FACULTY OF SCIENCE SCHOOL OF CHEMISTRY CHEM1021. Chemistry B

Transcription

1 FACULTY OF SCIENCE SCHOOL OF CHEMISTRY CHEM1021 Chemistry B SEMESTER 2, 2014

2 1. Information about the Course Faculty of Science - Course Outline NB: Some of this information is available on the UNSW Virtual Handbook 1 Year of Delivery Course Code Course Name Academic Unit Level of Course Units of Credit Session(s) Offered Assumed Knowledge, Prerequisites or Corequisites Hours per Week Number of Weeks Commencement Date 2014 CHEM1021 CHEMISTRY B SCHOOL OF CHEMISTRY 1ST UG 6UOC S2, summer semester U1 CHEM1011 or equivalent in 13 weeks Week One, Wed 30/7/14 Summary of Course Structure (for details see 'Course Schedule') Component HPW Time Day Location Lectures 3 Lecture pm Wed Burrows Th Lecture pm Thu Burrows Th Lecture am Fri Burrows Th Laboratory 2 As enrolled As enrolled As enrolled Tutorials 1 As enrolled As enrolled As enrolled TOTAL 6 Individual lecturers will present an overview of the course, and will give more specific Special Details 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 Support Manager Mr Steve Yannoulatos Dalton Building, Room 104, Tel: firstyearchem@unsw.edu.au Additional Teaching Staff Lecturers & Facilitators Dr Jon Beves Dr Steve Colbran A/Prof Shelli McAlpine Dr Gavin Edwards J.Beves@unsw.edu.au Dalton 222, Tel: S.Colbran@unsw.edu.au Dalton 225, Tel: s.mcalpine@unsw.edu.au Dalton 219 Tel: G.Edwards@unsw.edu.au Tel: By appointment By appointment Tutors & To be allocated. Contact in tutorials & lab. By appointment 1 UNSW Virtual Handbook: UNSW Virtual Handbook: 1

3 Demonstrators Lab Staff Mr Michael McMahon ChemSci 133, Tel

4 3. Course Details Course Description 2 (Handbook Entry) Course Aims 3 Student Learning Outcomes 4 CHEM1021 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 an 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 the 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 an 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. Chemistry B builds on the knowledge gained in the earlier course CHEM1011, 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. 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. Graduate Attributes Developed in this Course 5 Science Graduate Attributes 5 Research, inquiry and analytical thinking abilities 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 UNSW Virtual Handbook: 3 Learning and Teaching Unit: 4 Learning and Teaching Unit Learning Outcomes: 5 Access the contextualised Science Graduate Attributes and your mapped courses: (Mapped course will also be available at this site from March 2006) 3

5 Capability and motivation for intellectual development Ethical, social and professional understanding Communication Teamwork, collaborative and management skills Information literacy 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. 3 Discussion of lab techniques with demonstrator. Write-up of practicals and constructive assessment of practical reports. 2 Laboratory work is directed mainly to the development of individual skills, although some experiments develop teamwork skills. 1 Attention is drawn to instances of relevant chemistry-related articles in the news media. 4

6 Major Topics (Syllabus Outline) Relationship to Other Courses within the Program 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. This Course develops the knowledge of Physical & Inorganic Chemistry obtained from CHEM1011, at first year level. It (or alternatively CHEM1041) is a prerequisite for level 2 chemistry courses. 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 6, 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. 6 LTU Teaching Philosophy: 5

7 5. Course Schedule Some of this information is available on the Virtual Handbook 7 and the UNSW Timetable 8. Week Lectures (Wed), Lectures (Thu), Lectures (Fri), Topics & Lecturers Topics & Lecturers Topics & Lecturers Week 1 Kinetics, Beves Kinetics, Beves Kinetics, Beves Laboratory - Assignment and Submission dates (see also 'Assessment Tasks & Feedback') Week 2 Struct. Det, Beves Struct. Det, Beves Struct. Det, Beves See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 3 Struct. Det, Beves Struct. Det, Beves Struct. Det, Beves See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 4 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 5 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 6 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual Mid-semester test. In-lab feedback by demonstrator, and marked lab reports Week 7 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 8 Inorganic, Colbran Organic, McAlpine Organic, McAlpine See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 9 Organic, McAlpine Organic, McAlpine Organic, McAlpine See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 10 Organic, McAlpine Organic, McAlpine Organic, McAlpine See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 11 Organic, Edwards Organic, Edwards Organic, Edwards See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 12 Organic, Edwards Organic, Edwards Organic, Edwards See laboratory manual In-lab feedback by demonstrator, and marked lab reports Week 13 (no lectures) (no lectures) (no lectures) Make-up lab: Synthesis of Aspirin In-lab feedback by demonstrator, and marked lab reports 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' 7 8 UNSW Virtual Handbook: UNSW Timetable: 6

8 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 Weekly computer assignment Mid-semester test. Final examination Ability to use practical Laboratory knowledge and to develop skills Knowledge gained in previous week s lectures; abilities to calculate & reason. Ability to use lecture and tutorial material in problem solving Overall level of attainment of knowledge and problem-solving skills in the whole Course Marks for experimental results as presented. Additional marks for answering the specific Task questions for each experiment. Three attempts per test, awarded one mark for at least one perfect score. Marks for problem solving as presented. Graded marking for solution method, and for final answer. Multiplechoice section marked right or wrong. 20 Week 2-13 Work is either marked in lab, or a report is submitted for marking. Assigned lab demonstrator 10 Week 2-13 weekly Automated computer response. 10 Week 6 Week 6 Dr. Luke Hunter 60 November November UNSW Exams Branch During and at end of lab for inlab marking; according to schedule in lab manual for submitted reports. After each attempt. Week following the test November Comments and marks, written on report, and verbal advice. Score and comments are returned. Mark returned via Moodle. Final mark for Course is awarded In order to pass the course, students need to satisfy ALL of the following criteria: A total mark of 50% or higher Laboratory attendance of 80% or higher Final examination mark of 35% or higher Supplementary examinations MAY be offered, at the sole discretion of the course coordinator, for academic or other reasons. Supplementary examinations are typically held as soon as possible after the exam period; students are expected to make themselves available for these should they require them. 7

9 7. Additional Resources and Support Text Books Course Manual Required Readings Additional Readings Recommended Internet Sites Societies Computer Laboratories or Study Spaces Blackman, A., Bottle, S., Schmid, S., Mocerino, M., and Wille. U, Chemistry, John Wiley and Sons, 2 nd edition, Aylward, G.H. and Findlay, T.J.V. SI Chemical Data, (8 th ed.). Online purchase: A printed copy of the CHEM1021/CHEM1041/CHEM1061 Course Pack (2014) is required. Electronic version available on Moodle. - - CHEM1021 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. 8

10 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 Last Review Date Comments or Changes Resulting from Reviews Major Course Review CATEI 9 Other 2011 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. None 9 Science CATEI procedure: 9

11 Administration Matters Information about each of the following matters is best presented in a generic School handout or webpage. Reference should be made in every course handout to where the information can be found, and the importance of being familiar with the information. Expectations of Students Assignment Submissions Occupational Health and Safety 10 Assessment Procedures Equity and Diversity 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. 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. 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. If late or non-submissions of work are due to health problems they must be documented with a medical certificate. 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: 11 School Contact Faculty Contact University Contact Grievance Policy Dr. Gavin Edwards, Dalton Building, Room 221 g.edwards@unsw.edu.au Tel: A/Prof Julian Cox Associate Dean (Education) julian.cox@unsw.edu.au Tel: or Dr Gavin Edwards Associate Dean (Undergraduate Programs) G.Edwards@unsw.edu.au Tel: Graduate Research School Tel: Compass University Counselling Services 12 Tel: UNSW Occupational Health and Safety: UNSW Grievance Policy: Compass University Counselling Service 10

12 10. 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. 11