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 j.stride@unsw.edu.au x54672

Thursday 10 am – 12 pm

Lecturers &

Facilitators

Dr S.B. Colbran

Dr M.L. Cole Dr. N.K. Roberts

Room 225 Dalton

s.colbran@unsw.edu.au x 54737 Room 218 Dalton m.cole@unsw.edu.au x 54678 Room 104 Dalton s.colbran@unsw.edu.au 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

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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 g.edwards@unsw.edu.au Tel: 9385 4652

Assoc Prof Julian Cox Associate Dean (Education) julian.cox@unsw.edu.au 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.