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FACULTY OF SCIENCE
SCHOOL OF CHEMISTRY
CHEM2839
INORGANIC CHEMISTRY AND STRUCTURE
SESSION 2, 2009
Faculty of Science - Course Outline - 2009
1. Information about the Course NB: Some of this information is available on the UNSW Virtual Handbook
1
Year of Delivery 2009
Course Code CHEM2839
Course Name INORGANIC CHEMISTRY AND STRUCTURE
Academic Unit SCHOOL OF CHEMISTRY
Level of Course 2ND
Units of Credit 6 UOC
Session(s) Offered S2
Prerequisite CHEM1011 or CHEM1031, and CHEM1021 or CHEM1041
Hours per Week 3 X LECTURE + 3 X LABORATORY
Number of Weeks 12
Commencement Date 20 July 2008
Summary of Course Structure (for details see 'Course Schedule') Component HPW Time Day Location Lectures 3
Lecture 1 11 am – 12 pm Monday Electrical Eng. 418
Lecture 2 1 - 2 pm Wednesday Goldstein G04
Lecture 3 1 - 2 pm Thursday Goldstein G04
Laboratory 3
Lab 2 – 5 pm Tuesday Chem Sci 262
TOTAL 6 Special Details None
2. Staff Involved in the Course
Staff Role Name Contact Details Consultation
Times
Course Convener Dr J.A. Stride Room 131 Dalton [email protected] x54672
Thursday 10 am – 12 pm
Lecturers &
Facilitators
Dr S.B. Colbran
Dr M.L. Cole Dr. N.K. Roberts
Room 225 Dalton
[email protected] x 54737 Room 218 Dalton [email protected] x 54678 Room 104 Dalton [email protected] x 54651
Tutors & Demonstrators
Ms J. Ho
Technical & Laboratory Staff
Mr. J. Antoon Chem Sci 262
Additional Teaching Staff
Other Support Staff
1 UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2006/index.html
3. Course Details
Course Description2
(Handbook Entry) Description of the course from UNSW Handbook The CHEM2839 course (second year Inorganic Chemistry and Structure) aims to provide an introduction to the "inorganic" chemistry of the elements. Models of bonding in atoms and
molecules will be introduced. Illustrative examples of inorganic compounds and their reactions will be presented, both in lectures and in laboratory practicals and patterns in structure and reactivity will be drawn from these. Mention will be made of inorganic compounds found naturally and/or produced by industry for everyday use. Techniques for the characterisation of inorganic compounds will be introduced.
Course Aims3 The course covers the important concepts of inorganic chemistry, from a theoretical and
experimental viewpoint. The laboratory course covers many inorganic reactions, including the synthesis and isolation of some inorganic compounds, and to characterise them by a range of physical techniques. The laboratory course should illustrate the lecture course which, in turn, should provide a background with which to understand and interpret the laboratory course.
Student Learning Outcomes
4
At the end of this course you should have a good understanding of the concepts that mark inorganic chemistry apart from organic chemistry. You will have a good understanding of the electronic structure of atoms based upon the quantum mechanical model and you will be able to extend this interpretation to simple molecules, resulting in bonding models. This is related to
force constants, vibrational spectra, electronic spectroscopy and limitations of the approximations are also highlighted. You will understand how atoms and molecules pack into solid-state structures from simple examples such as NaCl through to new technologically important materials such as superconductors and ferroelectrics. A comprehensive study of the general chemistry and trends in the chemical properties of the elements across the Periodic Table completes the essential learning outcomes of this course.
Graduate Attributes Developed in this Course
Science Graduate Attributes
5
Select the level of FOCUS
0 = NO FOCUS 1 = MINIMAL 2 = MINOR 3 = MAJOR
Activities / Assessment
1. Research, inquiry and analytical thinking abilities
3 Laboratory course. Organisation and time management. / 4 coursework assignments/ Assessment of practical reports.
2. Capability and
motivation for intellectual development
3 Lectures and applied problems discussed in class. / ongoing assessment
Exams.
3. Ethical, social and professional understanding
2 Throughout course. / Exam
4. Communication 3
Write up of practicals. / written assignments / open communication during
laboratory course / Assessment of practical reports.
5. Teamwork, collaborative and management skills
3 Laboratory course. / Assessment of practical reports.
6. Information literacy 1 Laboratory pre-lab questions / written assignment
Other attributes None
Professional accreditation attributes
RACI – membership of professional body See http://www.raci.org.au/
2 UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2006/index.html
3 Learning and Teaching Unit: http://www.ltu.unsw.edu.au
4 Learning and Teaching Unit – Learning Outcomes: http://www.ltu.unsw.edu.au/ref4-2-1_outcomes.cfm
5 Faculty of Science – Science Graduate Attributes: http://www.science.unsw.edu.au/guide/slatig/sciga.html
Level of Material Delivered
[x] Introduction to material [ ] Emphasised and taught in depth [ ] Reinforced and additional expertise [ ] Competencies applied
Major Topics
(Syllabus Outline)
• Electronic structure of atoms and molecules.
• Inorganic compounds in the solid state. • Principles of coordination chemistry and transition metal chemistry. • Transition and post-transition metal chemistry
• Chemistry of selected non-transition metal chemistry
Relationship to Other Courses within the
Program
The course is a mainstream chemistry course that integrates with other level three course and with the third year.
4. Rationale and Strategies Underpinning the Course
Rationale for learning and teaching in this course
6,
i.e., How this course is taught?
Teaching Strategies
The integration of lectures 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.
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.
How the assessment supports and assists the learning
Timely feedback and marking of practical reports allows students to follow the thread of the course. The examination brings together the strands to complete the learning experience.
6 LTU – Teaching Philosophy: http://www.ltu.unsw.edu.au/ref3-3-5_teaching_portfolio.cfm#philosophy
5. Course Schedule Some of this information is available on the Virtual Handbook
7 and the UNSW Timetable
8.
7 UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2006/index.html
8 UNSW Timetable: http://www.timetable.unsw.edu.au/
Week
Lectures (day), Topics & Lecturers
Practical (day), Topics & Lecturers
Assignment and Submission dates (see also 'Assessment
Tasks & Feedback')
Week 1
Tuesday, Wednesday, Thursday
Introduction to inorganic chemistry and electronic structure of atoms
Dr Stride
laboratory induction and first laboratory class
Week 2
Tuesday, Wednesday,
Thursday Quantum theory of atoms Dr Stride
See laboratory manual
Week 3
Tuesday, Wednesday, Thursday Electronic structure of simple
molecules Dr Stride
See laboratory manual Written assignment due Laboratory test
Week 4
Tuesday, Wednesday,
Thursday Molecular bonding models Dr Stride
See laboratory manual
Week 5
Tuesday, Wednesday, Thursday Inorganic compounds in the
solid state Dr Stride
See laboratory manual Written assignment due Laboratory test
Week 6 *
Tuesday, Wednesday,
Thursday Principles of coordination and transition metal chemistry
Dr Colbran
See laboratory manual Laboratory test
Week 7
Tuesday, Wednesday,
Thursday Principles of coordination and transition metal chemistry
Dr Colbran
See roster (posted in 262) Mid-session exam
Week 8
Tuesday, Wednesday, Thursday
Transition and post transition metal chemistry Dr Colbran
See roster Practical report due
Week 9
Tuesday, Wednesday, Thursday Transition and post transition
metal chemistry Dr Colbran
See roster Written assignment due Practical report due
Week 10
Tuesday, Wednesday,
Thursday Transition and post transition metal chemistry
Dr Colbran
See roster Practical report due
Week 11 Tuesday, Wednesday, See roster Written assignment due
Thursday Chemistry of non-transition
elements Dr Colbran
Practical report due
Week 12
Tuesday, Wednesday,
Thursday Chemistry of non-transition elements
Dr Colbran
See roster
Week 13 Last date for practical
submissions
*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'
6. Assessment Tasks and Feedback
Date of Feedback Task % of total mark
Assessment Criteria
Release Submission WHO WHEN HOW
4 written assignments
10 Answers to questions given correctly. Discussion shows knowledge and understanding of the course
Dr Stride & Dr Colbran (2 each)
Within 2 weeks of submission
Annotated manuscript
Mid-session exam
10 Answers to questions given correctly. Discussion shows knowledge and understanding of the course
Within 1 week of exam
Grade & discussion
Laboratory tests
0 Answers to multiple-choice questions given correctly.
Laboratory demonstrator
Immediately Grade & discussion
Laboratory practice
15 Continual assessment Laboratory demonstrating staff
End of Session
Grade
4 Practical reports
5 ! marks for clarity of presentation ! marks for results as presented
Week following experiment
Dr. Roberts Within 2 weeks of submission of report
Annotated report. Completed result sheet
Examination
60 Answers to questions given correctly. Discussion shows knowledge and understanding of the course.
7. Additional Resources and Support
Text Books Housecroft and Sharpe: Inorganic Chemistry 3e (3rd Edition) Publisher: Prentice Hall Format: Paperback 1136 pages ISBN: 0131755536 (0-13-175553-6) ISBN 13: 9780131755536 List Price: $181.20 Edition: 3
Course Manual Printed laboratory manual including guides and other material – available from the University Bookshop
Required Readings Additional Readings Silberberg, Chemistry (McGraw Hill, 4th edition, 2006).
Cotton, Wilkinson and Gaus Basic Inorganic Chemistry, (Wiley, 3rd edition, 1995). Others will be distributed by individual lecturers
Recommended Internet
Sites
School of Chemistry website
Societies Royal Australian Chemical Institute http://www.raci.org.au/ Students of Chemistry Society (UNSW) http://www.chem.unsw.edu.au/schoolinfo/socs.html
Computer Laboratories or Study Spaces
Laboratory – Chemical Sciences Building 262 Gibson Computer laboratory – Ground floor, Dalton Building
8. Required Equipment, Training and Enabling Skills
Equipment Required Laboratory coat, safety spectacles (or prescription glasses of a sufficient size), closed shoes
Enabling Skills - training which maybe required to complete this course
OH&S briefing Awareness of School plagiarism guidelines
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
Currently under review for roll-out in 2010
CATEI9
Session 2, 2008
70% approval (sum of aggregated ratings in the 'strongly agree' and 'agree' categories) and 3% disapproval. Sample of 23 from 29 enrollments. Students reported that the mid-session exam was overly long for the time provided; this has been reviewed for 2009, with a pace (number of questions per hour) designed to be in accord with that expected for the final exam.
Student Focus Group
none
Other none
9 Science CATEI procedure: http://www.science.unsw.edu.au/guide/slatig/catei.html
10. Administration Matters
Expectations of Students Workload
Contact hours are 6 per week, in weeks 1 - 12. Out-of-class workload is associated with the laboratory program (pre-laboratory work is expected to take 30-60 minutes per and post-laboratory write-up is expected to take 3-4 hours per week, weeks 8-12) and written assignments (4 x 3-4 hours over the course of the Session).
Assignment Submissions Laboratory reports should be submitted to the laboratory staff. A cover sheet should be completed and an dated acknowledgement received.
Occupational Health and Safety
10
Information on relevant Occupational Health and Safety policies and expectations at UNSW: www.riskman.unsw.edu.au/ohs/ohs.shtml School of Chemistry OH&S policy and requirements see laboratory manual and WebCT. To be admitted to a laboratory, you must wear safety glasses, or prescription glasses meeting the minimum size requirements as posted outside all teaching laboratories, a lab coat and covered shoes (no thongs, open sandals or clogs). You must also complete all safety pre-lab work, risk assessment or other prescribed preparation relating to carrying out safe laboratory work. Visitors are not allowed to undergraduate laboratories without the permission of the lab supervisor. Note a risk assessment must be completed before any laboratory work can be done.
Examination Procedures Candidates for CHEM2839 must demonstrate a satisfactory performance in both laboratory work and the written examination. A mark of fifty percent is regarded as the minimum acceptable performance in the laboratory. Students who do not attain this mark in their laboratory work may not be awarded a pass in the subject irrespective of their performance in the examination. Laboratory reports, laboratory notebooks and satisfactory completion of pre-laboratory assignments all contribute to the final laboratory mark. Full details of expectations are given in the introduction to the lab manual.
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 convener prior to, or at the commencement of, their course, or with the Equity Officer (Disability) in the Equity and Diversity Unit (9385 4734 or www.equity.unsw.edu.au/disabil.html). 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: www.secretariat.unsw.edu.au/acboardcom/minutes/coe/disabilityguidelines.pdf
School Contact Faculty Contact University Contact Grievance Policy11
Dr Gavin Edwards Director of Teaching [email protected] Tel: 9385 4652
Assoc Prof Julian Cox Associate Dean (Education) [email protected] Tel: 9385 8574
University Counselling Services Tel: 9385 5418
10
UNSW Occupational Health and Safety: www.riskman.unsw.edu.au/ohs/ohs.shtml 11
UNSW Grievance Policy: http://www.infonet.unsw.edu.au/poldoc/student_grievance_resolution.pdf
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: www.lc.unsw.edu.au/plagiarism 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.
The School has also produced a guide for students in chemistry courses, including examples of acceptable and unacceptable conduct, guidelines on avoiding misconduct in laboratory contexts and examples of acceptable referencing procedures for essays and literature reviews. This guide is available at http://www.chem.unsw.edu.au/coursenotes/plagiarism/Plagpolicy.03.pdf and is reproduced where appropriate in course manuals and on course websites.