Higher Chemistry B and Higher Chemistry B (Medicinal)

Transcription

1 FACULTY OF SCIENCE SCHOOL OF CHEMISTRY CHEM1041 / CHEM1061 Higher Chemistry B and Higher Chemistry B (Medicinal) SEMESTER 2,

2 1. Information about the Course Year of Delivery 2018 Faculty of Science - Course Outline Course Code Course Name Academic Unit Level of Course Units of Credit Session(s) Offered Assumed Knowledge, Prerequisites or Corequisites CHEM1041 / CHEM1061 HIGHER CHEMISTRY B and HIGHER CHEMISTRY B (MEDICINAL) SCHOOL OF CHEMISTRY 1ST UG 6UOC S2 CHEM1031 or equivalent. Hours per Week 6 Number of Weeks 12 in 13 weeks Commencement Date Tuesday 24 July 2018 Summary of Course Structure (for details see 'Course Schedule') Component HPW Day Time Location Lectures Lecture 1 Lecture 2 Lecture 3 3 Tue Wed Fri 11am 12pm 9am Ritchie Th Ritchie Th Law 201 Laboratory 2 As enrolled As enrolled As enrolled Tutorials 1 As enrolled As enrolled As enrolled TOTAL 6 Special Details Individual lecturers will present an overview of the course, and will give more specific solutions to selected problems in class. Students are expected to attempt tutorial questions before each class. Tutors will cover selected tut questions, with regard to students difficulties. Some examination questions may be drawn from tutorial questions. 2. Staff Involved in the Course Staff Role Name Contact Details Consultation Times Course Convenor Dr Luke Hunter Dalton Building, Room 130, Tel: firstyearchem@unsw.edu.au By appointment Student Services Manager Mr Michael Gandy Dalton Building, Room 104, Tel: firstyearchem@unsw.edu.au By appointment Additional Teaching Staff Lecturers & Facilitators A/Prof Pall Thordarson Dr Vinh Nguyen A/Prof Graham Ball p.thordarson@unsw.edu.au t.v.nguyen@unsw.edu.au g.ball@unsw.edu.au By appointment Tutors To be allocated. Contact in tutorials & lab. By appointment Tech staff Dr Nancy Talavera ChemSci 133, Tel By appointment 2

3 3. Course Details Course Description 1 (Handbook Entry) Course Aims Student Learning Outcomes Graduate Attributes Developed in this Course Science Graduate Attributes Research, inquiry and analytical thinking abilities Capability and motivation for intellectual development Ethical, social and professional understanding CHEM1041 deals with a range of fundamental concepts that can be used to explain various phenomena in chemistry, biology and material science. It enables students to develop further their knowledge of Chemistry and probes a diverse range of molecules and their reactions, focusing on applications such as drug development, functional materials, environmental chemistry, and renewable energies. A key part of chemistry is to study the speed of chemical reactions providing a strong foundation for material covered later in the course. The course introduces modern structure determination methods and the concepts of stereochemistry, which are important in understanding the shape and structure of chemicals. The next section of the course provides a thorough introduction to modern inorganic chemistry and use of the periodic table is a powerful predictive tool. Important foci are the chemistries of main-group and transition metals. Transition metal compounds, d-element electron configuration, new metal bonding theories and the key reaction mechanisms exhibited by transition metal chemistry are discussed. The final section of the course deals with the chemistry of carbon-containing compounds and provides a thorough introduction to the field by emphasising the reaction mechanisms that provide insight into how reactions of these molecules proceed. Students are introduced to a range of chemistry that enables the preparation of new molecules starting from readily available materials. The course concludes with a summary of how these concepts are applicable to the chemistry of amino acids, peptides and proteins. Higher Chemistry B builds on the knowledge gained in the earlier course CHEM1031, Higher Chemistry A. It aims to give a thorough grounding in chemical principles that underpin much of chemistry and biochemistry, particularly kinetics, inorganic and organic chemistry. Stereochemical aspects of molecules as three-dimensional entities are explored, and modern methods of structural determination. The thermochemistry and equilibrium concepts covered earlier are further illustrated in inorganic and transition metal chemistry. Electronic structure of transition metal complexes is elaborated. The inorganic chemistry of a range of important common chemical types, of importance in commerce and in the environment, is covered in a systematic manner, to reveal patterns of reactivity and behaviour. Major areas of organic chemistry are addressed: functional group chemistry, stereochemistry, symbolism in reaction descriptions, At a successful completion of this course the student should have: A knowledge of the factors that affect rates of reactions. Understand reaction order; rate constant.; Understand the effect of particle size on reaction rates of heterogeneous reactions. Usage of integrated 1st order rate equations;ability to calculate half lives. Application of the Arrhenius equation; activation energy. Understanding of energy profile of a chemical reaction; collision theory; mechanism; order of reaction; catalysis. Ability to analyse molecular structures in stereochemical terms, and use of spectral data to determine molecular structure. An overview of systematic chemistry and reactions of common important inorganic chemicals. An understanding of transition metal chemistry and complexes. A detailed knowledge of common organic functional group chemistry, stereochemical aspects of organic chemistry. Concepts of reactivity: main types of reactions: addition, elimination, substitution, condensation (addition-elimination) and reduction-oxidation. Introduction to organic reaction mechanisms and reactive intermediates: carbocations. Select the level of FOCUS 0 = NO FOCUS 1 = MINIMAL 2 = MINOR 3 = MAJOR Activities / Assessment 3 Emphasised throughout course, particularly through means of practical skills gained during the Laboratory work. Critical assessment of practical reports. 2 Students are encouraged to be enquiring in Lecture, Tutorial and Laboratory classes. 3 Emphasised throughout course, particularly at each submission of a laboratory report. Communication 3 Discussion of lab techniques with demonstrator. Write-up of practicals and constructive assessment of practical reports. Teamwork, collaborative and management skills 2 Laboratory work is directed mainly to the development of individual skills, although some experiments develop teamwork skills. Information literacy 1 Attention is drawn to instances of relevant chemistry-related articles in the news media. 1 UNSW Virtual Handbook: 3

4 Major Topics (Syllabus Outline) Definitions of rate of reactions. Energy profile of a reaction. Collision theory and factors that affect reaction rate. Rate equations, order and rate constants. Differential vs integrated rate equations. Derivation and use of integrated first order rate equation. Reactant half-life. Effect of temperature on reactions; Arrhenius equation. Mechanism and observed order. Catalysis. Concept of isomers, revision of structure and bonding (sp 3 ), structural isomers, stereoisomers, conformational isomers, configurational isomers. Enantiomers, symmetry and chirality, R/S nomenclature. Revision of structure and bonding (sp 2 ), diastereoisomers, E/Z nomenclature, isomerism in coordination compounds. Tools for determining structure. X-ray crystallography. Molecular formula, elemental analysis. Index of hydrogen deficiency mass spectrometry. Electromagnetic radiation. UV-Vis spectroscopy, Infrared spectroscopy (IR), vibrations, bends. Identification of functional groups from IR spectra. Nuclear Magnetic resonance (NMR) basics of the technique. Equivalent hydrogen atoms. Signal areas (integration), Chemical shifts. NMR Signal splitting. Interpreting NMR spectra. Combining information from different techniques. Periodicity and patterns in the main group elements. Bonding and binary compounds: ionic, molecular and covalent non-molecular. Hydrogen and its uses and binary hydrogen compounds including ammonia and the nitrogen cycle. Bonding of beryllium and boron binary hydrogen compounds. Oxygen and its binary compounds. Oxoacids, oxoanions Oxygen cycle. Phosphates, sulfates and halogen oxoacids. Halogens and binary halides. The transition metals: What are they? Why are they different? What are their uses? Where do they come from? Metal oxidation states, d-electron configurations. Coordination complexes, colour, ligands; coordination geometries and isomerism. Thermodynamics of complex formation, chelate effect, EDTA and biological complexes using multidentate ligands. Introduction to bioinorganic chemistry. Introduction to Organic Chemistry; Nomenclature. Chemistry of Alkenes; Electrophilic Addition. Chemistry of Aromatic Compounds; Electrophilic Aromatic Substitution. Chemistry of Alkyl Halides and Alcohols- Nucleophilic Substitution. Chemistry of Alkyl Halides and Alcohols; Nucleophilic Substitution. Carbonyl Chemistry. Carbonyl Chemistry. Relationship to Other Courses within the Program This Course develops the knowledge of Physical & Inorganic Chemistry obtained from CHEM1031, at first year level. It (or alternatively CHEM1021) is a prerequisite for level 2 chemistry courses. 4

5 4. Rationale and Strategies Underpinning the Course Teaching Strategies Examples from chemical practice allow Contextualising 6. Students become more engaged in the learning process if they can see the relevance of their studies to professional, disciplinary and/or personal contexts. We also have undertaken Designing to 10. Clearly articulated expectations, goals, learning outcomes, and course requirements increase student motivation and improve learning. 12. Graduate attributes - the qualities and skills the university hopes its students will develop as a result of their university studies are most effectively acquired in a disciplinary context. Teaching in the use of laboratory groups supports 14. Learning cooperatively with peers rather than in an individualistic or competitive way may help students to develop interpersonal, professional, and cognitive skills to a higher level. Rationale for learning and teaching in this course, Chemistry is an experimental science, requiring the development of both practical skills in the Laboratory and an intellectual understanding. The integration of lectures, tutorials and laboratories supports Engaging 1. Effective learning is supported when students are actively engaged in the learning process. 2. Effective learning is supported by a climate of inquiry where students feel appropriately challenged and activities are linked to research and scholarship. 5

6 5. Course Schedule Some of this information is available on the Virtual Handbook 2 and the UNSW Timetable 3. Week Lectures Tutorial Laboratory Computer-based assessments Other Week 1 A/Prof Thordarson Revision Quiz #1 Revision Quiz #2 Week 2 A/Prof Thordarson As enrolled See laboratory manual Revision Quiz #3 In-lab feedback by demonstrator Week 3 A/Prof Thordarson As enrolled See laboratory manual Revision Quiz #4 In-lab feedback by demonstrator Week 4 Dr Nguyen As enrolled See laboratory manual Revision Quiz #5 In-lab feedback by demonstrator Week 5 Dr Nguyen As enrolled See laboratory manual Revision Quiz #6 In-lab feedback by demonstrator Week 6 Dr Nguyen As enrolled See laboratory manual Revision Quiz #7 Week 7 Dr Nguyen As enrolled See laboratory manual Revision Quiz #8 In-lab feedback by demonstrator Mid-semester test In-lab feedback by demonstrator; Mid-semester test feedback Week 8 Dr Nguyen, A/Prof Ball As enrolled See laboratory manual Revision Quiz #9 In-lab feedback by demonstrator Week 9 A/Prof Ball As enrolled See laboratory manual Revision Quiz #10 In-lab feedback by demonstrator Week 10 A/Prof Ball As enrolled See laboratory manual Revision Quiz #11 In-lab feedback by demonstrator Week 11 A/Prof Ball As enrolled See laboratory manual Revision Quiz #12 In-lab feedback by demonstrator Week 12 A/Prof Ball As enrolled See laboratory manual Revision Quiz #13 In-lab feedback by demonstrator Week 13 A/Prof Ball As enrolled See laboratory manual In-lab feedback by demonstrator The changeover form one lecture topic to the next may vary from the timing shown. *NB: As stated in the UNSW Assessment Policy: one or more tasks should be set, submitted, marked and returned to students by the mid-point of a course, or no later than the end of Week 6 of a 12-week session' 2 3 UNSW Virtual Handbook: UNSW Timetable: 6

7 6. Assessment Tasks and Feedback Task Knowledge & abilities assessed Assessment Criteria % of total mark Date of Feedback Release Submission WHO WHEN HOW Laboratory work: individual practical reports Ability to use practical Laboratory knowledge and to develop skills Marks for experimental results as presented. Additional marks for answering the specific Task questions for each experiment. 20 Week 2 13 Work is either marked in lab, or a report is submitted for marking. Assigned lab demonstrator. During and at end of lab for inlab marking; according to schedule in lab manual for submitted reports. Comments and marks, written on report, and verbal advice. Weekly Revision Quiz Knowledge gained in previous week s lectures; abilities to calculate & reason. Three attempts per test, awarded one mark for at least one perfect score. 10 Week 1 13 weekly Automated computer response. After each attempt. Score and comments are returned. Mid-semester test Ability to use lecture and tutorial material in problem solving Marks for problem solving as presented. 10 Week 6 Week 6 Dr. Luke Hunter Week following the test Mark returned via Moodle. Final examination Overall level of attainment of knowledge and problem-solving skills in the whole Course Graded marking for solution method, and for final answer. Multiple-choice section marked right or wrong. 60 November November UNSW Exams Branch November Final mark for Course is awarded In order to pass the course, students need to satisfy ALL of the following criteria: An overall mark of 50% or higher Laboratory attendance of 80% or higher A pass in the laboratory component (see Laboratory Manual for details on how this can be achieved) Final examination mark of 35% or higher Students who narrowly fail the course MAY be offered an academic supplementary examination, at the sole discretion of the course coordinator. This supplementary examination will be held during the supplementary examination period (between Saturday 8 December and Saturday 15 December 2018 inclusive). Full details of the sitting will be made available nearer the date of the exam.. No alternative times will be offered, for any reason (medical or otherwise). 7

8 7. Additional Resources and Support Text Books Course Manual Blackman, A., Bottle, S., Schmid, S., Mocerino, M., and Wille. U, Chemistry, John Wiley and Sons, 2 nd edition, 2012 or 3 rd edition, Aylward, G.H. and Findlay, T.J.V. SI Chemical Data, (8 th ed.). Online purchase available: A printed copy of the CHEM1021/CHEM1041/CHEM1061 Course Pack (2018) is required. Electronic version available on Moodle. Required Readings Additional Readings Recommended Internet Sites Societies Computer Laboratories or Study Spaces CHEM1041 Moodle site for course information, assessment schedule, syllabus, lecture notes and course materials, Lectopia recorded lectures, sample tests and exams and solutions, revision exercises, reaction summary etc. The UNSW School of Chemistry website contains direct links to many important chemistry-related websites and databases. UNSW Students of Chemistry Society (SOCS) UNSW) UNSW Chemical Society Royal Australian Chemical Institute Laboratory Chemical Sciences Building 133 Gibson Computer laboratory Ground floor, North end of Dalton Building Chemistry Study Area South-East corner of Gibson Computer laboratory. 8. Required Equipment, Training and Enabling Skills Equipment Required Enabling Skills Training Required to Complete this Course Laboratory coat, ASA-approved safety glasses, sensible clothing, and enclosed footwear, are required in all School of Chemistry laboratories. Compulsory computer-delivered Safety & Ethics exercise completed in Gibson Computer laboratory before the first Laboratory Session. All students must complete a chemical safety pre-lab exercise before each lab. 9. Course Evaluation and Development Student feedback is gathered periodically by various means. Such feedback is considered carefully with a view to acting on it constructively wherever possible. This course outline conveys how feedback has helped to shape and develop this course. Mechanisms of Review Major Course Review CATEI Other Last Review Date 2011 None Comments or Changes Resulting from Reviews Major reorganisation of content distribution between CHEM1011/CHEM1021 and CHEM1031(51)/CHEM1041(61) pairs, and content alignment of CHEM1011 with CHEM1031 was enhanced to provide a better sequencing of material, whilst still allowing movement between these courses on basis of the Diagnostic Test in Week 3 of semester 1. CATEI feedback is incorporated into the course review process in a continuous manner. 8

9 10. Administration Matters Expectations of Students Students are expected to attend all lectures; the UNSW requirement is at least 80%. Attendance at Laboratory Classes is compulsory and a roll is kept. Students who miss labs need to register for makeup labs. See the laboratory manual for full details. Pre-laboratory reading and work is expected to take minutes per week (including safety matters) and post-laboratory write-up is expected to take 1-2 hours per week. Assignment Submissions Laboratory reports designated to be submitted should be submitted in the pigeonhole mailboxes, according to the schedule in the laboratory manual. A signed cover sheet must be attached to the front of each lab report submitted. Cover sheets are supplied printed in the lab manual, as the first page of each lab report to be submitted. Occupational Health and Safety 4 Information on relevant Occupational Health and Safety policies and expectations at UNSW: To be admitted to a laboratory, you must wear ASA-approved safety eyewear, a lab. coat and covered shoes (no thongs, open sandals or clogs). You must also complete all safety pre-lab. work, or other prescribed preparation relating to carrying out safe laboratory work. Visitors are not allowed to undergraduate laboratories without the permission of the laboratory supervisor. Assessment Procedures If late or non-submissions of work are due to health problems they must be documented with a medical certificate. A makeup lab needs to be done to replace a lab absence; provision of a medical certificate does not cancel a lab absence. Equity and Diversity Those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the course Convenor prior to, or at the commencement of, their course, and with the Equity Officer (Disability) in the Equity and Diversity Unit ( or Issues to be discussed may include access to materials, signers or note-takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made. Information on designing courses and course outlines that take into account the needs of students with disabilities can be found at: Grievance Policy 5 School Contact Faculty Contact University Contact A/Prof. Jason Harper Director of Teaching Dalton Building, Room 223 j.harper@unsw.edu.au Tel: A/Prof. Janelle Wheat Deputy Dean (Education) j.wheat@unsw.edu.au Tel: or Dr Gavin Edwards Associate Dean (Academic Programs) Dalton Building, Room 106 g.edwards@unsw.edu.au Tel: Student Conduct and Appeals Officer (SCAO) within the Office of the Pro- Vice-Chancellor (Students) and Registrar. studentcomplaints@unsw.ed u.au Telephone , or University Counselling and Psychological Services 6 Tel: UNSW Occupational Health and Safety: UNSW Grievance Policy: University Counselling and Psychological Services 9

10 11. UNSW Academic Honesty and Plagiarism What is Plagiarism? Plagiarism is the presentation of the thoughts or work of another as one s own. *Examples include: direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person s assignment without appropriate acknowledgement; paraphrasing another person s work with very minor changes keeping the meaning, form and/or progression of ideas of the original; piecing together sections of the work of others into a new whole; presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed. For the purposes of this policy, submitting an assessment item that has already been submitted for academic credit elsewhere may be considered plagiarism. Knowingly permitting your work to be copied by another student may also be considered to be plagiarism. Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain plagiarised material. The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism. The Learning Centre website is main repository for resources for staff and students on plagiarism and academic honesty. These resources can be located via: The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in: correct referencing practices; paraphrasing, summarising, essay writing, and time management; appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts. Individual assistance is available on request from The Learning Centre. Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. * Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of Newcastle Adapted with kind permission from the University of Melbourne. 10