Chemistry, the Atmosphere and the Environment MChem
Graduates earn a median £28,500 three years on.
Pay three years after graduating
£28,500
median, based on 145 graduates · half earned £25,000–£34,000 · Discover Uni (LEO)
Year 13 · applying
What do you need to get in?
Entry requirements for this course are not yet on file; see the university’s course page.
York course page, read 19 September 2026 · Discover Uni entry profile
Who actually got in: 98% with A levels, 1% with the IB, 1% with other higher education. 6% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 160 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Years 1–4
What do you study?
6compulsory modules in year 1
Compulsory modules this year: natural sciences 45% · transversal skills 22% · language & communication 16% · mathematics & statistics 11%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
York course page · optional modules vary by year
Year 1 · 6 core · 120 credits ≈ 1,200 hours
- Foundations of Chemistry 1
What you learn (7)
- explain fundamental principles of analytical chemistry
- explain fundamental principles of organic chemistry
- explain fundamental principles of inorganic and physical chemistry
- communicate chemical ideas in writing
- communicate chemical ideas verbally in group discussions
- apply chemical principles to solve unfamiliar problems
- develop strategies for learning core chemical concepts
- Foundations of Chemistry 2
What you learn (2)
- apply core chemical principles to solve unfamiliar problems
- develop learning strategies for mastering chemistry concepts
- Foundations of Chemistry 3
What you learn (7)
- explain core concepts of organic chemistry
- explain core concepts of inorganic chemistry
- explain core concepts of physical chemistry
- communicate chemical ideas in writing during group work
- discuss chemical ideas verbally in small group settings
- apply chemical principles to solve unfamiliar problems
- develop strategies for learning fundamental chemistry concepts
- Foundations of Chemistry 4
What you learn (7)
- explain core principles of organic chemistry
- explain core principles of biological chemistry
- explain core principles of physical chemistry
- present chemical ideas verbally in small group discussions
- produce written accounts of chemistry topics for tutorials
- apply core chemical principles to solve unfamiliar problems
- develop strategies for learning fundamental chemistry concepts
- Introductory Skills and Practical 1
What you learn (11)
- conduct routine laboratory work following safe working practices
- demonstrate competence in general laboratory techniques
- perform numerical calculations accurately
- convert and manipulate units correctly in calculations
- apply mathematical techniques to solve chemistry-related problems
- quantify experimental uncertainties in calculations
- describe the chemical basis of biological processes
- communicate chemical information clearly in written or oral form
- apply problem-solving strategies to chemistry tasks
- identify opportunities for developing employability skills
- explain equality and diversity principles in a professional context
- Introductory Skills and Practical 2
What you learn (10)
- apply basic practical chemistry principles to perform routine lab work safely
- carry out mathematical calculations of varying complexity
- select appropriate mathematical methods to solve chemical problems
- calculate and quantify experimental errors
- use software to process and present scientific data
- use software to represent chemical reactions and visualise molecules
- analyse spectroscopic data to identify molecular structures
- interpret experimental data to solve chemical problems
- collaborate in a team to solve commercially relevant problems
- apply strengths-based self-assessment to develop an employability plan
Year 2 · 6 core · 120 credits ≈ 1,200 hours
- Advanced Chemistry Concepts and Applications 2
What you learn (9)
- explain mechanisms of protein biosynthesis and action
- describe metal-ligand bonding in coordination compounds
- explain reactivity patterns of heteroaromatic and carbonyl compounds
- connect intermediate chemistry concepts with foundational first-year knowledge
- apply chemical principles to solve unfamiliar problems in tutorials
- evaluate unseen chemistry problems critically
- interpret practical laboratory results using theoretical principles
- present chemical ideas clearly in written form
- discuss chemistry topics verbally in small group settings
- Green and Sustainable Chemistry
What you learn (11)
- describe methods for measuring chemical greenness
- evaluate the relative merits of different greenness metrics
- apply life cycle assessment methods to an industrial process
- calculate the environmental impact of a chemical process
- compare traditional chemical feedstocks with cleaner alternatives
- evaluate the sustainability of different chemical feedstocks
- classify sustainable feedstocks, reagents and solvents by type
- compare different sustainable energy sources
- explain the application of microwaves in chemical processes
- identify financial and social factors influencing environmental impact reduction
- analyse case studies on sustainable polymers
- Advanced Chemistry Concepts and Applications 1
What you learn (10)
- explain chemical bonding concepts in small molecules
- describe vibrational behaviour and energy distribution in molecular assemblies
- discuss the behaviour of molecular mixtures including atmospheric systems
- integrate foundational first-year chemistry skills with intermediate concepts
- apply module concepts to interpret unfamiliar chemistry problems
- evaluate proposed solutions to unseen chemistry problems critically
- interpret practical experimental work using theoretical principles
- communicate chemistry concepts clearly in written form
- present chemistry ideas verbally in group discussions
- contribute actively to small group tutorial discussions
- Advanced Chemistry Concepts and Applications 3
What you learn (8)
- explain behaviour of electronic excited states in chemical systems
- combine foundational chemistry skills with intermediate concepts to tackle new problems
- apply taught principles to interpret unfamiliar chemistry problems
- evaluate unseen chemistry problems critically during tutorials and workshops
- interpret experimental results to guide practical chemistry work
- present chemistry ideas clearly in written form
- articulate chemistry concepts verbally in group discussions
- contribute actively to small group tutorial discussions
- Advanced Skills and Practical 1
What you learn (12)
- perform intermediate-level laboratory experimental techniques
- explain the theoretical basis underlying practical techniques and experiments
- identify and categorise safety hazards in complex practical work
- record safety hazards associated with practical procedures
- conduct a risk assessment to mitigate identified hazards
- review scientific literature to design safe experimental procedures
- produce scientific writing to a publishable standard
- analyse spectroscopic and instrumental data to identify molecular structures
- solve chemical problems using interpreted instrumental data
- collaborate within a group to solve industrially-relevant problems
- apply physical organic chemistry principles to determine reaction mechanisms
- interpret kinetic data to support mechanistic conclusions
- Advanced Skills and Practical 2
What you learn (9)
- perform complex experimental techniques in a laboratory setting
- explain the theoretical basis underpinning laboratory experiments
- apply underlying theory to carry out chemical experiments
- produce scientific writing of publishable quality
- draft components of a scientific project report
- interpret instrumental and spectroscopic data to identify molecular structures
- solve chemical problems using analytical data
- collaborate within a group to design experimental solutions
- plan experimental approaches to address scientific problems
Year 3 · 6 core · 120 credits ≈ 1,200 hours
- Frontiers of Chemistry 1
What you learn (3)
- apply core concepts from inorganic, organic and physical chemistry
- communicate chemistry solutions to unseen problems in writing and speech
- integrate chemistry principles with earlier stages of the degree
- Frontiers of Chemistry 2
What you learn (7)
- apply advanced inorganic chemistry concepts to selected topics
- apply advanced organic chemistry concepts to selected topics
- apply advanced physical chemistry and theoretical approaches to selected topics
- present chemistry ideas clearly in written form
- discuss chemistry topics verbally during workshop sessions
- solve unfamiliar chemistry problems using module content
- combine advanced chemistry knowledge with earlier stage learning outcomes
- Frontiers of Chemistry 3
What you learn (5)
- apply advanced inorganic, organic and physical chemistry concepts to specialised topics
- present chemical arguments clearly in written form
- present chemical arguments clearly in verbal form during workshops
- solve unfamiliar chemistry problems using module concepts
- integrate advanced chemistry knowledge with skills from earlier degree stages
- Advanced Topics and Practical
What you learn (7)
- carry out advanced laboratory experimental techniques
- differentiate the applications and limitations of experimental methods
- locate relevant data sources to address characterisation problems
- combine multiple data sources to resolve complex characterisation issues
- explain principles of pharmaceutical and natural product synthesis
- explain fundamental concepts of magnetic resonance
- solve problems in main group chemistry research areas
- Atmospheric Chemistry, Climate Change and Net Zero
What you learn (16)
- explain internal interactions and feedbacks driving climate variation
- distinguish geochemical proxies by their temporal resolution
- distinguish geochemical proxies by their geographic resolution
- evaluate the role of carbon storage in regulating climate
- evaluate chemical weathering and biogeochemical cycles as climate regulators
- compare hypotheses explaining ice-house and hot-house climate states
- assess the impact of rising CO2 on ocean chemistry
- outline causes of anthropogenic climate change
- describe feedbacks and processes linked to anthropogenic climate change
- explain physical processes shaping atmospheric structure
- differentiate chemical processes controlling tropospheric ozone and methane levels
- differentiate chemical processes controlling stratospheric ozone and methane levels
- describe processes controlling atmospheric aerosol concentrations
- explain how aerosols influence climate
- describe routes to achieving net zero carbon emissions
- evaluate advantages and disadvantages of net zero strategies
- Miniproject with Advanced Analysis: Analytical approaches for complex mixtures in the natural world
What you learn (14)
- plan a sequence of experiments for a research project
- carry out experiments as part of a research investigation
- compose a research report presenting experimental findings
- compare experimental findings with published scientific literature
- describe the variety of complex mixtures found in nature
- explain how wide concentration ranges in a matrix affect analytical measurement
- apply advanced separation techniques to simplify liquid or gas mixtures before detection
- explain how ion mobility mass spectrometry separates ions by shape and size
- apply high resolution and tandem mass spectrometry for structure elucidation
- use optical methods for selective analysis of complex mixtures
- apply metrology principles to measurements in diverse natural matrices
- evaluate analytical strategies and validation methods for fitness of purpose
- select suitable analytical methods for different sample matrices
- critically evaluate research papers or case studies in the field
Year 4 · 3 core · 120 credits ≈ 1,200 hours
- Advanced Research Project (York)
What you learn (17)
- follow laboratory, computational or theoretical procedures to generate results
- produce accurate and precise results while minimising avoidable errors
- contribute insightfully to project tasks
- lead coordination of project activities
- design and carry out original experiments independently
- resolve difficulties encountered during project work
- plan a research project across short and long timescales
- monitor progress against a research plan to meet deadlines
- coordinate access to experimental facilities
- comply with risk assessments relevant to the project
- record detailed observations of experimental or theoretical work
- maintain records according to data management procedures
- write a clear project report presenting results with appropriate figures
- write an introduction setting out project aims and literature context
- write a critical discussion linking results to existing literature
- write an experimental section using correct nomenclature and units
- write a concise conclusion situating results within the literature
- Research Communication
What you learn (4)
- deliver an oral presentation of research findings using audio-visual aids effectively
- explain research outcomes clearly during an oral presentation
- respond to academic panel questions about research project findings
- apply integrated chemistry knowledge to answer oral examination questions
- Professional Research Development
What you learn (8)
- present a literature review using clear diagrams
- identify relevant literature for a wider chemistry review
- construct arguments comparing published chemistry results and techniques
- select and format references in a consistent citation style
- analyse bibliometric data for structural research biases
- assess health and safety risks for a chemistry research project
- identify research skills needed and plan research training
- reflect on employability and professional development needs
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£28,500median pay three years after graduating
Lower quarter£25k
Median£29k
Upper quarter£34k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 145 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 13, 23
Half of graduates earned between £25,000 and £34,000. Five years on, the median is £34,000. 89% were in work or further study 15 months after finishing; 81% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 13% left | 95% | 195 |
| In work or study, 15 months on24% studying | 89% | 115 |
| Professional or managerial job | 81% | 70 |
| Pay 15 months on, median | £29,000 | 50 |
| Pay 3 years on, median | £28,500 | 145 |
| Pay 5 years on, median | £34,000 | 180 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
York fees page · source
About £40,200 in fees over 4 years, covered by a tuition fee loan you repay only when earning above the threshold. International students: £33,500 a year (2027/28).
National Student Survey 2025-26
What do students say?
92%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 86% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 145 students answered
Highest: 98% agreed on question 1; lowest: 61% on question 25.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 98% |
| Question 2 | 90% |
| Question 3 | 97% |
| Question 4 | 86% |
| Question 5 | 90% |
| Question 6 | 92% |
| Question 7 | 90% |
| Question 8 | 81% |
| Question 9 | 92% |
| Question 10 | 78% |
| Question 11 | 92% |
| Question 12 | 68% |
| Question 13 | 94% |
| Question 14 | 66% |
| Question 15 | 98% |
| Question 16 | 94% |
| Question 17 | 91% |
| Question 18 | 90% |
| Question 19 | 91% |
| Question 20 | 83% |
| Question 21 | 91% |
| Question 22 | 95% |
| Question 23 | 94% |
| Question 24 | 79% |
| Question 25 | 61% |
| Question 26 | 92% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of York’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of York is a trade mark of the university; sch.today is independent of it.