Science Course Outline Template - UNSW Chemistry outline 2017 S2.pdf · principles of SN1 & SN2...

FACULTY OF SCIENCE

SCHOOL OF CHEMISTRY

CHEM1821

ENGINEERING CHEMISTRY B

SEMESTER 2, 2017

CHEM1821 COURSE OUTLINE (S2 2017) UNSW SCHOOL OF CHEMISTRY

Table of Contents

1. Information about the Course ..................................................................................................... 3 2. Staff Involved in the Course ....................................................................................................... 3 3. Course Details ............................................................................................................................ 4 4. Rationale and Strategies Underpinning the Course ................................................................. 10 5. Course Schedule ...................................................................................................................... 11 6. Assessment Tasks and Feedback ........................................................................................... 12 7. Additional Resources and Support ........................................................................................... 15 8. Required Equipment, Training and Enabling Skills .................................................................. 15 9. Course Evaluation and Development ....................................................................................... 15 10. Administration Matters ............................................................................................................ 16 11. UNSW Academic Honesty and Plagiarism ............................................................................ 19

UNSW SCHOOL OF CHEMISTRY CHEM1821 COURSE OUTLINE (S2 2017)

1. Information about the Course

Year of Delivery 2017

Course Code CHEM1821

Course Name Engineering Chemistry B

Academic Unit School of Chemistry

Level of Course 1st UG

Units of Credit 6UOC

Session(s) Offered S2

Assumed Knowledge, Prerequisites or Co-requisites

Prerequisite: CHEM1811

Hours per Week 6

Number of Weeks 12 weeks in 13 week pattern

Commencement Date Week 1, Monday 24th July 2017

Summary of Course Structure (for details see 'Course Schedule') Component HPW Day Time Location

Lectures 3

Lecture 1 Mon 10am Webster A Lecture 2 Tue 1pm Webster B Lecture 3 Wed 11am Webster B

Laboratory 2 As enrolled As enrolled As enrolled

Tutorials 1 As enrolled As enrolled As enrolled

TOTAL 6

Special details

Class locations may be changed in response to changes in student numbers, so download a fresh timetable from myUNSW, often, near semester’s start.

If you have a timetable clash, see the Chemistry Student Centre (Rooms104/105 Dalton) to explore alternative arrangements.

2. Staff Involved in the Course

Name Contact Details Consultation Times

Course Coordinator Dr Luke Hunter [email protected] By appointment

Lecturers Prof Per Zetterlund Dr Graham Ball Prof Steve Colbran

[email protected] [email protected] [email protected]

By appointment By appointment By appointment

Tutors & Demonstrators To be allocated. Contact in tutorials

Technical & Laboratory Staff Mr Michael McMahon ChemSci 133, Tel. 9385 4686 By appointment

Student Support Manager Mr Steve Yannoulatos Dalton 104, [email protected]

By appointment


3. Course Details

Course Description

(Handbook Entry)

This course further develops the introduction to the engineering aspects of chemistry started in CHEM1811. The course explores organic and inorganic chemistry through the investigation of topics such as kinetics, control of reactions, structure determination, stereochemistry, main group chemistry, transition metal chemistry, and the chemistry of carbon-containing compounds. There will be an emphasis on the engineering applications of chemistry in drug development, functional materials, environmental chemistry, and renewable energies. The laboratory component aims to instil an appreciation of safe working practices in a chemistry laboratory and laboratory skills widely used in chemical engineering and chemistry related laboratories.

Course Aims

This course aims to provide a sound understanding of the physical principles underlying modern chemistry and chemical engineering supported by laboratory work which also prepares a student for further studies. The course focuses on understanding the structures of atoms and molecules, relating these to the chemical properties of substances, identifying routes to control chemistry and the broader context of chemistry within engineering disciplines. On completing the course, students should also understand the connection between energy changes and other thermodynamic functions, and chemical reactions. Students should acquire a a knowledge of the concepts and language of two of the broadest classes of chemical reaction (acid-base and electron transfer). The laboratory component aims to instil an appreciation of safe working practices in a chemistry laboratory and laboratory skills widely used in chemistry and chemistry-related laboratories.

Student Learning Outcomes

1. Students will be able to describe the mechanisms by which simple organic and inorganic reactions proceed and predict the products that are formed. 2. Students will be able to describe ways to analyse mixtures of chemicals and describe ways by which they can be separated in an engineering context. 3. Students will be able to describe the kinetics of chemical processes, appropriately link thermodynamics and kinetics, and analyse reactions in kinetic terms. 4. Students will be able to analyse problems and prepare approximate or estimated calculations of chemical and physical quantities for processes. 5. Students will be able to use laboratory equipment to successfully and safely perform chemical reactions and chemical analyses, reporting the results of the experiments in appropriate ways.

Graduate Attributes Developed in this Course

Science Graduate Attributes

Select the level of

FOCUS 0 = NO FOCUS

1 = MINIMAL 2 = MINOR 3 = MAJOR

Activities / Assessment

Research, inquiry and analytical thinking abilities

3

Emphasised throughout course, particularly through means of practical skills gained during the Laboratory work. Critical assessment of practical reports.

Capability and motivation for intellectual development

2

Students are encouraged to be enquiring in Lecture, Tutorial and Laboratory classes.

Ethical, social and professional understanding

3

Emphasised throughout course, particularly at each submission of a laboratory report.

Communication

3

Discussion of lab techniques with demonstrator. Write-up of practicals and constructive assessment of practical reports.

Teamwork, collaborative and management skills

2

Laboratory work is directed mainly to the development of individual skills, although some experiments develop teamwork skills.


Information literacy

1

Attention is drawn to instances of relevant chemistry-related articles in the news media – especially as relating to engineering issues.

Major Topics (Syllabus Outline)

The syllabus in CHEM1821 is divided into “basic” and “expert” content. You must demonstrate that you have all of the basic knowledge, in order to be eligible to pass the course. Expert concepts are the more sophisticated parts of the syllabus; they build on the basic material and they also bring together different parts of the syllabus. Expert knowledge will allow you to earn a merit grade in the course, rather than just a pass. The syllabus consists of 10 topic areas. Most topics contain both “basic” and “expert” content. Depending on the individual lecturer’s teaching style, the syllabus material may be presented in face-to-face lectures, or in online activities that you must complete before class, or a mixture of both (see Moodle for details). The 10 syllabus topics are:

1. Kinetics [Textbook ch. 15]

BASIC: Define a rate for a given process. Understand the factors that affect reaction rate. Calculate a rate given a species concentration change. Understand the general form of the expression for the rate equation and determine order of reaction from this. Determine orders and rate constants from initial rate data. Understand and use the relationship between temperature and rate (the Arrhenius equation) to determine Ea and A. Understand the concept of reactant half-life.

EXPERT: Understand the difference between a differential and an integrated rate equation. Derive and use the integrated first order rate equation. Define an elementary reaction and determine rate laws and molecularity for elementary reactions. Recognise that most reactions are made up of a series of elementary steps. Understand the nature of, and the different types of, catalysis.

2. Material balance [Textbook ch. 1, 3, 14]

BASIC: Understand different forms of heat transfer Understand principle of material balance Understand simple calculations involving material balances for non-reactive systems Understand the concept of limiting reagents

EXPERT: Understand simple quantitative descriptions of heat transfer Understand simple calculations involving material balances for reactive systems Conduct simple calculations on concept of limiting reagents


3. Energy balance [Textbook ch. 14]

BASIC: Be familiar with fundamental thermodynamic concepts Understand principle of energy balance Understand closed system vs open system

EXPERT: Understand concept of specific properties Understand simple energy mass balance calculations for closed and open systems Demonstrate basic understanding of the concept of quick estimations (“back of the envelope calculations”) as opposed to sophisticated/long calculations for a precise answer

4. Aspects of chemical structure [Textbook ch. 22, 23]

BASIC: Identify the reactive site(s) of a molecule by consideration of molecular structure and distribution of electron density. Write the IUPAC name for a given chemical structure Draw the structure of a chemical using the IUPAC name Understand the concept of chirality.

EXPERT: Recognise what isomers are, the physical and chemical difference between various types of isomers, the relationship between various isomers and whether a bond is freely rotating or not and be able to distinguish between the various types of isomers including structural isomers, stereoisomers, conformation isomers Understand the connection of chirality to symmetry in molecules and the importance of chirality in biology and medicine. Be familiar with the key tools and terminology in stereochemistry, including R/S and E/Z nomenclature.

5. Structure determination [Textbook ch. 30]

BASIC: Know the common tools used to determine the structure of compounds (e.g. mass spectrometry, UV-Vis spectroscopy, nuclear magnetic resonance [NMR] spectroscopy) Understand how UV-Vis, IR and NMR can be used to identify different functional groups or structural motifs. Interpret the information provided by spectra from one technique.

EXPERT: Interpret the information provided by spectra from multiple techniques to identify an unknown structure. Become aware of additional tools also available for structural determination Understand the concept of NMR signal splitting


6. Electrophilic addition to alkenes [Textbook ch. 24]

BASIC: Define bond polarity and hence identify nucleophilic/electrophilic sites in a molecule, Demonstrate an understanding of the principles of electrophilic addition reactions, Draw out the appropriate reaction coordinate versus energy diagram for electrophilic addition reactions, Predict the product of a reaction given the starting materials and reagents & conditions, Demonstrate an understanding that use of an unsymmetrical alkene can give two possible products, and (a) predict which of the two possible products will be formed; and (b) explain why one product is formed in preference to the other. Devise a synthesis of a given material based upon use of the three Reaction Summaries (‘Roadmaps’) (single step).

EXPERT: Propose a mechanism for a electrophilic addition reactions using curved arrows given the starting materials and/or reagents & conditions and/or products, Devise a synthesis of a given material based upon use of the three Reaction Summaries (‘Roadmaps’) (multistep).

7. Electrophilic aromatic substitution [Textbook ch. 28]

BASIC: Demonstrate an understanding of the principles of electrophilic aromatic substitution reactions, Draw out the appropriate reaction coordinate versus energy diagram for electrophilic aromatic substitution reactions, Demonstrate an understanding of the concept of resonance stabilization, Predict the product of a reaction given the starting materials and reagents & conditions. Devise a synthesis of a given material based upon use of the three Reaction Summaries (‘Roadmaps’) (single step).

EXPERT: Propose a mechanism for an electrophilic aromatic substitution reaction using curved arrows given the starting materials and/or reagents & conditions and/or products, Devise a synthesis of a given material based upon use of the three Reaction Summaries (‘Roadmaps’) - multi-step.


8. Nucleophilic substitution and addition [Textbook ch. 25, 26]

BASIC: Demonstrate an understanding of the principles of SN1 & SN2 reactions, Draw out the appropriate reaction coordinate versus energy diagram for SN1 & SN2 reactions, Explain the differences between SN1 & SN2 reactions, Determine whether a reaction proceeds via either the SN1 or SN2 mechanism given appropriate data & observations, Demonstrate an understanding of the principles of C-C bond formation, Predict the product of a reaction given the starting materials and reagents & conditions. Devise a synthesis of a given material based upon use of the three Reaction Summaries (‘Roadmaps’) - single step.

EXPERT: Propose mechanisms for both SN1 & SN2 reactions using curved arrows given the starting materials and/or reagents & conditions and/or products, Devise a synthesis of a given material based upon use of the three Reaction Summaries (‘Roadmaps’) - multi-step. Propose a mechanism for a nucleophilic addition of RMgX or hydride ion to C=O using curved arrows given the starting materials and/or reagents & conditions and/or products, Demonstrate an understanding of the concept of resonance stabilization in explaining the acidity of carboxylic acids and amides.

9. Main group chemistry [Textbook ch. 20]

BASIC: [Revision:] Be familiar with the relationship between structure (shape) and bonding include the use of hybrid orbitals (sp3, sp2…) and the nature of pi bonds to explain the spatial arrangement of atoms in molecules. [Revision:] Predict relative physical characteristics, e.g. size, electronegativity, and ionization energy, based on an element’s position in the periodic table. [Revision:] Classify solids as salts, covalent solids or metallic based on their properties. [Revision:] Predict and rationalise the melting and boiling points of substances using bond strength (and number) Predict and rationalize the acidities, basicities and polarities of main group element hydrogen compounds. Make a clear distinction between the molecular oxides of the 2nd period p-block elements and those of the 3rd and lower period elements. Describe oxoacids, oxoanions and rationalize their relative acidities.

EXPERT: Give and describe H2 applications. Describe features of the nitrogen cycle. Describe key features of industrial cycles for phosphate and sulfuric acid. Applications of hydrides, halides and oxides, including manufacturing, uses and consequences


Compare and contrast the chemistries of the EO4n- tetrahedral of the 3rd period elements (E =) Si, P, S and Cl. Understand electron deficiency. Understand and predict reactions of oxygen with s- and p-block elements Understand amphoterism. Predict the acidic, basic or amphoteric nature of an element’s oxide when dissolved in water. Know the relative acidities of the hydrogen halides. Predict structures of non-metal halides. Understand the effect metal ion polarization has on the solubility of metal halides and on the acidity of metal ions in aqueous solution. Write reaction equations for reactions of non-metal halides with water to afford oxoacids.

10. Transition metal chemistry [Textbook ch. 21]

BASIC: Draw the d-orbitals with correct reference to the x,y, and z-axes and describe the spatial placement of their lobes. Be able to write the d-electron configuration of any first row transition metal as the free element and as a metal cation. Metal oxidation states Identify common ligands and complexes

EXPERT: Explain why transition metal complexes are coloured. Give the preferred shapes of transition metal compounds and coordination numbers. Coordination complexes, colour, ligands; coordination geometries and isomerism. Describe and predict the relative cumulative formation constants (βn) for metal coordination complexes. Organometallic synthesis and catalysis Metal extraction e.g. gold cyanide Describe the formation of metal complexes as a series of Lewis acid-base adduct equilibria.

Relationship to Other Courses within the Program

Together with CHEM1811 (Engineering Chemistry A), this course provides the essential chemistry knowledge that will underpin engineering students’ further education.


4. Rationale and Strategies Underpinning the Course

Teaching strategies and rationale for learning and teaching in this course

The course design is underpinned by "Guidelines on learning that inform teaching at UNSW" (2014) with particular emphasis as follows. The content of this course is delivered primarily through contexts of chemical practice in engineering professions. (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.) The course will use a variety of different learning activities including lectures, small group tutorials, self-paced computer assignments and laboratory activities. (9. Students learn in different ways and their learning can be better supported by the use of multiple teaching methods and modes of instruction (visual, auditory, kinaesthetic, and read/write).) The objectives of the course are clearly communicated at both an overall course level as well as with week-by-week detail. (10. Clearly articulated expectations, goals, learning outcomes, and course requirements increase student motivation and improve learning.) Laboratory teaching makes extensive use of peer learning to complete the experimental tasks. (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.)


5. Course Schedule

Week

Lecturer Lecture topics Tutorial

set Laboratory class

Other assessment

tasks

1

Prof Per Zetterlund

Kinetics – – Online quiz 1

2

Prof Per Zetterlund

Material balance 1 Lab class 1 Online quiz 2

3

Prof Per Zetterlund

Energy balance 2 Lab class 2 Online quiz 3

4

Dr Graham Ball

Aspects of chemical structure

3 Lab class 3

Online quiz 4

5 Dr Graham Ball

Structure determination 4 Lab class 4 Online quiz 5,

Validation test 1

6 Dr Graham Ball

Electrophilic addition to alkenes

5 Lab class 5 Online quiz 6

7

Dr Graham Ball

Electrophilic aromatic substitution

6 Make-up lab Online quiz 7

8

Dr Graham Ball

Nucleophilic substitution and addition


9

Prof Steve Colbran

Main group chemistry 8 Lab class 7 Validation test 2

10 Prof Steve Colbran

Main group chemistry 9 Lab class 8 Online quiz 9

11

Prof Steve Colbran

Transition metal chemistry

10 Lab class 9 –

12 Prof Steve Colbran Transition metal chemistry


13 Catch-up lectures due to public holidays throughout semester

– 12 Make-up lab Validation test 3

6. Assessment Tasks and Feedback

Task

Assessment Information

% of total

mark

Date

Feedback

Weekly online

quizzes

There are online quizzes for you to complete, most weeks during the semester. These quizzes cover the “basic” content of the syllabus (only). The quizzes are primarily designed to be a learning process, not an assessment process: they’ll ensure that you learn in a consistent fashion, rather than cramming at the end of semester. (1) Log on to the CHEM1821 Moodle (https://moodle.telt.unsw.edu.au/) and go to the ‘Weekly quizzes’ section. (2) Each quiz consists of 10 questions, which are mostly multi-choice. You must get ALL of the questions correct, in order to successfully complete the quiz.

(3) You may use any form of help that you wish, and you may take as long as you need up until the deadline. You can make up to 10 attempts at each quiz; you’ll most likely get different questions on each attempt. (4) You can keep practicing the quiz questions afterwards, for revision purposes.

No marks are awarded for

these quizzes, but you must

complete them before you can sit

the validation tests (see

below).

Weeks 1–12.

The quizzes become available on Moodle

progressively throughout semester. You’re encouraged to complete each quiz

as soon as possible. If you’re a strong student, you should be able to complete

each quiz as soon as it becomes available. If you’re a weaker student, you may prefer to delay until you’ve covered

the material in lectures and tutorials.

You must complete all of the available quizzes before you can book a time to sit

a validation test (see below).

Feedback is automatically

provided within each online quiz.

Validation

tests

To confirm your knowledge of the “basic” content of the syllabus, three validation tests are held throughout the semester. (1) The validation tests are conducted under exam conditions (see Section 10: Administration Matters). Each test is of 45 minutes’ duration. Each test contains 20 questions; most of these questions will be drawn from the same databank as the preceding weekly online quizzes, but there will also be some new questions of similar style. (2) The pass mark for each validation test is 90%.

(3) When you’ve passed all three validation tests, you’ll be awarded 40% of the total marks for CHEM1821. If you don’t pass all three tests, you’ll receive zero overall for this assessment category, and you’ll be ineligible to pass the course.

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Weeks 5, 9 and 13.

The validation tests are tentatively

scheduled to take place during your regular Monday lecture classes in the

weeks mentioned above.

The make-up tests are tentatively

scheduled to take place in weeks 6, 10 and 13 (three timeslots each).

But this is subject to change, depending e.g. on room availability; see Moodle for

the definitive information.

Test scores are released on Moodle, including details of

which questions

were answered correctly / incorrectly.

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(4) If you fail a validation test, or miss it for any reason, you may sit a make-up test afterwards for equivalent credit. A total of 9 make-up test times are available throughout the semester, operating on a book-in basis. You may book any of these times to repeat any of the validation tests. But you can only sit a maximum of three

make-ups for any particular test, and you can only do one make-up test per booked time.

Laboratory

assessment

The laboratory classes provide an opportunity to learn the concepts and practice the calculations presented in lectures. Laboratory classes are also the place to learn practical skills, and they are also the place where those skills are assessed, hence they are a compulsory component of all first year chemistry courses. You must pass the laboratory component of CHEM1821 in order to be eligible to pass the course. You must read the introduction in the Laboratory Manual to be

aware of all the requirements for passing the laboratory component of this course. Here are some of the main points regarding laboratory classes: (1) No students with an unsatisfactory laboratory record (either due to poor laboratory work or to inadequate attendance) will be considered for a pass in the course. You must attend at least 80% of the scheduled laboratory classes in the semester. Medical certificates or other documentation do not compensate for

absences. (2) Assessment in the laboratory is done on a “skills” basis. You must demonstrate that you’ve acquired all of the “core skills” in order to be eligible to pass the course. The remaining “non-core (graded) skills” will take you from 10/20 up to

20/20 for the laboratory component of the course. (3) Safety eyewear, a laboratory coat and fully enclosed footwear must be worn in the laboratory. You will not be permitted to work in thongs or open-top shoes or sandals or without a laboratory coat and safety eyewear. (4) The schedule of experiments is inside the front cover of the course pack. (5) All experiments require pre-lab work to be completed before your lab class. (6) You must attend the laboratory class shown on your official timetable. You must arrive at the laboratory on time or you will be excluded from the class. (7) Repeat students must apply to the first year laboratory coordinator if they want exemption from laboratory classes. Exemption is not automatic and is decided on a case-by-case basis.

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Weeks 2–13.

Continuous

verbal feedback is provided by the assigned demonstrator during and at the end of the

lab class.

For classes requiring submitted

reports, verbal advice and

written feedback (in the form of

comments and marks) is provided.

See the

laboratory manual for full

details of report

submission and feedback

timelines.

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(8) Work is either marked in lab, or a report is submitted for marking (according to the schedule in the laboratory manual). Laboratory reports should be submitted in the pigeonhole mailboxes. A signed cover sheet must be attached to the front of each lab report submitted. Cover sheets are supplied printed in the lab manual, as is the first page of each lab report to be submitted.

Final Exam

The final exam will be of 2 hours’ duration. It will consist of written-answer questions (only). It will focus on the “expert” content of the syllabus, but it will require a thorough knowledge of the basic concepts as a foundation for answering the expert questions. There is no minimum required mark in the exam. A mock exam paper, plus an associated marking guide, is provided on Moodle for your revision purposes. Information about how final exams are conducted is provided later in this document (see “Section 10: Administration Matters”). Remember, if you haven’t passed all of the validation tests (see above), you can’t pass CHEM1821 no matter how well you perform in the final exam. If you

find yourself in this unfortunate situation at the end of semester, you should consider prioritising your other exams so that you can focus on passing your other courses. There is no requirement for anyone to sit the CHEM1821 exam.

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November

Specific

feedback on the final exam

is not automatically

provided. Instead, the final mark for the course is

awarded.

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7. Additional Resources and Support

Need help?

There are several people who can help you with problems. The appropriate person may differ depending on the problem:

• For problems relating to lectures, see your lecturer.

• For tutorial problems, see your tutor.

• If you’re still stuck on either of the points above, go to Moodle for more help options.

• For laboratory problems, see your demonstrator, or alternatively ask your tutor (if time permits) in tutorials.

• For course-related and personal difficulties that may be affecting your performance in first year chemistry, see the Chemistry Student Centre (Room 105, Dalton Building).

Textbook

Brown, Lemay, Bursten, Murphy, Woodward, Langford, Sagatys, George, “Chemistry: The Central Science,” 3rd Ed, Pearson. This can be purchased from the UNSW Bookshop.

Course Manual

A printed copy of the CHEM1821 Course Pack (2017) is required; this can be purchased from the UNSW Bookshop. An electronic version is available on Moodle.

Chemistry Study Area

The chemistry study area is located on the Ground floor of the Dalton Building, in the south-east corner of the Gibson Computer Lab. You’re welcome to use this study area.

Recommended Internet Sites

The CHEM1821 Moodle site contains course information, the assessment schedule, the syllabus, copies of some (but not all) lecture notes and course materials, lecture recordings, and sample exam questions. The UNSW School of Chemistry website (http://www.chem.unsw.edu.au/local) contains direct links to many important chemistry-related websites and databases.

Societies

UNSW Students of Chemistry Society (SOCS) UNSW: http://www.chem.unsw.edu.au/schoolinfo/socs.html UNSW Chemical Society Royal Australian Chemical Institute http://www.raci.org.au/

8. Required Equipment, Training and Enabling Skills

Equipment Required

Laboratory coat, ASA-approved safety glasses, sensible clothing, and enclosed footwear, are required in all School of Chemistry laboratories.

Enabling Skills Training Required to Complete this Course

Compulsory computer-delivered Safety & Ethics exercise completed in Gibson Computer laboratory before the first Laboratory Session. All students must complete a chemical safety pre-lab exercise before each lab.

9. Course Evaluation and Development

Mechanisms of Review

Last Review Date

Comments or Changes Resulting from Reviews

Course Design and Implementation

2017

The course was designed in a collaborative fashion by staff from the School of Chemistry and the School of Chemical Engineering.

http://www.chem.unsw.edu.au/local

http://www.chem.unsw.edu.au/schoolinfo/socs.html

http://www.raci.org.au/


CATEI

N/A

N/A

10. Administration Matters

Expectations of Students

ATTENDANCE Students are expected to attend all their scheduled classes (lectures, tutorials and laboratories) in all first year chemistry courses; the UNSW requirement is at least 80%. Announcements relevant to the course will be made in lectures. Hence missing lectures, or arriving late, may cause you considerable difficulties. Attendance will be recorded at laboratory and tutorial classes. In particular, a minimum of 80% attendance is required for a satisfactory performance in the laboratory component of the course. If you miss more than two laboratory classes you will automatically fail the course. See the Laboratory Manual for more details on attendance and all other aspects of the laboratory classes. Documentation to account for any absences must be lodged at the Chemistry Student centre, Room 105 Dalton, within one week of the absence. WORKLOAD A guide to the workload for this course is that you should spend an hour of independent study for each contact hour. The bulk of the time during semester should be spent preparing tutorial problems, preparing and writing up laboratory reports, and completing the weekly online quizzes. Closer to the examination, more time should be spent reviewing lecture material. Pre-laboratory reading and work is expected to take 30-60 minutes per week (including safety matters) and post-laboratory write-up is expected to take 1-2 hours per week. The tutorials provide an opportunity for you to consolidate the material of the course. Attendance is compulsory. To maximise the benefit of tutorials, you are expected to attempt all problems in a tutorial set BEFORE the class. Tutors will then explore any problems that you are having with the course. Note that in compiling the final exam, some questions will be drawn from the tutorials. COMMUNICATION WITH STUDENTS Announcements relevant to the course will be made in lectures. Hence missing lectures, or arriving late, may cause you considerable difficulties. You should also regularly consult notices posted on Moodle. Communication via your student email account ([email protected]) will be used for important announcements and late changes to arrangements. Check your UNSW email at least every 2 days! Also, make sure that your account does not become 'over-quota' (i.e. full) or, if you have messages redirected, that the redirection is functioning.

Assessment Procedures and UNSW Assessment Policy

SUPPLEMENTARY EXAM A supplementary examination may be offered to students who have submitted a valid application for special consideration. The supplementary exam will take place at 9:30am, Thursday 23th November (venue to be advised). No alternative dates or times will be guaranteed. Students making travel arrangements for the holiday period should take this into account. Prior to the date of the of the supplementary examination, you must notify the Chemistry Student Centre whether you will be attending the examination. This is your responsibility. The Chemistry Student Centre can be contacted on 9385-4666 during office hours. PROCEDURES FOR EXAMINATIONS (1) You may not be permitted to sit an examination if you do not have your UNSW student I.D. card with you. (2) You should endeavour to be in attendance at the given location well before the "doors open" time. (3) You will be admitted to the room from the time listed as "doors open". (4) You may take in only pens, pencils, electronic calculator listed in the UNSW list of approved calculators, and drawing instruments (NB. a pen, a 2B-pencil, and eraser are essential for multi-choice exams.) No other materials may be taken into the room unless officially notified; if you do bring such material along with you on the day, it must be left outside the examination room. You should note that neither the Chemistry Student Centre, nor the University, will accept responsibility for any material left outside the examination room. Hence we urge very strongly that you do not bring such items with you.


(5) Once you are inside the room normal University Examination rules will apply. (6) You may not bring into the examination room: • a mobile phone, music player, mp3 player or iPod, or any other communication device • a bag or bags • paper, books, etc • electronic or discipline-specific dictionaries. (7) You should take your seat in the room following the instructions given by the supervisor and the invigilators. (8) Immediately you are seated you must place your UNSW student I.D. card, "photo" side up, on your desk. Your card must remain on your desk throughout the examination, and be visible at all times. (9) When you receive your examination paper, you must NOT turn this paper over, nor write anything on it until you are instructed to do so. This includes your name and ID details. (10) When permitted to write, you must enter your ID details, as instructed, on the test paper and on the Generalised Answer Sheet. Marks will be deducted if you do not enter both your name and student number as required for authentication and for scanning purposes. (11) Each answer must be recorded on the Generalised Answer Sheet by using pencil to fill in the oval corresponding to your chosen answer. The answers entered on the Generalised Answer Sheet will be used to determine your test mark. (12) You will not be permitted to leave during this time. If you finish early you must remain seated in your place until the end of the allocated time. (13) You will not be admitted later than fifteen (15) minutes past the "examination commences" time. (14) If you have any query, etc. raise your hand and keep it raised until one of the invigilators attends to you. (15) A “10 minutes to go” warning will be given. (16) At the end of the allocated time a "pens down - cease writing" command will be given. You must cease writing immediately, place your pen on the table, and close your examination paper. Remember that if you do not heed this command, disciplinary action may be taken against you. You must remain seated in your place until instructed to leave by the supervisor. NOTE: At this stage, if you have not written your name and student number on your paper, you will NOT be given extra time to do so. It is entirely your own responsibility to make sure your details are on your exam paper BEFORE the “pens down” instruction is given. GENERAL ARRANGEMENTS FOR UNSW EXAMINATIONS (1) Check the Examination Timetable through the link on the myUNSW website for the location and time of the final examination. Make sure you know where the examination is to be held – it may be in a location you have never attended before (e.g. Randwick Racecourse). Allow plenty of time to get to the examination venue on the day. (2) Medical documentation or other "considerations" for all examinations must be submitted to Student Central (in the Chancellery) within 3 days of the examination. Documentation submitted after the deadline will not be taken into account for the assessment. You should also notify the Chemistry Student Centre in Room 105 Dalton. (3) Where documentation has been submitted requesting a "consideration" for the end-of-semester examination, because the student's performance may have been affected sufficiently to alter his/her grade in the overall assessment, the student may be required to sit for a supplementary examination consisting of a written paper and in some cases an oral examination. Oral examinations will mainly be used to resolve cases for students whose results are borderline. (4) If you have applied for "consideration", you should arrange to make yourself available for possible further assessment. Notification of details of the further assessment will be sent via your student email address ([email protected]). (5) If you have applied for "consideration", and if you were present at the final examination, but fail to be present for the supplementary examination, then your effort at the final examination will be used in determining your overall mark. (6) If late or non-submissions of work are due to health problems they must be documented with a medical certificate.


Occupational Health and Safety

Information on relevant Occupational Health and Safety policies and expectations at UNSW: www.riskman.unsw.edu.au/ohs/ohs.shtml To be admitted to a laboratory, you must wear ASA-approved safety eyewear, a lab. coat and covered shoes (no thongs, open sandals or clogs). You must also complete all safety pre-lab. work, or other prescribed preparation relating to carrying out safe laboratory work. Visitors are not allowed to undergraduate laboratories without the permission of the laboratory supervisor.

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 Convenor prior to, or at the commencement of, their course, and 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

Student Complaint Procedure

School Contact

Faculty Contact

University Contact

Dr. Gavin Edwards, Dalton Building, Room 221 [email protected] Tel: 9385-4652

A/Prof Julian Cox Associate Dean (Education) [email protected] Tel: 9385 8574 or Dr. Gavin Edwards, Dalton Building, Room 221 Associate Dean (Undergraduate Programs) [email protected] Tel: 9385-4652

Student Conduct and Appeals Officer (SCAO) within the Office of the Pro-Vice-Chancellor (Students) and Registrar [email protected] Tel: 9385-8515, or University Counselling and Psychological Services Tel: 9385 5418

http://www.riskman.unsw.edu.au/ohs/ohs.shtml

http://www.equity.unsw.edu.au/disabil.html

http://www.secretariat.unsw.edu.au/acboardcom/minutes/coe/disabilityguidelines.pdf

mailto:[email protected]





11. UNSW Academic Honesty and Plagiarism Acacemic Misconduct

Students and staff are, of course, governed by the normal laws which regulate our everyday lives. But in addition the University has its own code of rules and conduct, and can impose heavy penalties on students who breach them. Penalties range from failure in a subject, loss of privileges, fines, payment of compensation, and suspension, to exclusion from study for a certain period or even permanent expulsion from the University. It is important to realise, however, that misconduct within the University covers a much wider field than simply behaviour which is offensive or unruly, or which may cause damage to other people or property. Misconduct which may lead to a student being disciplined within the University includes anything regarded as academic misconduct according to current academic usage, as well as any conduct which impairs the reasonable freedom of other persons to pursue their studies or research or to participate in University life. It is most important that students realise just how broad the definition of Academic misconduct maybe. It certainly covers practices such as cheating or copying or using another person's work. Sometimes, however, practices which may have been acceptable at school are considered to be misconduct according to current Academic usage within a University. For example academic misconduct can occur where you fail to acknowledge adequately the use you have made of ideas or material from other sources (see the UNSW Student Guide for examples). The following are some of the actions which have resulted in students being found guilty of academic misconduct in recent years:

• impersonation in examinations;

• failing to acknowledge the source of material in an assignment;

• taking of unauthorised materials into an examination;

• submitting work for assessment knowing it to be the work of another person;

• improperly obtaining prior knowledge of an examination paper and using that knowledge in the examination. Students found guilty of academic misconduct are usually excluded from the University for two years. Because of the circumstances in individual cases, the period of exclusion can range from one semester to permanent exclusion from the University. 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

http://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

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