FACULTY OF SCIENCE

SCHOOL
OF CHEMISTRY

CHEM1021

Chemistry B

SEMESTER 2, 2014
 Faculty of Science - Course Outline
1. Information about the Course
NB: Some of this information is available on the UNSW Virtual Handbook 1

2014
Year of Delivery
CHEM1021
Course Code
CHEMISTRY B
Course Name
SCHOOL OF CHEMISTRY
Academic Unit
Level of Course 1ST UG
6UOC
Units of Credit
S2, summer semester U1
Session(s) Offered
Assumed Knowledge,
Prerequisites or Co- CHEM1011 or equivalent.
requisites
6
Hours per Week
12 in 13 weeks
Number of Weeks
Week One, Wed 30/7/14
Commencement Date

Summary of Course Structure (for details see 'Course Schedule')

Component HPW Time Day Location

Lectures 3
Lecture 1 11-12 pm Wed Burrows Th
Lecture 2 5-6 pm Thu Burrows Th
Lecture 3 9-10 am Fri Burrows Th
Laboratory 2 As enrolled As enrolled As enrolled
Tutorials 1 As enrolled As enrolled As enrolled
TOTAL 6
Individual lecturers will present an overview of the course, and will give more specific
solutions to selected problems in class. Students are expected to attempt tutorial questions
Special Details
before each class. Tutors will cover selected tut questions, with regard to students’
difficulties. Some examination questions may be drawn from tutorial questions.

2. Staff Involved in the Course

Staff Role Name Contact Details Consultation

Times
Course Convenor Dr Luke Hunter Dalton Building, Room 130, Tel: By appointment
93854474 [email protected]
Student Support Manager Mr Steve Yannoulatos Dalton Building, Room 104, Tel: By appointment
93854651 [email protected]
Additional Lecturers & Dr Jon Beves [email protected] By appointment
Teaching Staff Facilitators Dalton 222, Tel: 93854673
Dr Steve Colbran [email protected]
Dalton 225, Tel: 93854737
A/Prof Shelli McAlpine [email protected]
Dalton 219 Tel: 93854712
Dr Gavin Edwards [email protected]
Tel: 9385 4652
Tutors & To be allocated. Contact in tutorials & lab. By appointment

1
UNSW Virtual Handbook: UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2009/index.html
1
Demonstrators
Lab Staff Mr Michael McMahon ChemSci 133, Tel. 9385-4686

2
3. Course Details

CHEM1021 deals with a range of fundamental concepts that can be used to explain various
Course Description2 phenomena in chemistry, biology and material science. It enables students to develop further
(Handbook Entry) their knowledge of Chemistry and probes a diverse range of molecules and their reactions,
focusing on applications such as drug development, functional materials, environmental
chemistry, and renewable energies.
A key part of chemistry is to study the speed of chemical reactions providing a strong foundation
for material covered later in the course. The course introduces modern structure determination
methods and the concepts of stereochemistry, which are important in understanding the shape
and structure of chemicals. The next section of the course provides an introduction to modern
inorganic chemistry and use of the periodic table is a powerful predictive tool. Important foci are
the chemistries of main-group and transition metals. Transition metal compounds, d-element
electron configuration the reaction mechanisms exhibited by transition metal chemistry are
discussed. The final section of the course deals with the chemistry of carbon-containing
compounds and provides an introduction to the field by emphasising the reaction mechanisms
that provide insight into how reactions of these molecules proceed. Students are introduced to a
range of chemistry that enables the preparation of new molecules starting from readily available
materials. The course concludes with a summary of how these concepts are applicable to the
chemistry of amino acids, peptides and proteins.
Chemistry B builds on the knowledge gained in the earlier course CHEM1011, Chemistry A. It
Course Aims3 aims to give a thorough grounding in chemical principles that underpin much of chemistry and
biochemistry, particularly kinetics, inorganic and organic chemistry. Stereochemical aspects of
molecules as three-dimensional entities are explored, and modern methods of structural
determination. The thermochemistry and equilibrium concepts covered earlier are further
illustrated in inorganic and transition metal chemistry. The inorganic chemistry of a range of
important common chemical types, of importance in commerce and in the environment, is
covered in a systematic manner, to reveal patterns of reactivity and behaviour. Major areas of
organic chemistry are addressed: functional group chemistry, stereochemistry, symbolism in
reaction descriptions,
At a successful completion of this course the student should have:
Student Learning • A knowledge of the factors that affect rates of reactions. Understand reaction order; rate
constant.; Understand the effect of particle size on reaction rates of heterogeneous reactions.
Outcomes4 Usage of integrated 1st order rate equations;ability to calculate half lives. Application of the
Arrhenius equation; activation energy. Understanding of energy profile of a chemical reaction;
collision theory; mechanism; order of reaction; catalysis.
• Ability to analyse molecular structures in stereochemical terms, and use of spectral data to
determine molecular structure.
• An overview of systematic chemistry and reactions of common important inorganic chemicals.
• An understanding of transition metal chemistry and complexes.
• A detailed knowledge of common organic functional group chemistry, stereochemical aspects of
organic chemistry. Concepts of reactivity: main types of reactions: addition, elimination,
substitution, condensation (addition-elimination) and reduction-oxidation. Introduction to organic
reaction mechanisms and reactive intermediates: carbocations.
5
Graduate Attributes Developed in this Course

Select the level of

Science Graduate FOCUS
Activities / Assessment
0 = NO FOCUS
Attributes5 1 = MINIMAL
2 = MINOR
3 = MAJOR
3 Emphasised throughout course, particularly through means of practical skills
Research, inquiry and gained during the Laboratory work. Critical assessment of practical reports.
analytical thinking
abilities

2
UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2010/index.html
3
Learning and Teaching Unit: http://www.ltu.unsw.edu.au
4
Learning and Teaching Unit – Learning Outcomes: http://www.ltu.unsw.edu.au/ref4-2-1_outcomes.cfm
5
Access the contextualised Science Graduate Attributes and your mapped courses:
http://www.science.unsw.edu.au/guide/slatig/sciga.html
(Mapped course will also be available at this site from March 2006)
3
 2 Students are encouraged to be enquiring in Lecture, Tutorial and Laboratory
Capability and motivation classes.
for intellectual
development

3 Emphasised throughout course, particularly at each submission of a

Ethical, social and laboratory report.
professional
understanding

3 Discussion of lab techniques with demonstrator. Write-up of practicals and

Communication constructive assessment of practical reports.

2 Laboratory work is directed mainly to the development of individual skills,

Teamwork, collaborative although some experiments develop teamwork skills.
and management skills

1 Attention is drawn to instances of relevant chemistry-related articles in the

Information literacy news media.

4
 Definitions of rate of reactions. Energy profile of a reaction. Collision theory and factors that
Major Topics affect reaction rate. Rate equations, order and rate constants. Differential vs integrated rate
(Syllabus Outline) equations. Derivation and use of integrated first order rate equation. Reactant half-life. Effect of
temperature on reactions; Arrhenius equation. Mechanism and observed order. Catalysis.
3
Concept of isomers, revision of structure and bonding (sp ), structural isomers, stereoisomers,
conformational isomers, configurational isomers. Enantiomers, symmetry and chirality, R/S
2
nomenclature. Revision of structure and bonding (sp ), diastereoisomers, E/Z nomenclature,
isomerism in coordination compounds. Tools for determining structure. X-ray crystallography.
Molecular formula, elemental analysis. Index of hydrogen deficiency mass spectrometry.
Electromagnetic radiation. UV-Vis spectroscopy, Infrared spectroscopy (IR), vibrations, bends.
Identification of functional groups from IR spectra. Nuclear Magnetic resonance (NMR) – basics
of the technique. Equivalent hydrogen atoms. Signal areas (integration), Chemical shifts. NMR –
Signal splitting. Interpreting NMR spectra. Combining information from different techniques.
Periodicity and patterns in the main group elements. Bonding and binary compounds: ionic,
molecular and covalent non-molecular. Hydrogen and its uses and binary hydrogen compounds
including ammonia and the nitrogen cycle. Bonding of beryllium and boron binary hydrogen
compounds. Oxygen and its binary compounds. Oxoacids, oxoanions Oxygen cycle.
Phosphates, sulfates and halogen oxoacids. Halogens and binary halides. The transition metals:
What are they? Why are they different? What are their uses? Where do they come from? Metal
oxidation states, d-electron configurations. Coordination complexes, colour, ligands; coordination
geometries and isomerism. Thermodynamics of complex formation, chelate effect, EDTA and
biological complexes using multidentate ligands. Introduction to bioinorganic chemistry.
Introduction to Organic Chemistry; Nomenclature. Chemistry of Alkenes; Electrophilic Addition.
Chemistry of Aromatic Compounds; Electrophilic Aromatic Substitution. Chemistry of Alkyl
Halides and Alcohols- Nucleophilic Substitution. Chemistry of Alkyl Halides and Alcohols;
Nucleophilic Substitution. Carbonyl Chemistry. Carbonyl Chemistry.
This Course develops the knowledge of Physical & Inorganic Chemistry obtained from
Relationship to Other CHEM1011, at first year level. It (or alternatively CHEM1041) is a prerequisite for level 2
Courses within the chemistry courses.
Program

4. Rationale and Strategies Underpinning the Course

Examples from chemical practice allow “Contextualising”

Teaching Strategies 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.

We also have undertaken “Designing” to

10. Clearly articulated expectations, goals, learning outcomes, and course requirements increase student
motivation and improve learning.
12. Graduate attributes - the qualities and skills the university hopes its students will develop as a result of
their university studies — are most effectively acquired in a disciplinary context.

“Teaching” in the use of laboratory groups supports

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.

Rationale for learning and Chemistry is an experimental science, requiring the development of both practical skills in the Laboratory and
6
teaching in this course , an intellectual understanding.
The integration of lectures, tutorials and laboratories supports “Engaging”

1. Effective learning is supported when students are actively engaged in the learning process.
2. Effective learning is supported by a climate of inquiry where students feel appropriately challenged and
activities are linked to research and scholarship.

6
LTU – Teaching Philosophy: http://www.ltu.unsw.edu.au/ref3-3-5_teaching_portfolio.cfm#philosophy
5
5. Course Schedule†
Some of this information is available on the Virtual Handbook7 and the UNSW Timetable8.

Week Lectures (Wed), Lectures (Thu), Lectures (Fri), Laboratory Assignment and Submission dates (see also 'Assessment
Topics & Lecturers Topics & Lecturers Topics & Lecturers Tasks & Feedback')
Week 1 Kinetics, Beves Kinetics, Beves Kinetics, Beves
-
Week 2 Struct. Det, Beves Struct. Det, Beves Struct. Det, Beves See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 3 Struct. Det, Beves Struct. Det, Beves Struct. Det, Beves See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 4 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 5 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 6 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual Mid-semester test. In-lab feedback by demonstrator, and
marked lab reports returned to student.
Week 7 Inorganic, Colbran Inorganic, Colbran Inorganic, Colbran See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 8 Inorganic, Colbran Organic, McAlpine Organic, McAlpine See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 9 Organic, McAlpine Organic, McAlpine Organic, McAlpine See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 10 Organic, McAlpine Organic, McAlpine Organic, McAlpine See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 11 Organic, Edwards Organic, Edwards Organic, Edwards See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 12 Organic, Edwards Organic, Edwards Organic, Edwards See laboratory manual In-lab feedback by demonstrator, and marked lab reports
returned to student.
Week 13 (no lectures) (no lectures) (no lectures) Make-up lab: Synthesis of Aspirin In-lab feedback by demonstrator, and marked lab reports
returned to student.

†
The changeover form one lecture topic to the next may vary from the timing shown.
*NB: As stated in the UNSW Assessment Policy: ‘one or more tasks should be set, submitted, marked and returned to students by the mid-point of a course, or no later than the end of Week 6 of a 12-week
session'

7
UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2009/index.html
8
UNSW Timetable: http://www.timetable.unsw.edu.au/
6
6. Assessment Tasks and Feedback

Task Knowledge & abilities Assessment Criteria % of Date of Feedback

assessed total
mark Release Submission WHO WHEN HOW

Laboratory Ability to use practical Marks for experimental 20 Week 2-13 Work is Assigned lab During and at Comments
work: Laboratory knowledge results as presented. either demonstrator end of lab for in- and
individual and to develop skills Additional marks for marked in lab marking; marks,
practical answering the specific lab, or a according to written on
reports Task questions for each report is schedule in lab report, and
experiment. submitted manual for verbal
for marking. submitted advice.
reports.
Weekly Knowledge gained in Three attempts per test, 10 Week 2-13 weekly Automated After each Score and
computer previous week’s awarded one mark for at computer attempt. comments
assignment lectures; abilities to least one perfect score. response. are
calculate & reason. returned.
Mid-semester Ability to use lecture Marks for problem 10 Week 6 Week 6 Dr. Luke Week following Mark
test. and tutorial material in solving as presented. Hunter the test returned
problem solving via
Moodle.
Final Overall level of Graded marking for 60 November November UNSW November Final mark
examination attainment of solution method, and for Exams for Course
knowledge and final answer. Multiple- Branch is awarded
problem-solving skills choice section marked
in the whole Course right or wrong.

In order to pass the course, students need to satisfy ALL of the following criteria:

• A total mark of 50% or higher

• Laboratory attendance of 80% or higher
• Final examination mark of 35% or higher

Supplementary examinations MAY be offered, at the sole discretion of the course coordinator, for academic or other reasons. Supplementary examinations are
typically held as soon as possible after the exam period; students are expected to make themselves available for these should they require them.

7
7. Additional Resources and Support

Blackman, A., Bottle, S., Schmid, S., Mocerino, M., and Wille. U, Chemistry, John Wiley and Sons,
nd
Text Books 2 edition, 2012.
th
Aylward, G.H. and Findlay, T.J.V. SI Chemical Data, (8 ed.).
Online purchase: http://www.wileydirect.com.au/buy/chemistry-2nd-edition/

A printed copy of the CHEM1021/CHEM1041/CHEM1061 Course Pack (2014) is required. Electronic

Course Manual version available on Moodle.
-
Required Readings
-
Additional Readings
CHEM1021 Moodle site for course information, assessment schedule, syllabus, lecture notes and
Recommended Internet course materials, Lectopia recorded lectures, sample tests and exams and solutions, revision
Sites exercises, reaction summary etc. The UNSW School of Chemistry website
http://www.chem.unsw.edu.au/local contains direct links to many important chemistry-related websites
and databases.
UNSW Students of Chemistry Society (SOCS) UNSW)
Societies http://www.chem.unsw.edu.au/schoolinfo/socs.html
UNSW Chemical Society
Royal Australian Chemical Institute http://www.raci.org.au/
Laboratory – Chemical Sciences Building 133
Computer Laboratories or Gibson Computer laboratory – Ground floor, North end of Dalton Building
Study Spaces Chemistry Study Area – South-East corner of Gibson Computer laboratory.

8. Required Equipment, Training and Enabling Skills

Laboratory coat, ASA-approved safety glasses, sensible clothing, and enclosed footwear,
Equipment Required are required in all School of Chemistry laboratories.
Compulsory computer-delivered Safety & Ethics exercise completed in Gibson Computer
Enabling Skills Training laboratory before the first Laboratory Session.
Required to Complete this All students must complete a chemical safety pre-lab exercise before each lab.
Course

8
9. Course Evaluation and Development
Student feedback is gathered periodically by various means. Such feedback is considered carefully with a view to acting on it
constructively wherever possible. This course outline conveys how feedback has helped to shape and develop this course.

Mechanisms of Last Review Comments or Changes Resulting from Reviews

Review Date

2011 Major reorganisation of content distribution between CHEM1011/CHEM1021 and

Major Course CHEM1031(51)/CHEM1041(61) pairs, and content alignment of CHEM1011 with
Review CHEM1031 was enhanced to provide a better sequencing of material, whilst still allowing
movement between these courses on basis of the Diagnostic Test in Week 3 of
semester 1.
CATEI feedback is incorporated into the course review process in a continuous manner.
CATEI9
None
Other

9
Science CATEI procedure: http://www.science.unsw.edu.au/guide/slatig/catei.html
9
Administration Matters

Information about each of the following matters is best presented in a generic School handout or webpage. Reference
should be made in every course handout to where the information can be found, and the importance of being familiar
with the information.

Students are expected to attend all lectures; the UNSW requirement is at least 80%.
Expectations of Students Attendance at Laboratory Classes is compulsory and a roll is kept. Students who miss labs need
to register for makeup labs. See the laboratory manual for full details.
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.
Laboratory reports designated to be submitted should be submitted in the pigeonhole mailboxes,
Assignment Submissions according to the schedule in the laboratory manual. 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
the first page of each lab report to be submitted.
Information on relevant Occupational Health and Safety policies and expectations at UNSW:
www.riskman.unsw.edu.au/ohs/ohs.shtml
Occupational Health To be admitted to a laboratory, you must wear ASA-approved safety eyewear, a lab. coat and covered shoes
and Safety10 (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.
If late or non-submissions of work are due to health problems they must be documented with a medical
Assessment Procedures certificate.
Those students who have a disability that requires some adjustment in their teaching or learning environment
Equity and Diversity 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

School Contact Faculty Contact University Contact

Grievance Policy11
Dr. Gavin Edwards, A/Prof Julian Cox Graduate Research School
Dalton Building, Room 221 Associate Dean (Education) Tel: 9385 2969
[email protected] [email protected]
Tel: 9385-4652 Compass
Tel: 9385 8574 12
University Counselling Services
or Tel: 9385 5418
Dr Gavin Edwards
Associate Dean
(Undergraduate Programs)
[email protected]
Tel: 9385 4652

10
UNSW Occupational Health and Safety: www.riskman.unsw.edu.au/ohs/ohs.shtml
11
UNSW Grievance Policy: http://www.infonet.unsw.edu.au/poldoc/student_grievance_resolution.pdf
12
Compass – University Counselling Service http://www.counselling.unsw.edu.au/compass_programs/
10
 10. UNSW Academic Honesty and Plagiarism

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
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.

11