CHEM 4010B - Advanced Chemistry (Hons) Pt 2
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code CHEM 4010B Course Advanced Chemistry (Hons) Pt 2 Coordinating Unit School of Physical Sciences Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 9 Contact Mixed mode - flexible and/or intensive Available for Study Abroad and Exchange N Incompatible CHEM 4000A/B Restrictions Available only to students admitted to the relevant Honours program Course Description This modular course covers a range of advanced topics in Chemistry, the methods of presentation and assessment of which vary according to module. In combination with CHEM 4020, this will provide advanced learning and skills for professional or highly skilled work and/or further learning.
Course Coordinator: Professor Hugh Harris
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1. demonstrate an advanced theoretical and technical knowledge of chemistry as a creative endeavour;
2. demonstrate an understanding of the close relationship between scientific research and the development of new knowledge in a global context;
3. demonstrate that current scientific knowledge is both contestable and testable by further enquiry;
4. apply the concepts and theories of a range of advanced topics in chemistry;
5. analyse, interpret and critically evaluate research findings;
6. present information, articulate arguments and conclusions, in a variety of modes, to audiences in their field of research;
7. comply with regulatory frameworks (including OH&S) and practising professional ethics relevant to the chemistry field;
8. develop an understanding of the requirements to undertake independent research in a chemistry field
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,4-7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,4-6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2-6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,5-8 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1-8 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Learning & Teaching Activities
Learning & Teaching Modes
Lectures will be used to convey the theoretical basis of the material covered in each of the course modules offered in each year that will be explored in the workshops and practicals.
Workshops will be used to reinforce the concepts introduced in lectures through a combination of; discussion of the fundamental principles involved, quantitative problem solving, and consideration of appropriate possible solutions to problems related to each module.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A student enrolled in a 9-unit course, such as this, should expect to spend, on average, 36 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and workshops – in total ca. 40-48 hours), as well as non-contact time (e.g., reading and revision, report/assignment preparation and exam preparation).
Learning Activities Summary
The impact of days gone by.
The results of research carried out 30 or more years ago can have a dramatic impact on current research perspectives and also on what we, as practising chemists, often take for granted. Examples of this would include the identification of the genetic code, basic stereochemistry, labelling studies and structural techniques. We use one recent paper to discuss this idea during the lecture slot and each student then writes a paper on the topic based on a recent paper of their choice. (assessment – quiz (10%) and assignment (90%))
Reactive Intermediates in Organic Synthesis.
This module examines the structure and properties of highly reactive organic molecules, such as radicals and carbenes. The use of these reactive intermediates in organic synthesis will then be discussed, with several applications in the synthesis of medicinal and natural product target molecules. (assessment – 2 h exam only)
Statistical mechanics and computer simulation of liquids.
This module covers theoretical concepts and computer simulation methods for understanding the structure, dynamics, and thermodynamics of liquids and other fluids. Applications to drug binding and gas adsorption in porous materials will also be addressed. (assessment - 2 h exam + assignment (50/50))
Understanding Polymers – Ubiquitous Materials.
This module covers the basics of polymer structures, polymerisation techniques, polymer design for novel applications, and polymer characterisation techniques. The examination will consist of MCQ (30 %) and structure questions (70 %). (assessment – 2 h exam only)
Computational chemistry has become a ubiquitous aid in the toolkit of practicing chemists to predict molecular structure and a wide range of chemical properties. In this module students will learn the basic principles behind modern computational chemistry and develop the skills, through practical workshops, to run calculations related to their research project. (assessment – 2 h exam (60%) and 4 workshop reports (10% each))
Advanced Single Crystal X-ray Diffraction.
This module provides an extended introduction to the practical aspects and theory of structure solution by single crystal X-ray diffraction methods. This will include methods to solve single crystal X-ray data, refinement of structural models, basic disorder, and interpreting structural data. (3x small workshop assignments (total 50%) and final assignment (50%))
Specific Course RequirementsStudents will be required to attend all Chemistry and special research seminars as defined by the Honours coordinator (1-2 hr/wk). Students are also required to attend a library resources training session as well as equipment specific training sessions where relevant to their research project as identified by their project supervisor (e.g. NMR training).
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcome
Five distinct coursework modules
Varied year-to-year (comprising mixtures of assignments and exam components within each module
Assessment tasks throughout the coursework period (end Jan- start April) with major assessment in final two weeks
20% per module (more courses may be offered with the option to be assessed in only five) 1-6,8
Assessment DetailWorkshop/practical assignments (40% – 60%)
For each of the 5 modules offered in the course, students will complete up to 4 modules of workshops. For each module, students may be required to complete an assignment in which they discuss the results of data analysis undertaken in the workshop sessions, as well as answer specific questions related to the techniques used in the workshops. Each assignment will have low total assessment weighting as they are intended to provide individualised feedback on student understanding. Attendance at workshop sessions is compulsory.
Examination (0% - 60%) *Depending on Module
The final examination in each module (not all modules will necessarily contain an examination assessment component) will examine all components of the course. It may consist of multiple-choice, short-answer and long-answer questions.
If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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