Chemistry 1 CHEM 1001

Course Handbook

2017 – 2018

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Welcome from the Head of School

Welcome to first-year Chemistry at the University of Glasgow. You join a University where chem-istry has been taught for over 250 years, and a School of Chemistry that is one of the leading UK centres of research; the lecturers you will encounter during your time here will often be leaders in their field, researching and publishing papers as well as lecturing and tutoring our undergradu-ates. Whether your intention is to stay with us to complete an Honours BSc or MSci degree in one of the Chemistry programmes or to study for some other degree, we hope you will enjoy and benefit from your time spent studying chemistry, one of the central sciences with many links to other disciplines.

The Chemistry-1 course has been designed to be both useful and interesting to all students by providing a firm basis for later courses in Chemistry and other subjects. The Chemistry-1 course is not easy; no course at university should be easy. It is challenging and will be a major change from your previous studies in chemistry. Now that you are undergraduates, the emphasis in your learning should shift – we are here to help teach you and introduce a structured approach to many of the relevant ideas in Chemistry, but most importantly, you are here to learn. The onus is on you to read, discuss and practise during the year. In addition to lectures and laboratory courses, you will be required to attend problem sessions, which are intended to help you to understand the concepts introduced during the lectures, to discuss these and to practise them by answering ap-propriate questions.

At university, with the large classes, you will have to organise your study time, check your pro-gress and, if you have difficulties, ask for help. Nobody is penalised for asking for help or further explanation. The staff are here to help you, but we can only help if we know you have a problem. There are regular voluntary tutorials where you can ask questions. You can also ask the lecturer or any member of staff in problem sessions or laboratories if you require help or send an e-mail to your lecturers. For any matters relating to administration or personal problems, please consult the course head, Dr Hans Senn (chem-level1@glasgow.ac.uk).

It is essential that you read this Handbook carefully and thoroughly. I would draw your attention particularly to the sections dealing with the Award of Credits and Absence. It is important that we have full details of any absences through illness or other problems during the year in order that these may be taken into account in the assessment of your work at the end of the course.

I am sure that you will find the Chemistry-1 course interesting and enjoyable and that you will be successful at the end of the course. We look forward to welcoming many of you into the Chemistry 2 course in a year’s time.

Professor Graeme Cooke Head of School

Graeme.Cooke@glasgow.ac.uk

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Table of Contents Welcome from the Head of School ............................................................................................ i

1 Course aims ....................................................................................................................... 1

2 Contacts and communications ........................................................................................ 1

3 Enrolment .......................................................................................................................... 2

4 Course structure ............................................................................................................... 3 4.1 Overview .................................................................................................................... 3 4.2 Problem-solving sessions .......................................................................................... 34.3 Laboratory practical work ........................................................................................... 44.4 Maths4Chemists e-learning units ............................................................................... 54.5 Recommended textbooks .......................................................................................... 54.6 Your own learning ...................................................................................................... 64.7 Additional learning resources ..................................................................................... 7

5 Assessment ....................................................................................................................... 75.1 Calculation of the final grade ..................................................................................... 75.2 Minimum requirements for the award of credits ......................................................... 75.3 Class tests ................................................................................................................. 85.4 Examinations ............................................................................................................. 85.5 Grade scales, grade reporting ................................................................................... 95.6 Grade point averages ................................................................................................ 9

6 Absence reporting, Good Cause claims ....................................................................... 106.1 Absence report or Good Cause claim? .................................................................... 106.2 Significant absence from classes ............................................................................. 116.3 Good cause claims .................................................................................................. 11

7 Student support .............................................................................................................. 127.1 Staff–student committee, course evaluation ............................................................ 127.2 Alchemists’ club ....................................................................................................... 12

8 Relevant University policies .......................................................................................... 128.1 Plagiarism ................................................................................................................ 128.2 Recording of lectures ............................................................................................... 128.3 Mobile Phones ......................................................................................................... 13

9 Timetable ......................................................................................................................... 14

10 Course contents and ILOs ............................................................................................. 15

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1 Course aims The aims of the Chemistry-1 course are to

• broaden students’ knowledge of the facts, theories, concepts, applications, development, and importance of chemistry;

• enhance skills in handling numbers, units, equations, diagrams and abstract ideas; ana-lysing data; prioritising information; making deductions; taking decisions; making and jus-tifying proposals; and in communicating and reporting clearly;

• provide a sound basis for those students who may decide to proceed to Honours in chem-istry or a related science;

• encourage interest in the subject and its interaction with other sciences; • give experience in the safe and accurate handling of chemical substances and apparatus; • encourage development of learning strategies.

2 Contacts and communications If you have any queries or problems, bring them to the attention of the relevant person as soon as possible. Staff are here to help, but we can only help if we are aware of the problem. Try to raise the problem when and where it arises – often there is a straightforward, practical solution right there and then.

Course head Dr Hans Senn chem-level1@glasgow.ac.uk, direct line 0141 330 6574 Joseph Black Building, Room A5-11

Contact Dr Senn for any course-related administrative or general inquir-ies or if there are any personal problems affecting your studies.

Deputy course head: Prof S. David Jackson David.Jackson@glasgow.ac.uk

Course secretary: NN chem-level1@glasgow.ac.uk, direct line 0141 330 6438 Chemistry Teaching Office (Joseph Black, Room A4-30)

Synthesis Lab coordinator

Dr Götz Bucher synth-1-lab@chem.gla.ac.uk

Quantitative Lab coordinator

Dr Smita Odedra Smita.Odedra@glasgow.ac.uk

Lecturers If you have a question on the material or contents of a particular lecture, feel free to contact the respective lecturer directly. You find the names and e-mail addresses of the lecturers in Sect. 10 on pp. 15 ff.

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School disabil-ity coordinator

Prof S. David Jackson David.Jackson@glasgow.ac.uk, Joseph Black, Room A4-42

If you have a physical or mental condition that might impact on your stud-ies, you should register with Disability Service, which will ensure that the appropriate information is disseminated to relevant staff across the Uni-versity. However, if there are any disability-related concerns or require-ments specific to Chemistry, please contact Prof Jackson.

Advisors of studies

Your personal Advisor of studies is the central point of contact for advice about programme and course choices, study-related or personal prob-lems that impact on more than one course, and any queries you are not sure where to go with. Your Advisor may not have all the answers at his/her fingertips, but he/she will be able to help you find the right person or service for your problem.

The course head and lecturers (and most other branches of the University) rely primarily on e-mail to communicate with you. It is therefore essential that you check your University e-mail account on a daily basis.

Also, course materials, notices, and updates are posted on Moodle, the University’s e-learning system. Everyone enrolled in the course automatically has access to the Chemistry-1 Moodle pages and will receive messages posted on the News Forum. Check Moodle regularly for news and updates.

3 Enrolment All students in the class must register and enrol on MyCampus, complete a student information form (handed out in the Induction session and available on Moodle), and pay a fee of £25 (payable via MyCampus) for the lab manuals, safety glasses, lab coat (100% cotton), and other materials provided.

If you have difficulties enrolling on MyCampus, please see www.gla.ac.uk/services/registry/ enrolment/#/self-serviceguide or contact your Advisor of studies. The Welcome to Science Guide 2017/18 (www.gla.ac.uk/media/media_534772_en.pdf) provides useful information about enrol-ling, course options, and progression to higher levels.

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4 Course structure

4.1 Overview

Lectures There are ca. 80 one-hour lectures, given Monday to Friday over 22 weeks; see the timetable on p. 14. Because of its large size, the class meets in two sections: one in the morning at 10:00 and one in the afternoon at 15:00. It is important to only go to the lectures at the time allocated to you. The course uses several lecture venues. Please check the timetable and MyCampus for the correct venue for any given lecture slot.

Lectures provide facts, theories, demonstrations, textbook references and background. The lectures are grouped into modules of 6–8 lectures, which cover a particular topic and are delivered by different lecturers.

An overview of the topics covered and guidance on what you should be able to do by the end of each module (Intended Learning Outcomes) can be found in Sect. 10 on pp. 15 ff.

Problem sessions

The last slot of each module is used for a problem-solving session. Supple-mentary problems will be provided for you to work on at home. See Sect. 4.2 below for more details.

Laboratory Each student will attend one three-hour laboratory session per week, starting in Week 3. Lab times are 10:00–13:00 on Tuesday–Friday and 14:00–17:00 on Monday, Tuesday and Thursday. You will be assigned a bench number and first experiment number. More details are given in Sect. 4.3 below.

Maths For Chemists

Eight e-learning units, covering basic mathematical concepts and skills, are presented on Moodle. Each unit comes with an e-assessment, in the form of a Moodle quiz. The quizzes will be open for a limited time only, and you must complete a minimum number of them as part of the course. See Sect. 4.4 below for more details.

Learning Involves all of the above plus text books (see Sect. 4.5 below), private study and practice, general reading and discussion.

4.2 Problem-solving sessions

Problem-solving sessions will be held at the normal lecture times and are indicated by “PS” on the timetable. Their purpose is to practise using the knowledge you have gained from lectures, to present worked solutions to exam-type problems, and to prepare you for the laboratory work.

You should bring the following equipment with you in every problem session:

• The problem sheet(s) with the questions. These will be available on Moodle in advance of the session.

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• A calculator capable of scientific notation (“1.5E–4”), decadic (“log”) and natural (“ln”) logarithms (i.e., logarithms to base 10 and base e), trigonometric functions, and inverse functions. Please note that programmable calculators are not allowed in University exam-inations.

• A Periodic Table (e.g., the one you received at the Induction session at the start of the course).

The topics of the sessions and the problem sheets will be available on Moodle in advance. The sessions are run in workshop style. After a short introduction by the lecturer, you will be asked to work through the problems, collaborating with friends if you wish. In addition to the lecturer, stu-dent tutors will be available. Raise your hand if you need help with the problems. Answers and explanations will be given as the session progresses, but it is no use sitting waiting until they are displayed – you will not have learned anything unless you work at it yourself. Some lecturers will provide supplementary problems for you to try at home.

The solutions to the problems will be available on Moodle after the sessions.

4.3 Laboratory practical work

The laboratory work (3 hours per week) is designed to give you practice in safely and accurately carrying out preparations, analyses or measurements, reporting and interpreting results.

It also offers a chance to

• undertake chemical reactions yourself, • operate instruments and collect experimental data, • think about experiment design, • check your understanding of particular topics, • talk to demonstrators.

Concepts, procedures and knowledge met in the lab may appear in written exams. Your reports and oral answers will be marked, and these marks and your attendance record contribute to the award of lab grades and count for 10% of the overall mark (see Sect. 5).

Attendance in Laboratories is compulsory. For justified, planned absences (e.g., participation at University sports events, attendance at a family wedding, medical appointments), it may be possible to rearrange your Lab time. Please contact the Lab coordinator in good time.

If this is not possible, you need to report and explain your absence in an Absence Report, as set out in Sect. 6.

When in the Lab, you must wear a white, 100% cotton lab coat and safety glasses at all times. You will be provided with a lab manual, lab coat, and safety glasses, which are covered by the £25 course fee. You must bring these items to every Lab session. You will not be allowed to enter the laboratory without the required safety equipment.

You can collect your lab coat in the Synthesis Lab (Joseph Black Building A4-31) at specified times during Week 1. Details will be announced on Moodle.

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Lab sessions start in Week 3 with a workshop on laboratory calculations; no lab coat and safety glasses are required for the calculations workshops in Week 3 and Week 4. Safety glasses will be distributed in the Week 5 Labs. Bring a calculator to all Labs; the use of mobile phones in the Lab is not allowed.

For organisational and practical reasons, it is not possible to repeat experiments.

4.4 Maths For Chemists e-learning units

Chemistry is a physical and quantitative science, and as such makes regular use of mathematical concepts, methods, and tools to describe and capture its part of the natural world. Mathematics may be thought of as one of the languages required to represent and express chemical phenom-ena and contexts (other languages used by chemists are, e.g., structural diagrams and chemical formulas). Without fluency in basic mathematical concepts and skills, it is not possible to under-stand, handle, or practise large parts of chemistry.

Chemistry-1 does not require any specialised mathematical skills beyond what we would expect you to be already familiar with from school. The purpose of the Maths For Chemists (M4C) e-learning units is to introduce and practise a minimal set of mathematical concepts and skills as a reminder for everyone and specifically to support those students who may have gaps in their school maths.

All the M4C material is presented on the Chemistry-1 Moodle site, under the Section “Maths For Chemists”. There are eight e-learning units, each covering a set of connected topics relevant to chemistry. You must complete all units during Semester 1. Each unit comes with an e-assess-ment in the form of a Moodle quiz. Each quiz will be open for one week only. You must take the quiz during this time window.

The schedule of when the quizzes open and close will be available on Moodle. While a quiz is open, you have several attempts to pass it. The pass level is set at 70%. By the end of the se-mester, you must have passed at least 75% (that is, 6 out of 8) of the quizzes.

If you have any difficulties with the M4C material, please seek help from the Maths Adviser (see Sect. 4.7).

4.5 Textbooks

All students should have a copy of the main course text:

Mahaffy, Bucat, Tasker, Kotz, Treichel, Weaver, McMurry, Chemistry: Human Activity, Chemical Reactivity, 2nd edition, Nelson, 2015; ISBN 978-0-17-668408-2.

There is the option of purchasing access to the OWL on-line materials together with the book. For each module in the course, there will be a link to additional quizzes, simulations, and “guided learning” units on the publisher’s OWL platform. None of this material is used in assessment, it is purely for practice purposes. If working through on-line material and quizzes step-by-step suits your learning style, you may benefit from this resource.

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You can also opt to get the e-book instead of a hardcopy. The e-book allows off-line reading and annotating.

Students with a weaker mathematical background will find the following book useful; it covers the maths required, and sufficient, for the entire chemistry degree programme.

Cockett, Doggett, Maths for Chemists, 2nd edition, RSC Publishing, 2012; ISBN 978-1-84973-359-5.

The following book is a compact source of advice and information on various “soft” skills re-quired at university (preparing for lectures, writing lab reports and essays, presenting talks and posters, etc.). The book is useful throughout all levels of Chemistry and for the physical sciences generally.

Overton, Johnson, Scott, Study and Communication Skills for the Chemical Sciences, 2nd edi-tion, Oxford University Press, 2015; ISBN 978-0-19870-869-8.

4.6 Your own learning

Lecturers will post the slides used in the lectures and/or separate lecture notes on Moodle ahead of the lecture. It is strongly recommended that you take a look at this material before the lecture to get an idea of the general content. It is expected that you have a printed or electronic copy of the material in front of you when you go into the lecture.

During the lectures, follow the explanations given by the lecturer and annotate your copy of the material. Note down additional points presented by the lecturer on the board or screen. Try to capture as much as you can of the key points of what is said. As soon as possible after the lecture, fill out your notes from memory, by collaborating with a friend, and by looking up books to recon-struct the full story.

We know that you will not always understand topics fully during the lecture. Lectures, Labs, etc. provide the teaching: you are presented with – often unfamiliar and complex – concepts, knowledge, and skills. The lecturer will break down and structure the material, introducing and explaining it, to help you digest it. Problem sessions and revision tutorials will also support you in mastering the material. However, the learning is largely your own responsibility. Later reading, digestion, discussion and practice are needed. Book references will be given in lectures; look them up and incorporate diagrams, examples etc. from them into your notes.

The amount of private study you do will depend on your level of interest and ambition for excel-lence in the subject. To achieve a good grade and consolidate your knowledge, you need to invest a considerable amount of time in private study. Although there are only about 130 contact hours for the course (~80 h of lectures and problem sessions, ~50 h of labs), the total number of learning hours is 400 (hence, it is a 40-credit course). That is, in addition to attending the timetabled con-tact hours, you should expect to spend about 270 h in private study. This includes preparing for lectures, consolidating the material and text-book reading after each lecture, solving problems and sample questions, revising for tests and exams, etc.

Keep your lecture notes safe; it is not only cumbersome and costly to copy other students’ notes, but they can never be as good as your own. Students who “skip” lectures often find it very difficult

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to catch up with their work. The purpose of a lecture is to help you understand the material – not just to give you a set of notes. So attendance at all lectures helps you to understand the chemistry.

4.7 Additional learning resources

Students who have difficulties with the level of maths required are strongly advised to seek help from the Maths Adviser (part of the Learning Enhancement and Academic Development Service, LEADS); see www.gla.ac.uk/myglasgow/leads/students/mathsandstats/maths/. The website www.rsc.org/discovermaths can also be helpful in relation to maths for chemists.

LEADS also offers workshops and individual appointments to help you with various aspects of academic skills; see www.gla.ac.uk/myglasgow/leads/students/writingstudyadvice/scienceengi-neering/.

Several websites are available that are useful for helping you understand certain aspects of chem-istry; e.g., www.chemistry.about.com. Further links are available on the Chemistry-1 Moodle pages.

5 Assessment

5.1 Calculation of the final grade

The final grade for the course is calculated from the following components (items of “summative assessment”):

End-of-course Exam (2 h) 50% (in April/May, covering the entire course) Class Exam (2 h) 30% (in December, covering all of Semester 1) Class Tests 10% (4 tests in regular lecture slots) Laboratory work 10%

5.2 Minimum requirements for the award of credit

In order to be awarded credit for the course, you must complete at least 75% of the overall as-sessment. You therefore must meet the following requirements:

• sit the December Class Examination; • sit the End-of-course Examination.

In addition, you are required to

• have a good attendance and participation record (minimum 75%) in Laboratories; • pass at least 75% (that is, 6 out of 8) of the M4C Moodle quizzes.

No grade or credits shall normally be awarded to a candidate who has not met these re-quirements. In this case, you will be deemed not to have completed the course, which is shown by a grade CR (“credit refused”) on MyCampus. This will prevent you from entering Level-2

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courses that have Chemistry-1 as a prerequisite, in particular, Chem-2X/2Y and most Level-2 Biology courses.

If you miss an assessment due to adverse circumstances (e.g., illness), you should submit a Good Cause claim on MyCampus, providing an explanation; see Sect. 6.3.

5.3 Class Tests

Four Class Tests will take place on Fridays at normal lecture times (shown on the timetable as PBL). The purpose of the Tests is to encourage you to work steadily throughout the year and to give you an indication of your progress. The class will be split between two lecture theatres; details will be announced on Moodle. Each Test lasts ~30 min, allowing time for settling down before the Test starts and collection of papers afterwards.

Class Tests will be in multiple-choice format. A sample test in the same format will be available on Moodle a week before each test for you to practise at home. The answers to the practice questions will be released on Moodle two days before the test. A Revision Tutorial is scheduled for the day before the test. This provides an opportunity for you to ask questions about the practice problems and the material being examined.

Like for problem sessions, you need to bring a Periodic Table and your own calculator to the Class Tests. The Periodic Table must be unmarked; programmable or graphical calculators are not allowed.

If you are absent from any of the Class Tests, it is important that you explain your absence on MyCampus, submitting a Good Cause claim (see Sect. 6.3). If you do not provide an acceptable explanation, the test will count with grade H (0 Points) towards your final grade.

The answers and results of the Tests will be available on Moodle. Students who performed poorly are expected to attend the revision tutorial after the test, which will cover the questions of the Test.

5.4 Examinations

The Class Examination (2 h) takes place in December. It is important that you do well in the Class Exam as this contributes 30% to your final course grade. A poor performance will put pres-sure on you to work significantly harder for the End-of-course Exam. It is vitally important for you to plan your work from the start with this in mind.

The Class Exam will be in multiple-choice format, with which you will be familiar from the Class Tests. However, the Class Exam will take place under examination conditions, that is, in a venue with spaced-out, individual desks and invigilators present. A sample exam will be available on Moodle.

The End-of-course Examination (2 h) takes place in April or early May. This exam will also be in multiple-choice format. Past exam papers (in multiple-choice and traditional format) will be available on Moodle. Exams may include material from lectures, Labs, and Problem Sessions, testing knowledge, understanding, and application.

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Periodic Tables will be provided for both examinations. However, you should bring your own cal-culator. Programmable or graphical calculators are not allowed.

Absence or adverse circumstances (e.g., illness) at exam times must be reported on MyCampus (Good Cause claim, see Sect. 6.3) and supported by a medical certificate or other appropriate documentation.

5.5 Grade scales, grade reporting

Throughout the course, you will receive feedback through marks and grades in Tests, Lab reports, and the Class Exam, together with verbal feedback in Laboratories. This will enable you to judge how you are performing on the course and enable you to seek help when necessary.

Grades for Labs, Tests, and the Class Exam will be returned on Moodle on the University’s grade scale of 0–22 Points, which is divided into eight bands designated by letters A to H. Each band is subdivided (e.g., C1, C2, C3) to create 23 secondary bands that correspond to the point scale.

Grades will initially be calculated as a percentage (e.g., for a Class Test, 18/26 marks = 69.2%). The table shows the corre-spondence between percentages, Points, and grades. Note that the conversion from percentages to Points is done by a for-mula, the table should be used as an indication only.

All feedback provided on coursework used in assessment, in-cluding grades from the Class Exam, Class Tests, and Labora-tories, is strictly provisional and for your guidance only and is subject to ratification by the Board of Examiners at the end of the course. The University code of assessment is available in the General Section of the University Calendar (www.gla.ac.uk/services/senateoffice/policies/calendar/).

5.6 Grade point average, progression, admission to Honours

The final grade awarded at the end of the course contributes towards your grade-point average (GPA), which is calculated as follows:

Total Grade Points = Sum of (Points × credits) for all courses GPA = Total Grade Points/Total credits

The full GPA and credit-level requirements for BSc and MSci programmes are set out in the Uni-versity Calendar; please consult your Advisor of studies for details. The following is a brief sum-mary of the most pertinent points:

• Your GPA should normally be 9 or above in each year of study. • Most Level-2 courses require that you have passed the prerequisite Level-1 courses with

at least grade D3. E.g., entry into Chemistry-2 courses requires a D3 or better in Chemis-try-1.

Points Grade % Mark 0 H 0.0 1 G2 9.5 2 G1 13.3 3 F3 17.1 4 F2 20.9 5 F1 24.7 6 E3 28.5 7 E2 32.2 8 E1 36.0 9 D3 39.8

10 D2 43.6 11 D1 47.4 12 C3 51.2 13 C2 55.0 14 C1 58.8 15 B3 62.5 16 B2 66.3 17 B1 70.1 18 A5 73.9 19 A4 77.7 20 A3 81.5 21 A2 85.3 22 A1 89.1

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• For some Level-2 and Level-3 courses, entry is competitive, with preference given to those students with a higher GPA or higher grades in the prerequisite courses.

• Admission to Honours after the end of Year 2 requires a GPA over the first two years of at least 9 for BSc (Hons) and at least 12 for MSci.

• Most Honours programmes have additional minimum-grade requirements for subject-spe-cific-courses. E.g., for Chemistry, admission to BSc (Hons) requires at least grade C3 in the Level-2 Chemistry courses; admission to MSci requires at least grade B3.

It is therefore important that you make sure you work steadily throughout the year in every subject. Low grades may cause problems with progress.

6 Absence reporting, Good Cause claims

6.1 Absence report or Good Cause claim?

The full University student absence policy can be found on www.gla.ac.uk/services/senateoffice/ policies/studentsupport/absencepolicy/. The following is a summary of the essential points. The main mechanism to report, and explain, absences is MyCampus. The advantage of this system is that it allows you to register your report and upload supporting evidence, which will be on record and available to the course head and your Advisor of studies.

There are two types of reports: Absence Reports and Good Cause claims. Depending on the situation, you should use one or the other.

Report of a “significant absence”:

1. You have missed (are going to miss) more than seven consecutive days of classes. 2. You have had (are going to have) a number of shorter absences. 3. You have missed (are going to miss) a class where attendance is compulsory for the

award of credit or that is part of a set of classes with a required minimum attendance level.

Good Cause claim:

1. You have missed (are going to miss) a “scheduled summative assessment” (that is, tests, exams, and the like) or a deadline for the submission of an assessed piece of work.

2. You attended an assessment, but you believe that your performance was impaired by adverse circumstances.

Additional details for each case are provided in the following two sections. There is also a flow chart available that will help you determine which type of report to use: www.glasgow.ac.uk/ media/media_424718_en.pdf.

You should use the type of report appropriate for your situation. However, a formally incorrect report is still better than no report. We try to take into account, and compensate for, adverse circumstances as fairly as we can within the University regulations. However, we can only do so if you let us know (in whatever form) in good time that you have been affected and explain (sup-ported by documentary evidence) what happened.

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If you have any concerns regarding your attendance, please contact the course head and/or your Advisor of studies.

6.2 Significant absence from classes

In the case of a “significant absence” (as defined above: a long absence; a series of shorter absences; or missing a class with required attendance), you must complete an Absence Report on MyCampus. Submit Part A of the report as soon as practical; Part B of the report must be completed within seven days of your return to the University.

Documentary evidence is required for any significant absence. MyCampus has the facility for documentary evidence to be uploaded. It is your responsibility to keep the originals of all additional documentation and submit it to the Head of School (or nominee) on request. If you have concerns about uploading sensitive personal information, you must submit the original documents to your Advisor of studies or the Head of School (or nominee).

For Chemistry 1, an Absence Report is required in the following two situations: (1) You have missed (are going to miss) a significant number of lectures, but no Tests, Labs, or M4C sub-mission deadlines. (2) You have missed (are going to miss) an M4C submission deadline, or Lab session.

6.3 Good cause claims

As explained above, you must submit a Good Cause claim on MyCampus if you missed an as-sessment or believe that your performance in an assessment you attended was impaired by ad-verse circumstances. Good Cause claims must be received within seven calendar days of the assessment affected. Late claims will not be considered unless a valid explanation for the delay is provided.

If you encounter any difficulties with submitting the claim on MyCampus in time, contact the course secretary (chem-level1@glasgow.ac.uk, 0141 330 6438) immediately to inform us about your Good Cause claim.

The course head will ensure that your claim is considered in accordance with the University’s Code of Assessment (§§16.45–16.53). The decision about your claim will be posted on MyCampus under the Approval Information section of your Good Cause claim. If your claim is accepted, the work in question will be set aside and you will (as far as is practicable) be afforded another opportunity to take the assessment. Further guidance on Good Cause claims is available from www.glasgow.ac.uk/media/media_420013_en.pdf.

For Chemistry 1, a Good Cause claim is required in connection with the following items of as-sessment: Class Tests, the December Class Examination, and the End-of-course Examina-tion.

Note that a resit opportunity is available only for the End-of-course Exam. If any of the other assessment components (Class Tests, Class Exams, Labs) are set aside, they are simply re-moved from the calculation of the final grade (which increases the weight of the remaining com-ponents accordingly).

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7 Student support

7.1 Staff–student committee, course evaluation

At the start of the year, we will invite students in the Chemistry-1 class to volunteer to join the Chemistry Staff–Student Liaison Committee, which meets to discuss courses and other School business once per semester. The class representatives have a special responsibility to alert staff of any problems that develop in the running of the Chemistry-1 course.

All students will have an opportunity to comment on aspects of the course via on-line question-naires. A summary of previous evaluations is available on Moodle. Any difficulties are most quickly resolved by informing the relevant member of staff or the class head directly.

7.2 Alchemists’ club

The “Alchemists” are the chemistry student club and organise social events for undergraduates and postgrads throughout the year. The Alchemists also offer useful services, including a tutor service and a lab-coat hire facility; see www.chem.gla.ac.uk/alchemist/.

8 Relevant University policies

8.1 Plagiarism

Plagiarism is defined as the submission or presentation of work, in any form, which is not one’s own, without acknowledgement of the sources. The University’s degrees and other academic awards are given in recognition of the candidate’s personal achievement. Plagiarism is therefore considered as an act of academic fraudulence and as an offence against University discipline.

Allegations of plagiarism will be treated very seriously and referred to the Head of School. A full statement of the University of Glasgow procedure for dealing with cases of suspected plagiarism can be found in the General Section of the University Calendar (www.gla.ac.uk/services/ senateoffice/policies/calendar/).

The University reserves the right to use plagiarism detection systems, which may be externally based, in the interests of improving academic standards when assessing student work. This reg-ulation applies to all work submitted for assessment, including lab reports, class tests, and re-search projects unless you have specifically been told otherwise, for example, in the case of a group project or when a number of students share experimental data. Special cases of plagiarism can arise from one student copying another student’s work or from inappropriate collaboration.

8.2 Recording of lectures

All course materials provided as well as any recordings of lectures are for your own personal use and can only be used in relation to your studies. Any unauthorised distribution of course materials,

13

including uploading them onto unauthorised web sites and social media sites (such as YouTube or CourseHero) will be considered a breach of the code of conduct and will be subject to discipli-nary action. Please see www.gla.ac.uk/services/senateoffice/policies/regulationsandguidelines/.

8.3 Mobile Phones

Mobile phones must be switched off (or in silent mode) during lectures, problem sessions, tests, examinations, etc., and in the library. Mobile phones may not be used in the labs. Note that for examinations, you must leave your phone, together with your other belongings, in a closed bag at the entrance of the exam hall. You should therefore bring a watch or timer to keep time during the exam.

14

9 Timetable This timetable was accurate at the time the Handbook was produced. Please check Moodle and MyCampus for the most up-to-date timetable, including room allocations.

15

10 Course contents and ILOs Title: Elements and Atoms, Compounds and Molecules

Duration: 12 lectures, 2 problem sessions.

Lecturer: Dr Dan Price (Daniel.Price@glasgow.ac.uk) Dr Christoph Busche (Christoph.Busche@glasgow.ac.uk)

Aims: To establish an understanding of the Periodic Table in order to be able to use it to rationalise chemical behaviour, to enable students to make predictions of the chemical behaviour of com-pounds so far not encountered, to help students appreciate the idea of molecular structure and scientific disciplines in the “real” world.

Intended Learning Outcomes

By the end of this lecture block students will be able to:

1. Recognise patterns among the elements in blocks, vertical columns and horizontal rows.

2. Recall the basis of atomic structure including the idea of energy level, quantum numbers and orbitals and explain what the s, p, d and f orbitals are and how they form a logical base for building up the periodic table.

3. Recognise where in the periodic table metals and non-metals lie and identify borderline elements.

4. Count electrons in valence shells.

5. Define the terms ionisation energy and electron affinity of an isolated atom and the electronegativity of an atom in a molecule and predict how these terms vary through the periodic table.

6. Derive oxidation states of atoms within molecules by using relative electronegativities and u se oxida-tion states to write balanced equations for redox reactions.

7. Derive the oxidation states that are possible for an element.

8. Derive Born-Haber enthalpy cycles for simple ionic compounds.

9. State the effect that ion size and charge have on the lattice energy of an ionic solid and d raw the NaCl lattice structure.

10. Describe the macroscopic properties of p-block elements that are the result of covalent bonds between the atoms.

11. Decide upon situations in which covalent bond formation is likely.

12. Recognise the transformation from non-metal to metal going down a group and from right to left across a period.

13. Use the VSEPR approach to predict and draw the shapes of covalent p-block molecules.

Course Outline

The development and significance of the Periodic Table; atomic structure and atomic orbitals; the relation-ship of the Periodic Table to atomic structure; blocks, columns and rows; trends in properties such as ion size, ionisation potential, electron affinity, electronegativity; oxidation states; balance redox equations; Born-Haber cycles; ionic lattice structure, p-block elements, covalent bonding, polarity, VSEPR rules and molecular shape; radioactivity.

16

Title: Organic Chemistry

Duration: 18 lectures, 2 problem sessions

Lecturer: Dr Andrew Jamieson (Andrew.Jamieson2@glasgow.ac.uk) Dr Drew Thomson (Drew.Thomson@glasgow.ac.uk)

Aims: To give students the confidence and skills to apply the principles of organic chemistry, to relate structures to properties and predict reactions.

Intended Learning Outcomes

By the end of this lecture block students will be able to:

1. Recognise structural isomerism and the various conventions for drawing structures.

2. Recognise functional groups, use organic nomenclature and identify primary, secondary, tertiary alkyl groups.

3. Relate physical properties to polarity, molecular weight and hydrogen bonding and understand the terms chirality, optical activity, enantiomers, racemates.

4. Recall preparations and properties of alkanes, alkenes, alkynes, interpret the properties of alkenes in terms of p bonding and recognise geometric isomerism.

5. Use Markovnikov’s rule to predict orientation of HX additions and explain the rule on the basis of carbocation stability.

6. Count electrons in molecules, ions and radicals; relate formal charge to electron arrangement, and illustrate the terms homolysis, heterolysis, nucleophile and electrophile and reproduce curly arrow drawings of mechanisms.

7. Deduce structures from experimental evidence and predict products of organic reactions.

8. Recall methods of preparing alkyl halides and the substitution reactions which alkyl halides undergo with nucleophiles including the mechanism and stereochemistry of SN2 and SN1 reactions and that many alkyl halides can react with bases to give often more than one alkene by elimination and that alkyl halides can react with magnesium to give organomagnesium halides (Grignard reagents) which are useful in synthesis.

9. Recall methods of making alcohols and some of their physical properties in terms of hydrogen bonding and how primary, secondary and tertiary alcohols behave towards oxidising agents, that alcohols can form alkoxide ions and that protonated alcohols can undergo substitution and elimination (dehydration) reactions.

10. Recall methods of making ethers and their chemically inert nature and how to prepare and name aldehydes and ketones and the bonding and polarity of the carbonyl group.

11. Recall how nucleophilic reagents that add to the carbonyl group and the types of compounds produced and that addition may be followed by substitution leading to acetals, or by elimination leading to imines.

12. Recall that aldehydes may be distinguished from ketones by oxidation of aldehydes to carboxylic acids and how to name and prepare carboxylic acids and understand the acidity of the COOH group in terms of delocalisation of charge in the anion.

13. Recall methods of preparing esters and how to name them and that esters can be hydrolysed in aque-ous acid or in aqueous alkali and recall typical reactions of acid chlorides.

14. Recall the preparation and names of primary, secondary and tertiary amines and the related ammo-nium ions and understand the basicity of amines, and the neutrality of quaternary ammonium ions.

17

15. Predict the products of reaction of amines with acids, alkyl halides, acid chlorides, esters and anhy-drides.

16. Account for the shape, polarity and neutrality of amides in terms of delocalisation of electrons.

17. Predict the products and mechanisms of hydrolysis and reduction of esters and amides.

18. Account for the shape, stability and chemical reactions of benzene in terms of delocalisation of elec-trons and name simple substituted benzenes using numbers, and the ortho, meta and para relation-ships.

19. Recall that the properties of some groups attached to benzene are modified by the benzene ring and account for the acidity of phenols terms of delocalisation in the anion.

20. Recognise that infra-red spectroscopy can be used in the identification of functional groups.

Course Outline

Natural and synthetic covalent structures; examples of simple compounds of everyday, industrial and me-dicinal importance; combustion analysis and molecular weights; structural isomers with tetrahedral, trigonal and digonal carbons; rotation about single bonds and equivalent hydrogens; drawing organic structures; polar and non-polar bonds; functional groups and nomenclature; lone pairs, VSEPR rule applications and s and p bonds; chirality and geometrical isomerism; physical properties related to structure, hydrogen bond-ing and polarity; electron counting; stabilisation by electron delocalisation (resonance and aromaticity); re-action mechanisms understood in terms of electron pair movement indicated by curly arrows; nucleophiles and electrophiles; Markovnikov’s rule for addition; SN and SE and elimination reactions; nucleophilic addition followed by elimination; the foregoing principles developed alongside the chemistry of alkanes, alkenes, alkynes, polymers, alkyl halides, alcohols, ethers, aldehydes, ketones, carboxylic acids and their deriva-tives, amines and amides and simple benzene derivatives; infra-red spectroscopy.

Title: Attractions and Repulsions

Duration: 6 lectures, 1 problem session

Lecturer: Dr Adrian Lapthorn (Adrian.Lapthorn@glasgow.ac.uk)

Aims: To introduce the principles of intermolecular forces and how they determine the properties of bulk materials

Intended Learning Outcomes

By the end of this lecture block students will be able to:

1. Recall the ideal gas law and recognise that gases of different substances have the same thermody-namic behaviour.

2. Recall that at extremes of pressure and temperature gas behaviour is not ideal. Use the van der Waals equation and ideal gas law to perform calculations.

3. In the case of liquids and solids be able to use the concepts of the electronegativity of bonded atoms to predict the presence of a dipole in a molecule and the direction of the dipole moment.

4. Identify the different types of attractive forces and have an idea of their relative strengths

5. Be able to predict which of the intermolecular forces are operating for different classes of solid com-pounds and how they control the properties of solids.

6. Appreciate the role X-ray crystallography has played in understanding the nature of crystalline solids.

18

7. Be able to describe the effect of pressure and temperature on phase changes and the utility of phase diagrams.

8. Identify and describe what is a critical point, what is a supercritical fluid and what are polymorphs

Course Outline

Ionic bonds, covalent bonds, bond polarity, dipole, dipole moment and bond dipoles. Ion-ion interactions in ionic solids; Atom-atom interactions in metals; Dipole-dipole interactions; Hydrogen bonding; London (or dispersion) forces and how these forces manifest themselves in the behaviour of melting points, boiling points, vapour pressures, and deviations from the ideal gas laws. Ionic, metallic, covalent network and molecular solids. The effect of temperature and pressure on the phase of a compound. Phase diagrams, critical points and supercritical fluids.

Title: Chemical Energy Changes

Duration: 7 lectures, 1 problem session

Lecturer: Prof Klaas Wynne (Klaas.Wynne@glasgow.ac.uk)

Aims: To develop an understanding of the energy changes occurring during chemical reactions and the role these changes have in deciding whether a reaction will be exothermic or endothermic. To introduce and develop the way in which enthalpy and entropy contribute to the free energy change of a reaction and how this indicates if a reaction is favourable. To illustrate the role of the Gibbs free energy in determining the state of equilibrium of a chemical reaction.

Intended Learning Outcomes

By the end of this lecture block, students will be able to:

1. List a range of different forms of energy including chemical energy and recall the definitions of exo-thermic and endothermic

2. State the first law of thermodynamics and relate this to the principle of conservation of energy applied to chemical systems

3. Recognise that bonds being broken use energy and bonds being formed yield energy, and use this fact to calculate enthalpy changes of reactions from bond enthalpies.

4. Calculate enthalpy changes of chemical reactions knowing the heats of formation of reactants and products and by the application of Hess’s Law

5. State the simple definition of entropy in terms of disorder, recall the relative entropies expected of different states of matter and calculate entropy changes of chemical reactions from the absolute en-tropies of reactants and products

6. Recall the factors determining the direction of chemical reaction, and explain why spontaneous reac-tions can be either exothermic or endothermic.

7. Define entropy in terms of heat and temperature.

8. State the equation for the Gibbs free energy change in terms of enthalpy and entropy changes of a chemical reaction, DGº=DHº - TDSº

9. Calculate the Gibbs free energy change of a reaction given information about the enthalpies and en-tropies of the constituents and recognise that a negative value of DGº implies that a reaction is favour-able and that the situation where DGº = 0 has a particular significance

19

10. Recognise the balance between DH and DS in deciding on the value of the Gibbs free energy and hence predict if raising or lowering temperature will make a reaction more favourable

11. Recognise that both reactants and products are present in a situation of chemical equilibrium

12. Reproduce the definition of reaction quotient and write the expression of the equilibrium constant of a given chemical reaction in terms of activities (partial pressures and concentrations)

13. Recall the relationship DGº = –RT lnKp and use this in a range of calculations

14. Predict the position of a dynamic chemical equilibrium from the value of DGº and recognise that values of Kp > 1 favour products while Kp < 1 favours reactants

Course Outline

Part 1 – Basics: Introduction to chemical energy; first law of thermodynamics; internal energy; exothermic and endothermic

Part 2 – Enthalpy: Reaction enthalpies; bond energies to calculate enthalpy; standard enthalpies of for-mation; reaction enthalpies; calorimetry and heats of combustion; Hess’s law.

Part 3 – Entropy: Spontaneous reactions, disorder, entropy; second law of thermodynamics; heat, temper-ature & entropy; third law of thermodynamics; absolute entropies & the second law in action; entropy changes and entropy values; reactions with negative entropy.

Part 4 – Free Energy: (Gibbs) free energy; driving forces to reaction, the DH, DS competition; free energy in action; feasibility of reactions; making reactions feasible.

Part 5 – Equilibrium: Free energy and equilibrium; equilibrium and the meaning of “the reaction will pro-ceed”; the balance of equilibrium; examples of equilibrium; changing the position of equilibrium.

Title: Data Analysis

Duration: 2 lectures

Lecturer: Dr Hans Senn (Hans.Senn@glasgow.ac.uk)

Aims: To introduce the concepts of statistical analysis applicable to datasets typically encountered in a laboratory exercise.

Intended Learning Outcomes

By the end of this lecture block, students will be able to:

1. Recognise the concepts of populations and samples.

2. Recognise the basic principles relating to statistical measures of data.

3. Recognise the significance of mean and standard deviation within experimental datasets.

4. To recognise how the reliability of experimental data can be presented in a laboratory report.

20

Title: Chemical Kinetics

Duration: 6 lectures, 1 problem session

Lecturer: Dr Hugh Flowers (Hugh.Flowers@glasgow.ac.uk)

Aims: To show how chemical reactions can be followed and their reaction rates measured. To intro-duce and demonstrate by means of worked examples the fundamental concepts of the kinetics of spontaneous chemical reactions, and the measurement of reaction rate, reaction order and rate constants. To show how collision theory can be used to explain the effects of concentra-tion and temperature on reaction rates and lead to the Arrhenius equation. To show how cat-alysts and enzymes influence reaction rate. To explain how kinetics can be used to investigate reaction mechanisms.

Intended Learning Outcomes

By the end of this lecture course students will be able to:

1. Describe, with examples, how the rates of chemical reactions can be measured.

2. Define the rate of a chemical reaction based on changes in the concentrations of reactants or products, and differentiate between initial, average and instantaneous rates. Calculate a single reaction rate. Discuss the factors which may affect the rate of reaction.

3. Characterise the order and rate constant of a chemical reaction, predict the appropriate form of the associated rate equation for reactions of different orders

4. Based on the use of rate equations, employ initial rate and graphical methods for the determination of orders and rate constants of chemical reactions from appropriate experimental data.

5. Define the half-life for first order reactions and more generally use the integrated rate equations to calculate the concentrations of reactants remaining at any time for zero, first and second order reac-tions.

6. Use qualitative arguments from collision theory to rationalise the concentration and temperature de-pendence of reaction rates, employ quantitative arguments based on the Arrhenius equation to explain the temperature dependence of rate constants and apply graphical and numerical methods to deter-mine the activation energy from temperature dependent data of rate constants.

7. Discuss the roles of catalysts and enzymes in chemical and biological systems

8. Explain with examples the concepts of elementary steps, reaction intermediate, molecularity and rate determining step. Identify the molecularity of an elementary step and predict the form of the rate equa-tion from the rate determining step

Course Outline

What is kinetics? Rates of chemical reactions. Measuring reaction rates. Definition of reaction rate; variation of rates as a function of time; rate equations; reaction order; rate constants; initial rate method for the determination of rate equations; integrated rate equations for zero-, first- and second-order reactions; graphical methods; half-life; Collision theory, activation energy; Arrhenius equation; determination of the activation energy from temperature dependent rate constant data. Catalysts, enzymes and transition states. Reaction mechanisms, elementary steps, molecularity and rate determining step.

21

Title: Aqueous Equilibria and pH

Duration: 6 lectures, 1 problem session

Lecturer: Dr Beth Paschke (Beth.Paschke@glasgow.ac.uk)

Aims: To establish what happens when different substances are dissolved in water and see what evidence there is for dissociation into ions, to see how to calculate the pH of solutions of acids, bases, and salts, and how to make up buffer solutions.

Intended Learning Outcomes

By the end of this lecture block students will be able to:

1. Explain why water has such high values for most of its physical properties, know the relative strengths of a hydrogen bond and a covalent bond and account for the lower density of ice compared with water.

2. Explain why water is such a good solvent for many ionic solids and polar molecules and know what is meant by dielectric constant.

3. Predict the dissociation state of strong and weak electrolytes in aqueous solution.

4. Discuss what is meant by a, the degree of dissociation, for weak electrolytes and calculate dissociation constants for weak acids and weak bases from a and c.

5. Recall what is meant by the ion-product constant of water, Kw, be able to calculate pH from [H3O+], and vice versa, for strong acids; and pH from [HO–], and vice versa, for strong bases.

6. State the Arrhenius, Brønstead-Lowry and Lewis definitions of acids and bases.

7. Calculate the pH, Ka, and pKa of a weak acid solution and calculate the pOH, pH, Kb, and pKb of a weak base solution from a, the degree of dissociation, and c.

8. Calculate the pH and a for a weak base solution from Kb, and for a weak acid solution from Ka, and the concentration and recall the relationship between Ka for a weak acid and Kb for its conjugate base.

9. Discuss what is meant by a buffer solution and calculate the pH of a buffer solution using the Hender-son-Hasselbalch equation.

10. Predict the acidity or basicity (qualitatively) of the four classes of salt solutions.

11. Recall how the pH changes in acid-base titrations and how the Henderson equation explains the func-tioning of a pH indicator.

12. Apply the theory and techniques introduced during this course to related exercises.

Course Outline

Water as a solvent; hydrogen bonding; dipoles; dielectric constant; ice structure; concentrations; electro-lytes; degree of dissociation; pH; common ion effect; dissociation constant for weak acids and bases; vari-ous definitions of acids and bases; Ka and Kb; pH calculation for strong and weak acids and bases; K = a2c/(1-a); extent of ionisation of weak acids and bases at various pH’s; salt hydrolysis; buffers; Henderson-Hasselbalch equation, importance in biology; titration curves; indicators.

22

Title: Transition metals

Duration: 6 lectures, 1 problem session

Lecturer: Dr Ross Forgan (Ross.Forgan@glasgow.ac.uk)

Aims: To introduce the chemistry of the transition metals and the properties and reactions of transi-tion metal compounds.

Intended learning outcomes

By the end of this lecture block students will be able to:

1. Recognise the factors which determine the energies of the d-electrons relative to the s and p electrons.

2. State the electronic configurations of the d block elements and their ions in various oxidation states, and ‘predict the oxidation states that are possible or a given element and determine the oxidation number of a transition metal ion in a compound.

3. Define the terms co-ordination compound, complex ion, co-ordination number, ligand, Lewis acid, Lewis base.

4. Broadly compare and contrast pyrometallurgy and hydrometallurgy for the extraction of transition met-als from their ores.

5. Predict and draw the preferred shapes for molecules and co-ordination complexes having co-ordina-tion numbers 2, 3, 4, 5 and 6.

6. State what is meant by the denticity of a ligand and be able to give examples of monodentate, biden-tate and polydentate ligands, state what is meant by the term chelating ligand, and recall the uses of chelating ligands.

7. Recognise what is meant be the terms isomer and isomerism.

8. Recognise and draw cis-trans, mer-fac and chiral isomers.

9. Apply the concept of Crystal Field Theory and its use to explain the colours and magnetic properties of octahedral d block element complexes. Recognise the terms ligand field strength, spectrochemical series and crystal field stabilisation energies.

10. Recall the occurrence and use of selected complexes.

11. Apply any of the above concepts to unseen situations.

Course Outline

Electronic configurations of d block elements; oxidation states; extractive metallurgy; co-ordination com-pounds, shapes, ligands, geometries, isomers, colour and magnetic properties; Crystal Field Theory used to explain colour and magnetic properties; selected uses.

23

Title: Macromolecules

Duration: 7 lectures, 1 problem session

Lecturer: Dr Ciorsdaidh Watts (Ciorsdaidh.Watts@glasgow.ac.uk)

Aims: To provide an overview of the structures, preparation, properties and uses of synthetic mac-romolecules and to introduce the chemistry of the main food components and to illustrate how the structures are related to their physical and nutritional characteristics

Intended Learning Outcomes

By the end of this lecture block students will be able to:

1. Define and use the terms monomer, polymer, macromolecule, repeat unit and recall distinct properties associated with macromolecules.

2. Recall mechanisms by which alkenes can be polymerised and explain why these lead to a range of chain lengths and recall structures, properties and application of various polyalkenes.

3. Draw representative structures for polyamides, polyesters, polyethers and silicones and describe ways of making these and recall how cross-linking can be achieved in such cases.

4. Relate the physical properties, biodegradability and applications to the functional groups in the back-bone and side-chains and recall how side-chain functional groups can be utilised in applications (e.g. Polyacrylic acid, sulphonated polystyrene, etc.).

5. Recall the names of the principal carbohydrates found in food and relate their structures to their prop-erties and recall the nomenclature of carbohydrates and the common mono- and di- saccharides and polysaccharides.

6. Draw the structure of glucose in its open and cyclised forms and relate the chemistry of acetals and hemicetals to sugar chemistry.

7. Draw the structures of the common triglycerides and predict their hydrolysis reactions and relate the structures of fats to their properties.

8. Relate the chemistry of amino acids and amides to the chemistry of proteins and predict the products of hydrolysis of simple peptides and relate the structural features of proteins to their function.

Course Outline

Polyalkenes, polyesters, polyamides, polyethers; mechanisms of alkene polymerisation, addition and con-densation polymerisation, conformation, flexibility, glass transition temperature, stability to heat, fire, sol-vents; backbone and side-chain functional groups; crosslinking; application related to structure; Natural molecules, fats, proteins, sugars, polysaccharides.

24

Title: Laboratories

Duration: 17 × 3-hour sessions

Coordinators: Synthesis-1: Dr Götz Bucher (synth-1-lab@chem.gla.ac.uk) Quantitative-1: Dr Smita Odedra (Smita.Odedra@glasgow.ac.uk)

Aims: (a) To demonstrate, illustrate and extend understanding of some of the basic principles, processes and phenomena covered in associated lecture courses, (b) to give training in experimental methods and practical skills which cannot be taught by formal lectures but which can only be acquired from hands-on experience, (c) to develop appropriate skills and confidence in the safe handling of potentially hazardous materials, (d) to give expe-rience in the design of safe and effective experimental procedures to investigate unfamil-iar problems.

Intended Learning Outcomes

By the end of this course students will be able to:

1. Perform safely simple laboratory procedures such as weighing (rough or analytical balance), titrating (use of burette and pipette), dissolving, crystallising and filtering: safe manipulation of apparatus.

2. Manipulate safely and dispose of chemicals (in solid, liquid and solution form), including corrosive alkalis and acids and strong oxidising agents.

3. Control and safely contain exothermic reactions.

4. Make and record accurate observations and make appropriate deductions.

5. Synthesise, isolate and purify simple organic and inorganic compounds and co-ordination complexes.

6. Explain the term “standardisation” when applied to acid/base or redox reactions.

7. Recognise when it is appropriate to use an analytical balance and when to use a preparative balance.

8. Record accurately the numerical data associated with volumetric analyses, and be able to use such data to calculate molarities and the purity of compounds.

9. Explain and apply the theory of pH and conductometric titrations, solubility products, heat of reaction and activation energy.

10. Present experimental data in graphical form and use mathematical techniques to solve a variety of problems.

11. Produce calibration graphs and use them to investigate samples of unknown concentration.

12. Perform statistical analyses on data including mean, standard deviation, and bias calculations.

13. Identify potential sources of error in experimental procedures and assess the accuracy and precision of results.

14. Correctly use specialist equipment including flame photometers.

15. Adopt a writing style appropriate for scientific work.

16. Work collaboratively and fairly with a lab partner using effective communication and organisation in order to complete practical work in a professional manner.

17. Recognise shape, symmetry and polarity of organic compounds and predict and contrast the proper-ties and reactions of organic functional groups.

18. Identify and apply safe laboratory practice.

25

Course Outline

The thermite reaction, acid base titrations, nickel complexes and double salts, iodimetry, copper or chro-mium complexes, pH titrations, conductometric titrations, solubility product, heat of reaction, activation en-ergy, colorimetric analysis, shapes, symmetry and polarity, aldehydes and ketones, carboxylic acids and esters, amines and amides and methods of purification.

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45 Rh

rhod

ium

102.

91

77 Iriri

dium

192.

22

109

Mt

mei

tner

ium

28 Ni

nick

el

58.6

93

46 Pd

palla

dium

106.

42

78 Pt

plat

inum

195.

08

110

Ds

darm

stad

tium

29 Cu

copp

er

63.5

46(3

)

47 Ag

silv

er

107.

87

79 Au

gold

196.

97

30 Zn

zinc

65.3

8(2)

48 Cd

cadm

ium

112.

41

80 Hg

mer

cury

200.

59

111

Rg

roen

tgen

ium

112

Cn

cope

rnic

ium

114 Fl

flero

vium

113

Nh

niho

nium

115

Mc

mos

covi

um

117

Tste

nnes

sine

118

Og

ogan

esso

n

116

Lv

liver

mor

ium

57 La

lant

hanu

m

138.

91

58 Ce

ceriu

m

140.

12

59 Pr

pras

eody

miu

m

140.

91

60 Nd

neod

ymiu

m

144.

24

61 Pm

prom

ethi

um

62 Sm

sam

ariu

m

150.

36(2

)

63 Eu

euro

pium

151.

96

64 Gd

gado

liniu

m

157.

25(3

)

65 Tb

terb

ium

158.

93

66 Dy

dysp

rosi

um

162.

50

67 Ho

holm

ium

164.

93

68 Er

erbi

um

167.

26

69 Tm

thul

ium

168.

93

70 Yb

ytte

rbiu

m

173.

05

71 Lu

lute

tium

174.

97

89 Ac

actin

ium

90 Th

thor

ium

232.

04

91 Pa

prot

actin

ium

231.

04

92 Uur

aniu

m

238.

03

93 Np

nept

uniu

m

94 Pu

plut

oniu

m

95 Am

amer

iciu

m

96 Cm

curiu

m

97 Bk

berk

eliu

m

98 Cf

calif

orni

um

99 Es

eins

tein

ium

100

Fm

ferm

ium

101

Md

men

dele

vium

102

No

nobe

lium

103

Lr

law

renc

ium

21 Sc

scan

dium

44.9

56

39 Yyt

triu

m

88.9

06

57-7

1

lant

hano

ids

89-1

03

ac

tinoi

ds

atom

ic n

umbe

r

Sym

bo

ln

ame

conv

entio

nal a

tom

ic w

eigh

t

stan

dard

ato

mic

wei

ght

2 13

14

15

16

17

K

ey:

3 4

5 6

7 8

9 10

11

12

For n

otes

and

upd

ates

to th

is ta

ble,

see

ww

w.iu

pac.

org.

Thi

s ver

sion

is da

ted

28 N

ovem

ber 2

016.

C

opyr

ight

© 2

016

IUPA

C, t

he In

tern

atio

nal U

nion

of P

ure

and

Appl

ied

Che

mist

ry.

IUPA

C Pe

riod

ic T

able

of

the

Elem

ents