Module CHEM3012: CORE CHEMISTRY 3

Department: CHEMISTRY

CHEM3012: CORE CHEMISTRY 3

Prerequisites

• Core Chemistry 2 (CHEM2012).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop the fundamentals presented in Core Chemistry 2 through in-depth discussion of selected areas of chemistry.

Content

• Low oxidation-state transition-metal chemistry.
• Inorganic reaction mechanisms.
• Isolobal relationships.
• Organic synthesis.
• Organic mechanisms.
• Statistical thermodynamics.
• Transition state theory and its applications.
• Introductory polymer chemistry.
• Dissertation.

Learning Outcomes

• Have an appreciation of the chemistry of low oxidation state transition metal compounds and the ability to predict structure and reactions from the electron distributions.
• Describe, rationalise and predict reaction pathways at inorganic centres.
• Use the isolobal analogy to relate different areas of chemistry.
• Employ advanced methods of organic synthesis alongside more basic methodologies learnt in earlier years to solve problems in organic chemistry.
• Describe synthetically useful free radical reactions.
• Describe the ideas of statistical thermodynamics and develop equations which allow the calculation of heat capacities, standard entropies and equilibrium constants.
• Describe the principles of transition state theory and to develop equations for rate constants and activation parameters.
• Use simple models to calculate the size of polymers and be able to calculate molecular weight averages and differentiate between the two major synthetic routes for polymers.

• Interpret simple 2D NMR spectra and use this evidence in the elucidation of molecular structure using a combination of techniques.
• Carry out advanced experimental work in all branches of chemistry using modern equipment.

• Demonstrate ability to retrieve information, write about science, make an oral presentation and discuss scientific results.
• Demonstrate problem-solving skills.

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.
• The dissertation provides students with the opportunity to evaluate a small part of the scientific literature and to present their findings.
• 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.
• The collection 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:

Collection (2 hour written exam in week 11). Set work for review lectures.

■ 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