Module CHEM1022: CORE CHEMISTRY 1B

Department: CHEMISTRY

CHEM1022: CORE CHEMISTRY 1B

Prerequisites

• A2-level or equivalent in Chemistry AND A2-level or equivalent in Mathematics, or Foundation Mathematics (MATH1641) in parallel.

Corequisites

• Core Chemistry 1A (CHEM1012).

Excluded Combination of Modules

• None.

Aims

• To introduce areas of chemistry and key analytical skills that are of central importance to material taught in later modules.

Content

• Quantitative aspects of inorganic chemistry: redox reactions.
• The ionic model, lattice energies, relative ionic sizes, lattice defects.
• Physical organic chemistry: structural factors, acid and base catalysis, kinetics of simple radical chain reactions.
• Electrochemistry: concept of electrode potentials, Nernst equation, electochemical cells.
• Physical concepts for chemists.
• Estimating errors.
• Mathematics for chemistry.

Learning Outcomes

• Balance chemical equations, carry out stoichiometric calculations based on them, and understand the construction and applications of Frost diagrams.
• Describe the ionic model and the 3D structures of simple metals and compounds.
• Perform simple thermodynamic calculations on inorganic materials.
• Describe the importance of physical techniques for understanding organic reaction mechanisms.
• Demonstrate the importance of electrochemical calculations.
• Manage errors properly using both mathematical tools and software packages.
• Apply calculus, differential equations, series representations, vectors and matrices to chemical problems.

• Use standard techniques in the laboratory for the synthesis and characterisation of compounds and measurement of their physical properties.

• Employ the key mathematical techniques (equation manipulation, calculus) that are needed for problem solving in other parts of the chemistry curriculum.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures are used to convey concepts and are examined by written papers. This is the best method to assess the knowledge of the students.
• Tutorials are given to ensure that the students have grasped the concepts given in the lectures and to practice examples of problems. The work is formatively assessed.
• Workshops are larger groups of students where problems are considered and common difficulties shared.
• This ensures that students have understood the work and can apply it to real-life situations. These are formatively assessed.
• Laboratory classes teach students techniques in various aspects of practical chemistry. They are continuously assessed so that the student can learn from one session to the next. They are also essential because any chemist needs to be able to perform standard experiments competently.
• Computer classes give students the opportunity to learn to use off the shelf packages and those specific to chemists. They are formatively assessed.
• The progress test held in January is for students to assess their own learning and performance to improve their examination technique. It is an opportunity for them to assimilate the work completed in the first term. Papers are returned to students with model answers so that they can learn from the experience.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Tutorial/workshop set work.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University