| CODE | HPN3003 | ||||||||||||
| TITLE | Scientific Principles and Applications for Contemporary Family Living | ||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 6 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||||||
| DESCRIPTION | This study-unit explores the scientific principles and applications underlying materials, equipment, and appliances essential for modern family life. The study-unit begins by examining the structure of matter, providing a foundational understanding for the various topics covered. It then transitions into the principles of heat transfer, focusing on phase transitions and their role in daily applications, such as cooking and temperature control. The application of heat and cooling indoors is discussed next, with an emphasis on innovative technologies for heating and cooling systems, including those using renewable energy sources. Following this, the chemistry of metals, plastics, and dangerous chemicals is addressed. Topics include the properties and applications of metals and alloys, glass, ceramics, and plastics, as well as an in-depth analysis of chemicals identified by the WHO as public health concerns and their environmental and health impacts. The quest for water is explored through discussions of the water cycle, water conservation, and the local water supply. The implications of water hardness for health, household materials, and the environment are also examined. The role of detergents in the science of cleaning is addressed in relation to the chemistry of water. Finally, the study-unit emphasizes the importance of conservation of energy and sustainability, integrating these concepts throughout the study of materials and technologies to highlight their relevance to contemporary living. Study-Unit Aims: The study-unit aims at helping students gain a deeper understanding of the scientific principles behind contemporary living. Based on this understanding, students will be able to make and suggest appropriate choices of goods or services to meet lifestage needs in relation to various household functions from textile care to cookware, from kitchen appliances to heating and cooling devices and from packaging material to water and energy conservation technology amongst others. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain the water cycle using the terms condensation, evaporation and precipitation correctly; - Discuss the main areas of concern with local water supply and the importance of water conservation; - Describe the nature of local tap water by referring to the main substances present after considering the main sources of local water; - Discuss the various positive and negative implications of using hard water; - Explain the relationships between hard and soft water and soap and soapless detergents after observing an experiment; - Explain how the different stain removers act to remove dirt from clothes, using diagrams where necessary; - Identify and explain the role of various chemicals when analysing detergent labels; - Identify chemicals used in domestic products that are considered as hazardous to health and to the environment and be able to choose eco-friendly alternatives; - Explain the various methods of heating and cooling the home by referring to principles of phase change and heat transfer and after participating in class discussions, watching videos and analysing diagrams; - Outline the main types of plastics and differentiate between them by referring to their chemical properties; - Discuss, in some detail, the impact of the widespread use of plastic keeping in mind environmental as well as social and ethical issues; - Justify the choice and suitability of metals and alloys for various uses, based on their physical as well as chemical properties; - Explain the impact on health and the environment, of chemicals considered of public health concern (as established by WHO) based on scientific data from various regulating bodies and health authorities; - Outline the underlying scientific principles and applications of equipment used in the home environment to reduce the use of energy from non-renewable sources and to increase the domestic use of energy from renewable sources. 2. Skills: By the end of the study-unit the student will be able to: - Choose the right cleaning materials, laundry aids and household chemicals based on their fitness for purpose as well as safety towards health and the environment; - Seek environmentally-friendly alternatives for the care and maintenance of common household materials and equipment; - Choose the right equipment and appliances to suit the needs of households with members at different lifestages; - Apply scientific knowledge for the assessment of new products and equipment appearing on the local market looking at efficiency and sustainability; - Critically reflect on strategies to reduce the need for acquiring 'new' commercial materials and products. Main Text/s and any supplementary readings: Main Texts: The main texts of this study-unit are journal articles and other articles from health organisations or regulatory bodies which are available online. Below are a few examples: - Cancer Research UK (2010). Plastic Bottles and Health. - Chu, M. (2005). Common materials of cookware. - Greenfacts (2006). Scientific facts on PCBs. - Renzi, M et al. (2014). Levels of Mercury and Polychlorobiphenyls in Bluefin Tuna from the Western Mediterranean Sea: A Food Safety Issue? Journal of Environmental Protection, 2014, Vol.05(02), pp.106-113 DOI: http://dx.doi.org/10.4236/jep.2014.52014. - Vieira, H. (2015). Fish consumption recommendations to conform to current advice in regard to mercury intake. Environmental Science and Pollution Research vol:22 iss:13 pg:9595 -9602. - Mead, N. (2008) Contaminants in human milk. Weighing the risks against the benefits of breastfeeding. Environmental Health Perspectives. Vol116 Issue10. - WHO (2010). Dioxins and their effects on human health. Fact sheet no. 225. Supplementary Readings: - Degiorgio, R. (2012). From strawberry to jam : pesticide residues and polyphenolic content. Unpublished Dissertation. University of Malta. - McKinney M.L. and Schoch R.M. (2003) Environmental Science: Systems and Solutions. Massachusetts: Jones and Bartlett. - Tyler Miller, G. & Spoolman, S. (2012) Living in the Environment (16th ed) California: Wadsworth. - Zumdahl, S. & Decoste, D. (2015) Basic Chemistry. Cengage Learning: US. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Andrew Galea |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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