Undergraduate Programme and Module Handbook 2018-2019 (archived)

# Module CHEM2012: CORE CHEMISTRY 2

## Department: Chemistry

### CHEM2012: CORE CHEMISTRY 2

Type | Open | Level | 2 | Credits | 40 | Availability | Available in 2018/19 | Module Cap | Location | Durham |
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#### Prerequisites

- Core Chemistry 1 (CHEM1078) AND EITHER Mathematical and Experimental Tools required in Chemistry (CHEM1111) OR [Single Mathematics A (MATH1561) AND Single Mathematics B (MATH1571)] OR [Calculus and Probability I (MATH1061) AND Linear Algebra I (MATH1071)].

#### Corequisites

- None.

#### Excluded Combination of Modules

- Molecules in Action (CHEM1061)

#### Aims

- To teach the fundamentals of Chemistry and to provide a foundation on which later courses can be based.

#### Content

- Transition-metal chemistry.
- Symmetry, group theory and covalent bonding.
- Aromatic and heterocyclic chemistry - Uses of heterocycles in synthesis
- Functional group transformations and mechanisms
- Synthesis and retrosynthetic analysis.
- Quantisation and spectroscopy, including HÃ¼ckel computer practical.
- Thermodynamics.
- Applied spectroscopy.

#### Learning Outcomes

Subject-specific Knowledge:

- Rationalize the bonding in transition metal complexes, and thus understand their formation and magnetic properties, and to utilize this information in a predictive manner.
- Describe key trends in the chemistry of the transition elements and use these trends as tools to assist in problem solving in any area of chemistry involving transition metals.
- Determine the symmetry elements and point groups of molecules.
- Use group theory to construct symmetry adapted linear combinations of atomic orbitals and then determine qualitative molecular orbital diagrams for simple molecules.
- Rationalize molecular shape and photoelectron spectra using symmetry and bonding arguments.
- Devise reasonable synthetic routes to moderately complex organic molecules.
- Describe and rationalize outcomes of organic reaction processes involving control of enolate chemistry, alkene generation and redox reactions.
- Use simple directing effects in electrophilic aromatic substitution to devise and rationalize synthetic routes leading to the formation of multi-substituted aromatic nuclei.
- Appreciate the industrial importance and ubiquity of heterocycles.
- Describe the synthesis of several classes of heterocyclic systems including monocyclic 5 and 6 membered systems in addition to polycyclics.
- Describe the properties and reactions of heterocycles and their derivatives and in particular those with 3-6 membered systems.
- Outline the basic principles of quantum mechanics and group theory and be able to apply these to simple systems to predict their structure and spectroscopy.
- Apply thermodynamics to predict values of equilibrium constants and the direction of spontaneous change of chemical reactions.
- Determine enthalpies from phase transition data.
- Calculate colligative properties (solubility, depressed freezing points) from pure component data.
- Apply thermodynamics to non-ideal systems of gases, gas mixtures, liquid mixtures, and solutions and calculate thermodynamic parameters from e.m.f. data.
- Know how to relate microscopic and macroscopic thermodynamic properties.

Subject-specific Skills:

- Predict simple NMR spectra, and interpret infra-red, Raman and more complex multinuclear NMR spectra.

Key Skills:

- Group working, encouraged and developed through workshop teaching.
- Written communication, advanced through the use of essay type questions in lecture-support worksheets.
- Problem-solving, developed through worksheets and spectroscopy problems sessions.

#### 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 used to develop understanding of key concepts in inorganic and organic chemistry. These are 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.
- Computer practicals give students the opportunity to learn to use off the shelf computer packages and those specific to chemists. A summative coursework assessment follows.
- Problem classes are used to teach applied spectroscopy, where a concept is introduced and students work to understand its application and use. A summative coursework assessment follows.

#### Teaching Methods and Learning Hours

Activity | Number | Frequency | Duration | Total/Hours | |
---|---|---|---|---|---|

Lectures | 73 | 4 per week | 1 Hour | 73 | |

Computer Practicals | 1 | 1 in Term 1 | 3 Hours | 3 | ■ |

Problem Classes | 3 | in Terms 1 and 2 | 3 Hours | 9 | ■ |

Tutorials | 12 | 6 in Term 1, 6 in Term 2 | 1 Hour | 12 | ■ |

Workshops | 1 | 1 in Term 3 | 1.5 Hours | 1.5 | ■ |

Two meetings with Departmental Advisor | 2 | 1 per Term | ■ | ||

Preparation and Reading | 301.5 | ||||

Total | 400 |

#### Summative Assessment

Component: Examination | Component Weighting: 80% | ||
---|---|---|---|

Element | Length / duration | Element Weighting | Resit Opportunity |

Written examination 1 | Three hours | 50% | |

Written examination 2 | Three hours | 50% | |

Component: Continuous Assessment | Component Weighting: 20% | ||

Element | Length / duration | Element Weighting | Resit Opportunity |

coursework | 100% | One hour written examination |

#### Formative Assessment:

Set work in preparation for tutorials and workshops.

■ 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