FACULTY OF SCIENCE

School of Chemistry

CHEM2041
Analytical Chemistry: Essential Methods

Session 1, 2016

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

Faculty of Science - Course Outline

1. Information about the Course
NB: Some of this information is available on the UNSW Handbook

Year of Delivery
Course Code
Course Name
Academic Unit
Level of Course
Units of Credit
Session(s) Offered
Assumed Knowledge,
Prerequisites or Corequisites
Hours per Week
Number of Weeks
Commencement Date

2016
CHEM2041
ANALYTICAL CHEMISTRY: ESSENTIAL METHODS
SCHOOL OF CHEMISTRY
ND
2
6 UOC
S1
CHEM1011 or CHEM1031, CHEM1021 or CHEM1041, MATH1031 or MATH1041 or
MATH1131 or MATH1141 or MATH1231 or MATH1241
3 X LECTURE + 3 X LABORATORY
12
1st March 2016

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

Component

HPW

Lectures
Lecture 1
Lecture 2
Lecture 3
Laboratory
Lab Option 1
Lab Option 2
Lab Option 3
TOTAL
Special Details

Time

Day

Location

3
5 6 pm
12 1 pm
5 6 pm

Tuesday
Wednesday
Thursday

ChemSci M18
OMB149
ChemSci M18

9 am 12 pm
9 am 12 pm
2 pm 5 pm

Tuesday
Wednesday
Wednesday

Chemical Sciences 162/165

Chemical Sciences 162/165
Chemical Sciences 162/165

6
None

2. Staff Involved in the Course

Staff
Course Convenor

Role

Name
Assoc. Prof.
Chuan Zhao

Contact Details
Room 127 Dalton
[email protected]

Consultation Times
Contact to determine
times available

Additional Teaching
Staff

Lecturers &
Facilitators

Prof. Scott
Kable

Room 110 Dalton

[email protected]

Contact to determine
times available

Prof. Naresh
Kumar

Room 224 Dalton

[email protected]

Contact to determine
times available

Assoc. Prof.
Chuan Zhao

Room 127 Dalton

[email protected]

Contact to determine
times available

Dr Alex Donald

Room 221 Dalton

[email protected]

Contact to determine
times available

Tutors &
Demonstrators
Technical &
Laboratory Staff

Various
Ms Peta di
Bella
Ms Berta Litvak
Mr Svetislav
Videnovic

Chemical Sciences 162

Other Support
Staff

UNSW Online Handbook: http://www.handbook.unsw.edu.au

3. Course Details
Course Description
(Handbook Entry)

This course teaches the essential methods in analytical chemistry applicable to chemists,
biologists, and most other disciplines of science. The course covers data analysis methods of
treating analytical data including estimation of uncertainties, chromatography and other
separation techniques, the applications of spectroscopy (UV/Visible Absorption, infra red,
fluorescence and mass spectrometry) to analysis and the basics of electrochemistry including pH
measurements.

Course Aims

The aim of this course is to introduce students to the physical and chemical basis of analytical
techniques and to get them to be able to evaluate why certain methods might be better than
others for a given situation.

Student Learning
4
Outcomes

At the end of this course you should be able to describe the physical and chemical principles
underlying a range of analytical techniques, including solvent extractions, electrochemistry
chromatography, mass spectrometry, atomic, molecular electronic, and infrared spectroscopies.
Using this, the appropriate analytical technique for a given situation should be able to be
determined. You should be able to interpret the data provided in terms of 'quality'.

Graduate Attributes Developed in this Course

Science Graduate
5
Attributes

Select the level of

FOCUS

Activities / Assessment

0 = NO FOCUS
1 = MINIMAL
2 = MINOR
3 = MAJOR

Research, inquiry and

analytical thinking
abilities

Laboratory course. Assessment of practical reports.

Capability and motivation

for intellectual
development

Lectures and applied problems discussed in class. Laboratory course.

Exam.

Ethical, social and

professional
understanding

Developed in lectures, applied in laboratory, tested in exam.

Communication

Write up and assessment of practical reports

Teamwork, collaborative
and management skills

Laboratory course. Assessment of practical reports.

Information literacy

Preparation questions for practicals, ability to use spreadsheet tools to

perform statistical analysis.

UNSW Handbook: http://www.handbook.unsw.edu.au

Learning and Teaching Unit: Course Outlines
4
Learning and Teaching Unit: Learning Outcomes
5
Contextualised Science Graduate Attributes: http://www.science.unsw.edu.au/our-faculty/science-graduate-attributes
3

Major Topics
(Syllabus Outline)

Relationship to Other
Courses within the
Program

Data analysis: Uncertainty and error, student T distribution, hypothesis testing

calibration, spreadsheets.
Separation techniques: Phase equilibria, solvent extraction, chromatography.
Electrochemistry: Nernst equation, definition and measurement of pH, Ionselective electrodes.
Chemical and analytical spectroscopy: Atomic spectroscopy, molecular
electronic spectroscopy, infrared absorption spectroscopy.
Mass spectrometry: The definition of mass spectrometry (MS), introduction
to MS instrumentation (ionization methods, mass analysers, detectors),
interpreting mass spectra,

The course is an introduction to the area of analytical chemistry, building on the fundamental
knowledge introduced in first year chemistry courses. It integrates with the other second year
chemistry courses, and leads into the corresponding analytical course in Level 3.

4. Rationale and Strategies Underpinning the Course

Teaching Strategies

The development of a course which progressively builds on earlier material and links to material
presented in the laboratory 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.

Rationale for learning and

6,7
teaching in this course

Ensuring that material presented in lectures relates to the laboratory material allows
Contextualising
6. Students become more engaged in the learning process if they can see the relevance of their
studies to professional, disciplinary and/or personal contexts.
The course content has been tailored to allow Dialogue between the staff and the students.
7. If dialogue is encouraged between students and teachers and among students (in and out of
class), thus creating a community of learners, student motivation and engagement can be
increased.
In addition, the course has been Designed 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.
Group work in the 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.
Continual feedback through laboratory work allows for analysis and reflection
16. Meaningful and timely feedback to students improves learning.

Reflecting on your teaching

Week 8

Week 7

Week 6 *

Week 5

Week 4

Week 3

Week 2

Week 1

All, Spectroscopy and mass spectrometry, Donald

Tues, Thurs. Electrochemistry, Zhao

Wed. Spectroscopy and mass spectrometry, Donald

All, Electrochemistry, Zhao

Tues, Data Analysis Test

Wed, Thurs, Electrochemistry, Zhao

All, Separation Techniques, Kumar

All, Separation Techniques, Kumar

Tues, Data Analysis, Kable

Wed, Thurs, Separation Techniques, Kumar

All, Data Analysis, Kable

Lectures (day),
Topics & Lecturers
All, Data Analysis, Kable

See roster

See roster

See roster

See roster

See roster

See roster

See roster

See roster

Laboratory Induction and excel exercise

Practical (day),
Topics & Lecturers

Practical report due

Practical report due

Practical report due

Practical report due

Practical report due

Practical report due, Data Analysis Test (Tuesday Lecture slot)

Practical report due

Practical report due , Data Analysis Exercise Due

Some of this information is available on the Online Handbook and the UNSW Timetable .

5. Course Schedule

Week 9

All, Spectroscopy and mass spectrometry, Donald

See roster

Assignment and Submission dates (see also 'Assessment Tasks & Feedback')

Week 10

All, Spectroscopy and mass spectrometry, Donald

Practical report due

Week

Week 11

See roster

Practical report due

All, Spectroscopy and mass spectrometry, Donald

Week 12
Week 13

*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'

Assessment Criteria

Practical skills in the

analytical laboratory

Course content - all.

Practical skills
Ability to communicate ideas
effectively.

Closeness of determined
result to know result.

Two-thirds for results and

ability to interpret/answer
questions on them.
One third marks for pre-lab
questions
Ability to carry out
calculations and
interpret/answer questions
on them.

Correct analysis of the data

provided

Course content Data

Analysis
Ability to communicate ideas
effectively.

Course content data

analysis.
Ability to communicated
ideas effectively.
Course content all
Practical skills
Ability to communicate ideas
effectively.

Knowledge & abilities

assessed

6. Assessment Tasks and Feedback

Task

Data analysis exercise

Spectroscopy Laboratory
Report

Analytical Laboratory Report

Analytical Laboratory
Results
Data Analysis Test

Examination

Answers to questions given

correctly.
Discussion shows
knowledge and
understanding of the course.
Answers to questions given
correctly.
Discussion shows
knowledge and
understanding of the course.
Course content
Electrochemistry, Separation
Techniques, Spectrosocpy
Ability to communicate ideas
effectively.

% of
total
mark
5%

10%

5%

20%

12%

48%

Release
Week 2

End of
laboratory
session
Week 6

Week
following
final
spectroscopy
experiment
Week
following
experiment

Week 4

Submission

Date of

Week of first
spectroscopy
experiment
Week of
experiment

Week of
experiment
Week 6

Exam Period

Report
assessor

Report
assessor

Exercise
assessor

Immediately

Within 2
weeks of
submission
of report

Within 2
weeks of
submission
of report

Within 2
weeks of
submission

WHEN

Annotated
report.

Completed
result
sheet

HOW

Feedback

Laboratory
Demonstrator

Annotated
report.
Completed
result
sheet
Completed
Results
sheet
Released
marks

WHO

Academics

Within 2
weeks of
submission

Final
Marks

** To be awarded a pass in this subject, along with achieving a cumulative score of 50%, students must satisfy two conditions:
(i)
A mark of 50% in the continuous assessment component (laboratory, reports and data analysis), and
(ii)
Satisfactory overall performance ( 35%) in the examination component (data analysis test and final examination combined)
Failure to satisfy both criteria will result in an UF (Unsatisfactory Fail) grade being awarded, or further assessment being offered at the discretion of the course coordinator.
Supplementary exams will take place in the week before the commencement of semester 2. Inability or failure to attend a supplementary examination will result in the original
grade being confirmed.

7. Additional Resources and Support

Text Books

th

Fundamentals of Analytical Chemistry, 8 edition D. A. Skoog, D. M. West, F. J. Holler

and S. R. Crouch, Thomson Brooks/Cole, (2004).
OR
th

Fundamentals of Analytical Chemistry, 9 edition D. A. Skoog, D. M. West, F. J. Holler

and S. R. Crouch, Thomson Brooks/Cole, (2013).
Course Manual

Laboratory manual including guides and other material available online

All material is on the Moodle Module for the course.

Required Readings
Additional Readings

Quality Assurance in the Analytical Chemistry Laboratory, D B Hibbert, Oxford

University Press, New York, (2007) P 543.028/2
Data Analysis for Chemistry : An Introductory Guide for Students and Laboratory
Scientists, D. Brynn Hibbert and J. J. Gooding, Oxford University Press, New York, (2006)
P 540.72/20
Others will be advised by individual lecturers

Recommended Internet
Sites
Societies

Computer Laboratories or
Study Spaces

Royal Australian Chemical Institute http://www.raci.org.au/

Students of Chemistry Society (UNSW)
http://www.chem.unsw.edu.au/schoolinfo/socs.html
Laboratory Chemical Sciences Building 131 / 162 / 165
Gibson Computer laboratory Ground floor, Dalton Building

8. Required Equipment, Training and Enabling Skills

Equipment Required

Laboratory coat, safety spectacles, closed shoes

Enabling Skills Training

Required to Complete this
Course

H&S briefing
Awareness of School plagiarism guidelines

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
Review

Last Review
Date

Comments or Changes Resulting from Reviews

Major Course
Review

2011

In order to reduce assessment time (for both staff and students) written reports have
been phased out for all but one of the analytical labs. Marking of analytical results
will be done in the laboratory.
Exam reduced to 2 h. Data Analysis content assessed in a test in Week 6.
Remainder of material assessed in final exam.
Increase in value of laboratory component in assessment to reflect aims of course.

CATEI

Other

11

11

2014

Lecturer's encouraged to include more tutorial type questions in lectures.

Emphasis on laboratory material being able to be carried out at any stage through
changes to information provided in laboratory manual.

2011

Midsession test included to aid continuous assessment.

The value of the practical component has been increased to aid continuous
assessment.

none

CATEI process: http://www.science.unsw.edu.au/our-faculty/course-and-teaching-evaluation-and-improvement-catei

10. Administration Matters

Expectations of Students

Workload
Contact hours are 6 per week. The major out-of-class workload is associated with the laboratory
program. Pre-laboratory work is expected to take 30-60 minutes per week and post-laboratory
write-up is expected to take 1-3 hours per week.

Assignment Submissions

Laboratory reports should be submitted as described in the first laboratory class and outlined in
the course manual

Occupational Health and

12
Safety

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

Assessment Procedures
UNSW Assessment
13
Policy

Equity and Diversity

Candidates for CHEM2041 must demonstrate a satisfactory performance in both laboratory work
and the written examination. A mark of 50% overall in the continuous assessment components
is required to pass the course. A mark of 35% overall in the exam components is required to
pass the course. If either of these conditions are not met, the course will be failed (even if the
total mark is 50%). Laboratory reports and analytical results both contribute to the final
laboratory mark.
Those students who have a disability that requires some adjustment in their teaching or learning
environment are encouraged to discuss their study needs with the course Convenor prior to, or
at the commencement of, their course, or with the Equity Officer (Disability) in the Equity and
Diversity Unit (9385 4734 or http://www.studentequity.unsw.edu.au/ ).
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.

Student Complaint
14
Procedure

School Contact

Faculty Contact

University Contact

Assoc. Prof. Jason Harper

Director of Teaching
[email protected]

Assoc. Prof. Chris Tisdell

Associate Dean (Education)
[email protected]
Tel: 9385 6792
or
Dr Gavin Edwards
Associate Dean
(Undergraduate Programs)
[email protected]
Tel: 9385 8063

Student Conduct and Appeals

Officer (SCAO) within the
Office of the Pro-ViceChancellor (Students) and
Registrar.
Telephone 02 9385 8515,
email
[email protected].
au
University Counselling and
9
Psychological Services
Tel: 9385 5418

12

UNSW OHS Home page

UNSW Assessment Policy
14
Student Complaint Procedure
15
University Counselling and Psychological Services
13

11. UNSW Academic Honesty and Plagiarism

What is Plagiarism?
Plagiarism is the presentation of the thoughts or work of another as ones 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 persons assignment
without appropriate acknowledgement;
paraphrasing another persons 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

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