. Her work examines the link between domestic violence and animal abuse, and how both people and pets are affected by violence in the home. Through her research, she hopes to create protocols for veterinarians to recognize signs of trauma in pets and treat animals that have experienced abuse or neglect. Catherine credits her veterinary and social sciences background from UQ with allowing her to conduct this unique research combining both fields.
This document provides an overview of science and discusses various topics related to science including scientific research, different fields of science like social science and library science, the history of science, science education, scientific conferences and festivals, scientific journals and publications, and the relationship between science and policy. It also mentions several organizations related to science like the National Science Foundation and discusses scientists and their work.
The document provides an overview of the Primary Science Syllabus in Singapore. It outlines the 5 themes covered in the syllabus: Diversity, Cycles, Systems, Energy, and Interactions. It describes the aims of the syllabus and the knowledge, skills, processes, and attitudes that students should acquire in each theme. The syllabus is organized in a spiral approach, with topics revisited at different levels. It allows for flexibility through "white space" for teachers to customize learning.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
Conceptual Framework of Science Curriculum [Autosaved].pptxAllenIbaez
The science curriculum document discusses the conceptual framework for science education. It aims to develop scientific literacy among learners to prepare them to make informed decisions regarding applications of science. The curriculum is designed around three domains of learning: understanding and applying scientific knowledge, performing scientific processes and skills, and developing scientific attitudes and values. These domains are facilitated using approaches like interdisciplinary learning, problem-based learning, and inquiry-based learning. The curriculum also discusses the three dimensions of three-dimensional learning: scientific practices, crosscutting concepts, and disciplinary core ideas.
Course DescriptionENVI110 is an introductory, interdisciplinary .docxfaithxdunce63732
Course Description
ENVI110 is an introductory, interdisciplinary science course for majors in the Department of Earth and Environmental Systems and for students wishing to satisfy their general education requirement for a science course with or without a lab [Science w/lab requirement of FS2010].
Both major and non-major students should be enrolled concurrently in ENVI 110L.
2 This course presents the environment as a complex, highly interrelated system of physical and biological processes that impacts virtually every sphere of human activity. We depend on the environment for basic necessities such as food, water, and the raw materials that we transform into shelter; we rely upon large-scale environmental processes that provide ecosystem services, such as the climate regulation and the natural flood control provided by forests and wetlands; and yet we also incur the sometimes catastrophic consequences of major environmental events, such as earthquakes, hurricanes and drought. Increasingly, human activity is altering these basic physical and biological environmental processes; the human population has more than doubled since 1960, and our economic activity in developed and developing countries has heightened our demand for limited environmental resources, such as arable land and clean water. Other consequences of increased human activity are less obvious, but no less consequential. It clearly benefits us to acquire a better understanding of this environment that we depend upon and influence so dramatically.
In this class we will explore the various processes that contribute to the functioning of the environment, as well as the ways we interact with it.
We will introduce topics using a case-studies approach, in which we use current news stories as a launching point for our science-based investigations. We will investigate the science of the environment, delving into how environmental issues and problems can be understood and addressed using the scientific method. Most importantly, we will focus on how you, whether a scientist or lay citizen, can take a scientific and informed approach to real -life decision making, whether in the workplace, marketplace or voting booth. Throughout, we emphasize the importance of using critical thinking and evidence to draw conclusions and suggest actions.
Course Goals (abbreviated S&L 1-4 for Science and Laboratory Learning Objectives and SAL 1-3 for Skill Applied Learning Requirements from the Foundational Studies Program)
Increase our knowledge about the scientific process and the importance of science in making informed and reasonable choices. (S&L 4)
Formulate hypotheses and interpret authentic data to evaluate those hypo theses. (S&L
1 and 2)
Develop critical thinking skills and critical analysis through problem solving of practical problems associated with the physical and biological environment. (SAL 1)
Advance our understanding of environmental science by applying basic principles of physics, chemi.
1) Science is defined as the systematic study of the structure and behavior of the physical and natural world through observation and experiment.
2) The goal of science is the pursuit of knowledge for its own sake, while the goal of technology is to create products that solve problems and improve human life. Technology is the practical application of science.
3) Science and technology are important in modern society as they provide knowledge and tools that improve living standards by finding cures for diseases and developing clean energy sources. Science must also respond to societal needs and global challenges.
This document outlines Pakistan's new Single National Curriculum for General Science for grades 4-5. It covers three key strands - Life Sciences, Physical Sciences, and Earth and Space Sciences. For each strand, it defines standards and benchmarks that students are expected to achieve by the end of grade 5. These include understanding life processes, the diversity of life, properties of matter, energy transformations, and the relationship between the Earth and other objects in the solar system. The curriculum also emphasizes developing scientific skills, attitudes and incorporating STEM concepts. It aims to promote scientific literacy and prepare students for international assessments like TIMSS.
Radians School News Letter, Issue 14 science fair edition!! acastrodad
Radians School promotes student scientific research by having students conduct their own science projects. Some examples given include a student who won an award for his science project and is now studying at Cornell, another student who received an award for his freshman chemistry work at Purdue, and a student who presented his renewable energy project in Panama. The document discusses how science projects provide students with real-world learning experiences in areas like writing, research, presentation skills, time management, and communication. They also help students develop important skills like planning and inquiring about the world around them. Radians School encourages these projects through its various programs like its agricultural research program.
Challenges of biology education for the 21st century - beyond bio2010 symposi...bio-link
Dr. Jay Labov, from the National Academy of Sciences and National Research Council, talks about how undergraduate biology education must change to meet the challenges of the 21st century
The document presents the National Curriculum for General Science for grades 4-5 in Pakistan. It outlines the goals of developing scientific literacy and higher-order thinking skills in students. It describes the three strands covered in the curriculum: Life Sciences, Physical Sciences, and Earth and Space Sciences. It also discusses cross-cutting elements like skills, attitudes, and STEM. Standards and benchmarks are provided for each strand up to grade 5. The curriculum aims to encourage curiosity, problem-solving abilities and prepare students for their future through science education.
Natalija Aceska: Education for sustainable development through inquiryBrussels, Belgium
This document discusses education for sustainable development through inquiry-based science education in the Republic of Macedonia. It outlines how Macedonia has implemented programs like GLOBE (Global Learning and Observations to Benefit the Environment) in schools to teach students about principles of sustainable development. Fifteen Macedonian schools are involved in GLOBE, incorporating its data collection protocols into subjects. GLOBE helps students develop skills while collaborating with teachers, community members, and government ministries. Macedonia also uses resources like a new science curriculum for primary grades and Cambridge teacher trainings to promote sustainability education and skills through pupil-centered, experiential learning.
Similar to York Natural Sciences A4 Brochure 2016 FINAL (20)
2. Breaking down boundaries
York’s Natural Sciences programmes provide you
with a broad spectrum of options built around the
University’s interdisciplinary research excellence.
Leading academics from each of the departments below share
a common desire to break down disciplinary boundaries.
They have worked together to design York’s Natural Sciences
programmes in a way that will have the maximum impact on
your intellectual, scientific and personal development.
Welcome�������������������������������������������3
What are the Natural Sciences?���������4
Choosing your programme�����������������5
Interdisciplinary programmes������������6
Specialisation programmes���������������8
Study pathways�������������������������������9
New ways of learning����������������������10
A week in the life���������������������������11
Year in Industry and Year Abroad����11
Employability����������������������������������12
Entry requirements��������������������������13
About the University of York�������������14
NATURAL SCIENCES
Archaeology
Biology
Chemistry
Electronics
Environment
Mathematics
CONTENTS
3
WELCOME TO NATURAL SCIENCES AT THE
UNIVERSITY OF YORKPhilosophy
Physics
Psychology
Many of the most exciting developments
in modern science are happening where
the boundaries between disciplines meet.
It is at these frontiers that the most
challenging issues of our times are being
tackled – issues such as climate change,
energy supply, digital communications,
food scarcity, health and wellbeing.
Here at the University of York, we have
been breaking down these intellectual
boundaries for more than a decade, creating
world-leading research institutes where
scientists from a range of disciplines work
together in pursuit of common goals.
Now these same scientists have come together
to create a new degree course for talented and
ambitious students with a passion for science
and a curiosity for answers, in order to develop
the interdisciplinary scientists of tomorrow.
Our programmes are not an intellectual
free-for-all: they are built around the work of
our internationally acclaimed researchers and
research institutes.
This will give you the opportunity to learn from
leading scientists in their fields and to study in some
of the foremost scientific facilities in the world.
Unlike other pick-and-mix Natural Sciences degree courses,
where students have a seemingly limitless range of options,
at York we have devoted a great deal of time and thought to
constructing options that have genuine academic synergy.
An important feature is the option to follow either
the breadth of an interdisciplinary programme or the
more focused depth of our specialisation pathways.
But the Natural Sciences programmes at York are
not for the faint-hearted. We are looking for people
who are eager to try something different; who
relish an intellectual challenge; who feel the need
to be academically stretched; who have a hunger
to learn; and who want to make a difference.
So, if you are keen to experience what is happening
at the frontiers of modern science – join us on
one of York’s Natural Sciences programmes.
Dr Roddy Vann
Director of the School of Natural Sciences
www.york.ac.uk/natural-sciences
T 01904 325852 E natural-sciences-admissions@york.ac.uk
www.york.ac.uk/natural-sciences
T 01904 325852 E natural-sciences-admissions@york.ac.uk
3. 4 5
CHOOSING YOUR
PROGRAMME
Interdisciplinary or
specialisation – your choice
York’s Natural Sciences programmes fall into one of
two categories – interdisciplinary and specialisation.
While each category has its own entry points,
pathways and final awards, whichever you choose
will give you a unique experience of what it is
like to work at the interfaces between scientific
disciplines. This, we believe, will give you both a
broader and a deeper understanding of modern
science and will add value to your intellectual
development over and above that which can be
gained through a single subject science degree.
As a result, you will become much more than just
a good scientist: you will develop a wider range
of skills equipping you to communicate across
disciplines and in other scientific languages.
You will have the ability to analyse and solve
complex and challenging problems by thinking
logically, analytically, precisely and critically.
These transferable skills, coupled with highly
developed leadership qualities, will equip you
to pursue game-changing roles in fields as
diverse as scientific research, public policy, high
finance, technology design and development, and
cutting-edge computer software applications.
That is why York is the natural choice for science.
Interdisciplinary – these programmes allow
multiple subjects to be studied throughout
all years, giving valuable insights into the
interfaces between different disciplines.
Specialisation – a structure providing
breadth on entry while guaranteeing a
depth of knowledge and experience in your
final specialism. This option will appeal
to students who are confident across a
range of scientific subjects but have yet
to decide which area to focus on.
If you have previously studied combinations of
chemistry, mathematics, physics and biology
at school – maybe even with psychology or
archaeology – you will have been working
within the framework of the natural sciences.
However, these subjects are often treated as
distinct disciplines with fixed boundaries. Each
subject seems to have its own peculiar language,
distinctive course content and ways of doing things.
We believe that the best of modern science
involves breaking down these intellectual
boundaries – enabling scientists from a wide
range of disciplines to work together, pooling
their talents, energies and intellects to tackle
some of the most pressing issues of the day.
It is at the interfaces – the talking and meeting
points – between scientific disciplines that the
most exciting research is taking place, and where
the biggest challenges facing the world today
will be tackled and resolved. And, increasingly,
employers – whether in the public or the private
sector – are looking for graduates with a
breadth and depth of experience in a range of
disciplines, along with the vital transferable skills
of communication, IT, leadership and teamwork.
The Natural Sciences programmes at York will
provide you with that breadth and depth.
WHAT ARE THE
NATURAL SCIENCES?
www.york.ac.uk/natural-sciences
T 01904 325852 E natural-sciences-admissions@york.ac.uk
www.york.ac.uk/natural-sciences
T 01904 325852 E natural-sciences-admissions@york.ac.uk
Natural Sciences students in the Chemistry lab
4. 6 NATURAL SCIENCES UNIVERSITY OF YORK 7
Nanoscience
Biophysical
Science
Mathematics /
Physics / Philosophy
Biological
Modelling
Neuroscience
If you choose the interdisciplinary option in Natural Sciences, you will study a carefully selected combination
of subjects which will be accessed by entering one of the five interdisciplinary blocks listed below:
Interdisciplinary programmes
Biophysical Science
(Biology / Chemistry / Physics / Mathematics)
The Biophysical Science entry point gives you access
to a quantitative grounding in the sciences of biology,
chemistry and physics before concentrating on
Biophysical Science. As a result, you will be equally
comfortable engaging with physics as with biology,
and will be able to apply the distinctive conceptual
frameworks of these different disciplines to problems
at the boundary between physics and the living world.
Nanoscience
(Chemistry / Electronics / Physics / Mathematics)
Nanoscience is the study and manipulation of
atoms, molecules and nanoscale objects to create
unique functional systems. You will learn how
using quantum and statistical mechanics and
thermodynamics of the very small, and arranging
atoms and molecules in specific ways, leads to new
materials or systems with remarkable functions.
You will develop laboratory skills in our clean room
and your final year project could be conducted in,
and supervised by, the York-JEOL Nanocentre.
Neuroscience
(Psychology / Biology / Chemistry / Philosophy)
Neuroscience is the study of the nervous system – specifically
the function of a class of cells called ‘neurons’ that exist
in all animals and which allow organisms to sense their
environments, evaluate new information, learn and
remember relationships between stimuli, and respond to
events. York is unusual in having neuroscience researchers
whose expertise spans a vast range – from the atomic and
molecular levels to cognitive processing in whole living
brains and to the philosophy of consciousness and theory
of mind. There will be opportunities to work in two world-
class research centres, the York Neuroimaging Centre and
the Centre for Hyperpolarisation in Magnetic Resonance.
Mathematics / Physics / Philosophy
Mathematics, Physics and Philosophy have substantial
areas of two-way and three-way interaction as disciplines.
Historically there has been significant cross-fertilisation between
mathematics and philosophy, particularly with the development
of formal logic in the late 19th and early 20th centuries.
Twentieth-century developments in physics, particularly
special and general relativity and quantum mechanics, have
also proved a fertile ground for philosophical enquiry. This
three-way subject combination can be studied through all
three or four years, but students are also able to specialise in
either Mathematics or Physics by the final year, or alternatively
transfer out of Natural Sciences to the Mathematics and
Philosophy or Physics with Philosophy combined programmes.
Biological Modelling
(Biology / Mathematics)
Mathematics and mathematical modelling are
becoming increasingly important in understanding
natural and biological processes – they enhance
our understanding of complex systems and
enable us to make quantitative predictions. The
Biological Modelling programme will enable you
to use mathematical techniques to understand the
dynamics of the natural world, with an emphasis
on ecology, conservation and environment. You
will benefit from the established interdisciplinary
connections and close collaborations between these
departments in both teaching and research.
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5. 8 NATURAL SCIENCES UNIVERSITY OF YORK 9
Specialisation study pathways
Chemistry
Physics
Biology
Year 1 Year 2 Year(s) 3 (and 4)
Chemistry
Physics
Physics
Biology
Chemistry
Physics
Environment
Archaeology
Biology
Archaeology
Biology
Environment
Environment
Chemistry
Chemistry
Mathematics
Mathematics
Environment
Archaeology
Biology
Chemistry
Mathematics
Physics
Chemistry
Biology
Environment
Archaeology
Physics
Mathematics
Archaeology /
Biology / Chemistry /
Environment
Biology /
Chemistry / Physics
(Mathematics in Year 1 only)
Chemistry /
Mathematics / Physics
Biology / Chemistry / Physics
(and Mathematics in Year 1 only)
This entry point exploits the interfaces between the three
traditional laboratory sciences of Biology, Chemistry and
Physics. It is an ideal choice if you wish to study at greater
breadth than would normally be possible with a single-
subject degree in any of the three subjects, but feel that you
will be ready to specialise in a single subject by the third year.
Archaeology
Chemistry
Biology
Chemistry
Chemistry / Mathematics / Physics
The modern disciplines of Chemistry, Mathematics and
Physics enjoy a number of synergies. A good example is the
science of molecules: group theory in Mathematics informs us
about the set of available rotations and vibrations; quantum
mechanics in Physics can be used to calculate properties of
the chemical bond from first principles; and Chemistry tells
us how multiple molecules interact: a powerful combination.
Archaeology / Biology / Chemistry / Environment
You will learn how field and laboratory science can be applied
to the study of the human past, and how that application
can bridge the ‘two cultures’ of science and the humanities.
You will develop the ability to assess environmental problems
and recommend solutions with an appreciation of the
socioeconomic and political systems within which decisions
are made. Depending on your choice of options, your skills
development may include hands-on practical fieldwork with
leading archaeologists and/or environmental scientists.
Specialisation programmes
If you choose one of our carefully designed specialisation programmes you will be able to study three
or four subjects in the first year. In the second year you will specialise in just two of these subjects,
before selecting a single subject for the third year (and fourth year if you follow the MSci programme).
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6. 10
A week in the life
11
Monday Tuesday Wednesday Thursday Friday
09:00-10:00
Chemistry for Natural
Sciences I: Synthesis
Skills Practical
Perception
Cognition 1 Lecture
Perception Cognition
1 Tutorial
10:00-11:00
Atomic Structure
Lecture
Reason Argument
Lecture 1
11:00-12:00
Atomic Structure
Lecture
Structure and Bonding
Lecture
12:00-13:00
Organic Reaction
Mechanisms
13:00-14:00
Reason Argument
Seminar
14:00-15:00
Brain Behaviour 1
Tutorial Brain Behaviour
Lecture
Organic Reaction
Mechanisms
15:00-16:00
Reason Argument
Lecture 2
16:00-17:00
Molecular Biology and
Biochemistry Lecture
17:00-18:00
Molecular Biology and
Biochemistry Lecture
Natural Sciences
Hour
Specialisation subject Degree Year in Industry Year Abroad
Biology
BSc Yes Yes
MSci Yes Yes
Chemistry
BSc No No
MSci Yes Yes
Environment
BSc Yes No
MSci Yes No
Maths
BSc No Yes
MSci No No
Physics
BSc Yes Yes
MSci Yes No
Archaeology
BSc
No
MSci
NEW WAYS OF
LEARNING
Year in Industry/Year Abroad Programmes
Illustration of a typical Natural Sciences Timetable (Neuroscience)
Your learning experiences on the Natural Sciences
degree will be as diverse as the programme
itself, ranging from hands-on experiments in
state-of-the-art laboratories through to video
conferencing, lectures and small group tutorials.
A key part of your learning experience will
be in lectures, which you might share with
students studying single subjects, while tutorials
and seminars will usually be delivered within
groups of Natural Sciences students. It is
here that you’ll develop your communication
and analytical skills, and strengthen your
independent thinking and leadership qualities.
At the heart of your Natural Sciences programme
will be laboratory work – whether experimental
or computational – often interwoven with lectures
and tutorials, or as a stand-alone module.
You will have the opportunity to work in the
University’s new £10m Chemistry and £10m
Biology buildings, equipped with excellent state
of the art laboratory facilities (Chemistry labs
shown above). Here you’ll learn that experiment
is not just a useful, transferable skill but also
underpins the very nature of empirical science.
Your Natural Sciences programme will culminate
in a challenging major project. This will be closely
supervised and supported, and will give you
the opportunity to showcase everything you’ve
learned during your three or four years at York.
We’ll encourage you to carry out an original
piece of work, and to have your work published
in a peer-reviewed journal. Wherever possible,
your project will be carried out either in, or
with the support of, one of our internationally
renowned institutes and researchers.
A year spent in industry or at a university abroad
during your degree programme can be rewarding,
enable you to gain valuable experience and enhance
your skills. A placement year provides strong
evidence to potential employers (including PhD
supervisors!) that you can operate successfully
away from the comfort of your home university.
Year in Industry / Year Abroad programmes are available
for a selection of our Specialisation Programmes as
shown in the table below. All these variants are additional
years – i.e. a BSc degree becomes 4 years and an
MSci 5 years – with the exception of specialisation in
Chemistry in which the placement year is assessed
and undertaken in the fourth year of the MSci.
NATURAL SCIENCES UNIVERSITY OF YORK
It is difficult to describe a typical week in the life of a Natural Sciences student, such is the variety and depth of
subjects covered by each of the programmes offered. The timetable below gives an idea of what you might be
doing in a sample week of your first year. It shows clearly that this is a challenging course, with a high number of
contact hours, supported by lectures and tutorials that explain the context and relevance of the subjects within the
interdisciplinary world of Natural Sciences.
Every week all Natural Sciences students come together in the Natural Sciences Learning Studio for a dedicated
Natural Sciences Hour. This will give you the opportunity to engage with potential employers as well as leading
researchers and academics. Some of the research talks have so far included titles such as Chasing Atoms,
Plasmas in Medicine, Mathematical Virology and Fusion and the Energy Crisis. The Natural Sciences Learning
Studio is part of a dedicated hub which includes high-tech digital and e-learning facilities, seminar rooms and an
area for meeting up with your fellow Natural Sciences students.
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7. NATURAL SCIENCES UNIVERSITY OF YORK 13
EMPLOYABILITY
12
Programme A level requirements
Typically we require A*AA in the subjects specified below
Chemistry Physics Maths Biology or Further Maths
Interdisciplinary
Biological Modelling P P
Biophysical Science P P P
Mathematics, Physics
and Philosophy
P P
Nanoscience P P P
Neuroscience P P
Specialisation
Archaeology / Biology / Chemistry /
Environment
P P
Biology / Chemistry / Physics P P P
Chemistry / Mathematics / Physics P P P
ENTRY REQUIREMENTS
Open DaysThe UCAS codes for the University of York
Natural Sciences programmes are:
CFGO (BSc)
FGCO (MSci)
The information in this brochure is correct at the
time of going to press. However, for the latest details
about our course programmes, entry requirements
and the application process please visit
www.york.ac.uk/natural-sciences
For general information about fees and funding visit
www.york.ac.uk/study/undergraduate/fees-funding
We currently hold four Open Days every year.
For the latest information visit
www.york.ac.uk/openday
If you are unable to come to one of our Open Days,
you can also make an independent visit or book a
campus tour. For more details visit
www.york.ac.uk/study/undergraduate/
open-days/other-ways-to-visit
If you would like to visit the School of
Natural Sciences while on a campus
tour please contact us well in advance
and we will arrange for one of our
staff to show you our facilities.
The typical entry requirements for applicants taking A levels are shown in the table below. We welcome
applications from those taking other qualifications (for example IB, Scottish Highers and BTEC). We also
welcome applications from mature students and applicants with international qualifications.
Our selection process includes an interview. As well as giving us the opportunity to assess your suitability for
the course, it will give you the chance to find out more about the School of Natural Sciences and life as a
student at the University of York.
Studying the Natural Sciences at York equips students with the skills to succeed in a wide range
of careers that require evaluation of complex or incomplete data, fact-based decision-making,
problem-solving and teamwork. This includes careers in academia, industry, finance and government.
Specific examples of employment for which our graduates will be well‑qualified are:
• Industrial researcher for a chemical
engineering company – to remain competitive in
the global marketplace, world-leading companies
must innovate. Increasingly they are forming
multidisciplinary teams of scientists to develop
new products and solutions – as someone well
versed in the different languages of science you
will be well qualified to join such a team.
• Management consultant – in the modern world
it is not enough to innovate in new products,
companies must also evolve ever more productive
and efficient management techniques. The analytical
and critical skills you will develop on the Natural
Sciences programme, coupled with the ability to see
the bigger picture and the other point of view, put
you in a strong position for such a consultancy role.
• Process technologist at an integrated circuit
manufacturer – with physics, chemistry and
electronics as key components of the Natural
Sciences programme, you will have all the skills
needed to work in digital product development.
You will also understand how blurring boundaries
between biology and computational science is
opening up new fields of product development
and services – which puts you in pole position
to exploit this ever-expanding job market.
• Project manager in the aerospace industry –
few industries are as demanding as the aerospace
industry. The qualities of scientific rigour, accuracy and
skills in quantitative methods which they are looking
for will be second nature to you after completing a
three or four-year Natural Sciences degree at York.
• Civil servant in the Department for Business,
Innovation and Skills – The UK Government
has to harness the talents of the scientific
community if British industry is to punch above its
weight in the world. It is increasingly looking for
interdisciplinary projects that pool the brainpower
of bright researchers. Your fluency in a wide
range of scientific languages will be invaluable
in bringing interdisciplinary teams together.
• Financial quantitative analyst for an
investment bank – the financial crash has revealed
just how important it is for the financial industry
to have well-qualified, interdisciplinary scientific
graduates who can develop and refine their systems
and processes. Your talents as a physicist and
mathematician, coupled with a deep understanding
of stochastic or random processes, will qualify you to
join the hurly burly of the trading floor, or the quieter
analytical world of quantitative work for an investment
bank. Either way, your skills will be in demand.
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www.york.ac.uk/natural-sciences
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8. 14 NATURAL SCIENCES UNIVERSITY OF YORK
York – a superb location
In just over 50 years, York has powered its
way to become one of the top UK universities,
performing equally well on teaching and research
quality measures – and is ranked in the top
100 universities in the world and a member of
the prestigious Russell Group of universities.
The University is based at Heslington on the edge of
the historic city of York, where our colleges are set in
an attractive landscaped campus. It is compact, easy
to get around, and is a safe, friendly environment
in which to study and socialise. The campus also
offers excellent sports facilities, including the new
£9m York Sport Village with its 1km cycle track
(above) and new county-standard athletics facility,
built to meet UK Athletics and IAAF Specifications.
You’ll join a strong network of peers within the School
and the University’s close collegiate environment,
with its emphasis on support and pastoral care,
means you’ll make friends and settle in quickly.
As a Natural Sciences student you will benefit
from the many internationally renowned scientific
institutes at York which have played a key
role in developing the course programme.
These include: The York-JEOL Nanocentre, home to
some of the world’s most powerful and sophisticated
microscopes; York Neuroimaging Centre, where
scientists study the inner workings of the brain; The
Centre for Hyperpolarisation in Magnetic Resonance,
where researchers are transforming the performance
of medical scanning; and the York Plasma Institute,
a facility pioneering the quest for fusion energy.
We offer you:
• a very high-quality academic experience
• a commitment to enhancing your employability
• a strong reputation for student support
• affordable and plentiful accommodation
• a lively and stimulating environment
• a beautiful location in one of Europe’s finest cities.
For further information about student life on
campus visit www.york.ac.uk/study/student-life.
Life in the city of York is varied, colourful and lively.
A diverse range of shops, galleries, clubs, cafés,
museums, music groups and sports clubs means
that the city really does offer something for everyone.
With a population of 200,000, York is big
enough to feel cosmopolitan but small enough
not to be overwhelming. It is a friendly place you
can settle into quickly, but which still feels fresh
and exciting once you get to know it well.
York was recently voted Britain’s favourite small
city in a Rough Guide poll, and its historic streets
bustle with visitors from all around the world.
There is plenty to impress, from the famously
soaring Gothic Minster and winding medieval
streets, to a packed calendar of cultural activities
including festivals, concerts and sporting events.
You’ll also be in one of Britain’s best connected cities,
offering great transport links to other major cities
including London, Edinburgh, Leeds and Manchester,
as well as the wealth of beautiful countryside
and coastline offered in Yorkshire and beyond.
For more information on student life in York, visit
the website at www.york.ac.uk/study/student-life.
ABOUT THE
UNIVERSITY OF YORK
www.york.ac.uk/natural-sciences
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www.york.ac.uk/natural-sciences
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9. “The whole Natural Sciences feel is unbelievably communal, relaxed
and happy. The support and interest of the staff in Natural Sciences,
and across the University, makes you feel part of something exciting
and progressive. In Nanoscience we are really looking to the future
– we’re getting a broad education which teaches us flexible and
interdisciplinary working”.
Megan, Natural Sciences specialising in Nanoscience
“Natural Sciences on the Physics, Maths and Chemistry pathways has
provided a coverage of the 3 subjects, exceeding my expectations.
The course is really well set-out with all 3 disciplines intertwining across
their different fields, each supporting the content of the others. The lecturers
all provide their time to go through queries immediately after the lecture,
giving their full support to the course as well. The NatSci team are always
on hand to help, with our own room providing a great base for group
discussions and readily supplied coffee”.
Connor, Natural Sciences specialising in Chemistry/Maths/Physics
Admissions Tutor
School of Natural Sciences
University of York, Heslington
York YO10 5DD, UK
Tel: +44 (0)1904 325852
Email: natural-sciences-admissions@york.ac.uk
www.york.ac.uk/natural-sciences
CONTACT US