This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.

Undergraduate Handbook 2010-2011 (archived)

Module CHEM3051: MATERIALS CHEMISTRY

Department: Chemistry

CHEM3051: MATERIALS CHEMISTRY

Type	Level	Credits	Availability	Module Cap	Location
Open	3	20	Available in 2010/2011	None.	Durham

Pre-requisites

Core Chemistry 2 (CHEM2012) AND EITHER Core Chemistry 1B (CHEM1022) OR Core Mathematics A (MATH1012) OR Single Mathematics A (MATH1561) OR Maths for Engineers & Scientists (MATH1551).

Corequisites

Core Chemistry 3 (CHEM3012).

Excluded Combinations

Core Chemistry 2 (CHEM2012).

Aims

To apply chemical principles to the design and evaluation of materials with technological potential.

Content

Inorganic materials and characterisation: structural properties; electronic materials.
Organic materials.
Electronic structure of solids: theory and applications.
Diffraction.
Two assignments.

Learning Outcomes

Subject-specific Knowledge

Appreciate and describe structural features of non-stoichiometric compounds, interstitial compounds, intercalates, high temperature superconductors and zeolites; relating these structures to specific chemical, electrical, optical and magnetic properties;
explain the role that organic synthetic methods play in the synthesis of unconventional and novel molecules;
describe the functional groups required in a molecule to obtain specific opto-electrical properties and explain the requirements for speciality polymers;
describe the electronic structure of solids in terms of band theory and use this theory to explain the electrical properties of insulators, semiconductors and metals; explain the origin of electronic, magnetic, optical and thermal properties of solids;
explain the application of various techniques for probing solids and polymers; identify characterisation techniques for elucidating structure at different length-scales; interpret and combine data from different techniques; describe hierarchical structures in solids and polymers;
use crystallographic concepts, such as symmetry elements and Miller indices, to describe crystal structures and to apply diffraction theory to structural problems.

Subject-specific Skills

Key Skills

Demonstrate problem solving skills and be able to work confidently with experimental data.

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 thought to be the best method to assess the knowledge of the students.
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.
At the end of each of the Michaelmas and Epiphany Terms, each student will be given a two hour period to evaluate experimental or theoretical data about a substance or system of interest. This develops problem solving skills in a limited time period.

Teaching Methods and Learning Hours

Activity	Number	Frequency	Duration	Total Hours	Attendance Monitored
Lectures	37	3 per week	1 Hour	37
Workshops	6	2 per Term	1.5 Hour	9	Yes
Assignment	2	1 per Term	2 Hour	4	Yes
Preparation and Reading				150
Total				200

Summative Assessment

Component	Component Weighting	Element	Length/Duration	Element Weighting
Examination	80%	Written examination	3 hour	100%
Assignments	20%	Problem-solving assignment 1		50%
Assignments	20%	Problem-solving assignment 2		50%

Formative Assessment

Set work, usually in preparation for seminars and workshops.

Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.