COLLEGE OF SCIENCE, TECHNOLOGY AND APPLIED ARTS OF TRINIDAD AND TOBAGO

School of Nursing, Health and Environmental Sciences
DEPARTMENT OF NATURAL & LIFE SCIENCES

“Transforming Lives, Transforming Communities, Transforming the Nation… One Student at a Time”
CHEM092: INTRODUCTION TO CONCEPTS IN CHEMISTRY II

PHILOSOPHY

VISION:

To be a student-centered, dynamic and innovative, world-class and multi-campus college, promoting excellence in teaching and learning, serving diverse communities and producing lifelong learners who can compete globally.

MISSION:

To be the premier educational institution in: providing high quality, affordable and accessible education programmes serving the needs of business, industry and the diverse campus communities and facilitation the personal and professional development of  its students, faculty and staff.

The Institution’s motto “Transforming Lives, Transforming Communities, Transforming the Nation… One Student at a Time.” is embodied in our Core Curriculum as well as Programme Curriculum through ten competencies which students will understand, practice and demonstrate upon successful completion of their programmes of study at the College. These competencies are as follows:

Programme Curriculum Competencies

KNOWLEDGE
A clear understanding of the principles and concepts of related theories and models of the particular discipline and the relationship to other disciplines through study, education and experience.
EFFECTIVE COMMUNICATION
The ability to accurately transfer thoughts and meaning through interpersonal skills using appropriate registers.
ANALYTICAL ABILITY
The ability to systematically gather relevant data and make appropriate deductions, inferences and connections with a view to judiciously solve problems.
TECHNOLOGICAL EXPERTISE
Utilization of current tools and techniques with the view to achieving efficiency and improving functionality.
COLLABORATION
Proficiency in working cohesively with other stakeholders with the view to achieving common goals.
CREATIVITY
The ability to explore issues and generate solutions from an innovative perspective.
PROFESSIONALISM
A life-long engagement in reflective, moral, ethical and best practices in all spheres.
DIVERSITY
The ability to recognize and respect uniqueness, worth and dignity of others whilst developing one’s own belief system.
SOCIAL AND GLOBAL RESPONSIBILITY
A conscientious approach that reflects social and global accountability, commitment, caring and integrity.
ENTREPRENEURSHIP
The ability to recognize and take advantage of legitimate opportunities for innovation and social improvement, whilst accepting the related risks.

1
CHEM092: Introduction to Concepts in Chemistry II, Department of Natural and Life Sciences, SONHES- Revised May 2014

Course Code:	CHEM 092
Course Title:	Introduction to Concepts in Chemistry II
Number of Credits:	3
Semester:
Track:	-
Co-requisites:	-
Prerequisite:	Introduction to Concepts in Chemistry I
Prerequisite for:
Number of Contact Hours:	45
Delivery:	Blended- face to face classes supported by resources on the e-classroom
Instructor: Office:
Office Hours: Telephone:
  Email: 	

COURSE DESCRIPTION AND GOAL:

This course involves the depiction of compounds and chemical reactions by the use of formulae and equations. The molar concept is also introduced and applied in chemical calculations.
Chem 092 completes the Introduction to Concepts in Chemistry under the COMPASS access program.

The competencies addressed in this course are Knowledge at the Immersion and Intermediate levels, Analytical Ability, Effective Communication Technological Expertise and Collaboration at the Entry and Immersion Levels. The specific objectives for this course are listed by Competency:

General Objectives for Introduction to Concepts in Chemistry II

KNOWLEDGE

Entry level: Understands the content of various disciplines, the generalizations about content and the modes and methods of inquiry.

Student should be able to:

K1. Discuss the mole concept as a unit of measurement.
K2. Explain the process of electrolytic conduction.
K3. Identify and explain key concepts in organic chemistry.

Immersion level: Demonstrates in-depth understanding of the relevant and significant ideas across disciples.

Students should be able to:
K4.  Describe the relationship which exists between moles, mass and number of entities.
K5.  Explain the theory of volumetric analysis.
K6.  Discuss the classification, properties and reactions of acids, bases and salts.
K7.  Recognize, describe and give relevant equations to represent different types of reactions which occur in aqueous solutions.
K8.  Discuss redox reactions using oxidation numbers.
2

K9. Classify organic molecules based on their functional groups.
K10. Draw and name compounds using the IUPAC nomenclature system.
K11. Discuss the concept of isomerism.

ANALYTICAL ABILITY

Immersion Level: Analyzes structures and organizations and perceives and makes relationships

Students should be able to :
A1.Interconvert between  moles, mass and number of particles
A2. Perform calculations based on chemical equations
A3. Perform calculations on solutions
A4.Classify substances based on pH value.
A5. Determine oxidation numbers and hence classify chemicals in a reaction as either oxidizing or reducing agents
A6. Write and interpret oxidation and reduction half – reactions.
A7. Relate molecular and/or structural formulae of organic molecules to Nomenclature and vice versa.

COLLABORATION

Entry Level: Engages in collaboration when learning across disciplines.

Students should be able to:
C1.  Work effectively in a group to discuss questions/assignments.

Immersion Level: Initiates cooperative learning activities by seeking out others for assistance and for building projects together and acts as an active facilitator

Students should be able to:
C2. Work effectively in a group to complete projects as directed by the lecturer.

EFFECTIVE COMMUNICATION
Immersion Level: Uses communication processes purposefully to make meaning in different disciplinary contexts.

Students should be able to:
EC1.   Translate reactions into balanced chemical equations
EC2.   Translate names of organic compounds into molecular, structural and displayed formulae and vice versa.
EC3.   Use Standard English to write logical and concise essays in General Chemistry topics using chemical jargon
TECHNOLOGICAL EXPERTISE
Immersion Level: Uses technology to gain knowledge of various techniques and demonstrates a sound understanding of thee nature and functioning of technology systems in problem-solving – gathering, organizing and analyzing information.

Student should be able to:
T1.	Plan and conduct laboratory experiments.

3

WEEKLY CLASS SCHEDULE AND TEACHING OBJECTIVES	
Key:	

Competency		
Levels	
K= Knowledge	EC= Effective Communication	E = Entry	
A = Analytical Ability
TE = Technological ability	C= Collaboration	Im = Immersion	
Week	Unit	Content	Specific Objectives and Activities	Competency	Level	
   1, 2,3	Unit 1 – Chemical formulae & composition stoichiometry	q	Review of Chemical formulae, Relative
molecular mass (Mr), Relative atomic mass
(Ar),Formula weights,

q		Moles and molar weights, Avogadro's constant (L),

q	Interconversion of mass, moles and number of atoms or molecules

q	Percent composition and formulas of compounds

q	Derivation of formulas from elemental composition

q	Determination of purity	§ 	Define the mole.

§ 	Calculate the molar mass of any element or compound given its formula.

§ 	Interconvert mass, moles and number of atoms or molecules.

§ 	Calculate percent composition of element in a compound given the chemical formula.

§ 	Determine empirical formula of a compound from mass or mass percentage data.

§ 	Determine molecular formula from the empirical formula and the molar mass.

§ 	Determine percentage purity of sample.

Activities:
· 	Formative Assessment-Worksheet on topic containing exam type questions	K1

A1

K4,A1

A2

A2

K4,A1,A2

A2

K,A	E

Im

Im

Im Im Im Im Im	

4	MIDTERM ASSESSMENT 1- UNITS 1 (10%)	
Week	Unit	Content	Specific Objectives and Activities	Competency	Level	
5,6,7	Unit 2 –
Chemical equation & reaction stoichiometry	q	Moles and Gases

q	Moles and Solutions

q	Concentrations of solutions

q	Dilution of solutions

q	Titrations

q	Calculations based on chemical equations

q	The limiting reactant concept

q	Percent yields from chemical reactions	§ 	Use balanced chemical equations to
calculate the moles and masses of reactants and products involved in each of the reactions.

§ 	Determine which reactant is the limiting reactant in reactions.

§ 	Use the limiting reactant concept in calculations recording chemical equations.

§ 	Compare the amount of substance actually formed in a reaction (actual yield) with the predicted amount (theoretical yield), and determine the percent yield.

§ 	Define gas concentration in terms of molarity.

§ 	Define solution concentration in terms of molarity.

§ 	Explain and perform titrations.

§ 	Carry out titration calculations.

§ 	Calculate concentrations of solutions when they are diluted.

Activities:
· 	Formative Assessment-Worksheet on topic containing exam type questions as well as questions
from the recommended text	K4,A2

A2

A2

A2

K4,K3

K4,K3

K5,A2,A3, EC1,C

A3

A3

K,A	Im

Im

Im

Im

E E Im
Im

Im

Im	

8	MIDTERM ASSESSMENT 2- UNITS 2 (10%)	
Week	Unit	Content	Specific Objectives and Activities	Competency	Level	
9,10	Unit 3 –

Types of chemical reactions	q	Acids, bases and salts

q	Reactions in Aqueous Solutions

ü 	Decomposition reactions
ü 	Displacement reactions
ü 	Neutralization reactions
ü 	Precipitation reactions
ü 	Reversible reactions
ü 	Combination reactions
ü 	Combustion reactions
ü 	Redox reactions

q	Oxidation Numbers

q	Oxidizing and reducing agents	§ 	Define and classify acids (strong,
weak) and bases (strong, weak).

§ 	Describe the general properties and reactions of acids and bases.

§ 	Use pH values to classify substances as acidic or basic.

§ 	Define and classify salts (soluble, insoluble) using the solubility guidelines.

§ 	Describe the methods of preparation of salts based on their solubility.

§ 	Recognize and describe classes of reactions:

i.	decomposition reactions, ii.	displacement reactions
iii.	 neutralization reactions iv.	 precipitation reactions v.	reversible reactions
vi.	combination reactions vii.	combustion reactions
viii.	redox reactions

§ 	Assign oxidation numbers to elements when they are free, in compounds, or as ions.

§ 	Use oxidation numbers to identify which species are oxidized, reduced, oxidizing agents, and reducing agents.	K6

K6

A4

K6

K6

K7,K8

K8,A5,A6

K8,A5,A6	Im

Im Im Im

Im

Im

Im

Im	

			Activities:
· 	Groupwork- Guided research on topic from textbook using research questions supplied by the lecturer e.g. “The Breathalyzer test is an important redox reaction. Discuss.

· 	Formative Assessment-Worksheet on topic containing exam type questions as well as questions
from the recommended text	K,C,EC

A, EC	Im

E	
Week	Unit	Content	Specific Objectives and Activities	Competency	Level	
11,12	Unit 4 –

Organic chemistry	q	Organic definitions

q	Formulae for organic compounds

q	Naming organic compounds

q	Structural isomerism

q	Saturated and unsaturated hydrocarbons	§ 	Define organic chemistry,
hydrocarbons, unsaturated hydrocarbon, functional groups, homologous series.

§ 	Distinguish between molecular, structural and displayed formulae for organic compounds.

§ 	Draw and name alkanes, alkenes, alcohols and carboxylic acids from C1 to C10.

§ 	Define and draw structural isomers for organic compounds from C1 to C10.

Activities:
· 	Formative Assessment-Worksheet on topic containing exam type questions as well as questions
from the recommended text	K3

A7

K9,K10,A7

K11, A7

K, A	E

Im

Im

Im

Im	

Week	Unit	Content	Specific Objectives and Activities	Competency	Level	
13	Unit 5 –

Applications of chemistry

Options:
Chemistry and the environment

Chemistry and industry

Chemistry and gardening

Chemistry and cooking	PROJECT PRESENTATION (10%)

q	Key terms

q	Relevant concepts

q	Reactions

q	Examples

Comment: Lecturers are required to choose  ONE
application for discussion in a particular semester.	§ 	Define important terms

§ 	Discuss relevant concepts

§ 	Write and describe chemical reactions

§ 	Use appropriate examples

Activities:
· 	Group work - Project presentation- Guided research on topic	K

K,A A

A K,A,C,EC	E

Im

Im

Im

Im	
  14	
MIDTERM ASSESSMENT 3 - UNITS 3 – 5 (10%)	
 15	
REVIEW	
 16	
FINAL EXAM (40%)	
8

For this course, the following grading scheme will be used:

Grading system used in Natural Science Department	
Mark Range	Definitions	Grade	GPA	
90 – 100	Excellent	A	4.0	
85 - 89	Very good	B+	3.5	
80 - 84	Good	B	3.0	
75 – 79	Satisfactory	C+	2.5	
70 - 74	Average	C	2.0	
65 - 69	Below average	D+	1.5	
60 - 64	Minimum passing grade	D	1.0	
0 - 59	Fail	F	0.0	

The mark allocation for this course will be broken down as follows:

Mark Allocation system used for Introduction to Concepts in Chemistry II

3 In-course exams at 10% each	30 % See Appendix I for Tables of Specification
Project	20 % See Appendix II for Rubric
Laboratory performance and Reporting	             10%
Lab reports (10%)
Final Examination	40 % See Appendix I for Table of Specification

STATEMENT ON ACADEMIC DISHONESTY

Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the College’s educational mission and the student’s personal and intellectual growth. COSTATT students are expected to bear individual responsibility for their work and to uphold the ideal of academic Integrity. Any Student who attempts to compromise the academic process will be sanctioned.”
– COSTAATT Academic, Integrity and Honesty Policies and Procedures Handbook.

A Quick Note on Citation

Plagiarism is the representation of someone else’s ideas or words as one’s own.   It is a serious academic
offence that includes:
- Presenting another person’s paper or ideas as original, submitting borrowed, purchased, ghost-written papers and documents downloaded from internet sites.
- Extensive paraphrasing
- Flagrant failure to properly cite sources.  This includes uncited ideas, quotations and/ or words.
Students are expected to implement the methods taught in COMM117, COMM118 and LIBS130and should
be cognizant of the fact that credit will not be given for work found to be plagiarized. Repeated incidents of plagiarism will result in a failing grade and/or academic sanction.

COSTAATT requires students to adhere to the APA (American Psychology Association) citation standards that require in text citation and a reference list. Details of these requirements are as follows:

·	In text citation (Quotes/Paraphrasing)
o Direct quotation
§	Use quotation marks and include page numbers (when quoting books, journals and
periodicals) or paragraph number (para. when quoting online sources.
§	A quotation of 40 or more words should be formatted as a freestanding, indented block of text without quotation marks.
o Indirect quotation/paraphrasing
o Citations from a secondary source
·	References list
§	At the end of an assignment, the full bibliographic information for each source cited in text should be provided. Do not use footnotes
§	References must be listed in alphabetical order by author and should use the hanging indent format.
o Books / Reports / DVDs
§	Each reference should include four elements:
·	Author/Editor/Producer
·	Date
·	Title
·	Publication Information
·	Periodicals  -Serials  or  periodicals  are  resources  published  on  a  regular  basis,  such  as  journals, magazines and newspapers. The elements to be included are:
·	Author(s)
·	Date
·	Title of article

11

·	Title of Periodical
·	Volume, Issue and Page numbers
·	Webpages (unpublished and informally published work) Reference to web page should include the following elements :
·	Author
·	Date
·	Title
·	Retrieval statement (URL)

ESSENTIAL SUPPLIES

·	Text books – students should walk with their text books to class and to labs.

TEXTBOOKS:

RECOMMENDED TEXT:
Longman Chemistry for CSEC- 2nd edition by Jim Clark and Ray Oliver
Pearson Education Limited 2008
ISBN-978-1-4058-8521-8

REFERENCE TEXTS:
1.	Chemistry Explained –A CSEC Course by Joanne Nazir

2.	Chemistry in Context
by Graham C. Hill, John Stranger Holman

AUDIO-VISUAL RESOURCES:
Multimedia  Projector,  Laptop  with  Microsoft  Office  Word,  PowerPoint,  Excel,  Multimedia
Player DVD drive, USB ports and Speakers, Molecular Modeling Kits.

COURSE COORDINATOR:
Shireen Seenarine
Lecturer
COSTAATT
Email:  SSeenarine@costaatt.edu.tt

DEPARTMENT CHAIR:
Ms. Delamae Wilson
Chair: Natural & Life Sciences Department
COSTAATT
Email:  DWilson@costaatt.edu.tt

Appendix I- Tables of Specification for CHEM092 Midterms and Final Examinations

Table of Specification for CHEM092 Midterm I- 10%

Item type	Competency tested	Level	Percentage Weighting	
MCQ/ T&F/Matching	Knowledge	E	20%	

Short answer/ data analysis	Knowledge	Im	10%	
	Analytical Ability	Im	70%	

Table of Specification for CHEM092 Midterm II- 10%

Item type	
Competency tested	
Level	
Percentage Weighting	

MCQ/ T&F/Matching	
Knowledge	
E	
20%	

Short answer/ data analysis	
Knowledge	
E	
40%	
	
Analytical Ability	
Im	
20%	

Essay	
Analytical Ability	
Im	
10%	
	
Effective Communication	
Im	
10%	

Table of Specification for CHEM092 Midterm III- 10%

Item type	
Competency tested	
Level	
Percentage Weighting	

MCQ/ T&F/Matching	
Knowledge	
E	
20%	

Short answer/ data analysis	
Knowledge	
E	
30%	
	
Analytical Ability	
Im	
30%	

Essay	
Analytical Ability	
Im	
10%	
	
Effective Communication	
Im	
10%	

Table of Specification for CHEM092 Final Examination- 40%

Section	Marks	
Item Type	
Competency	Level	
% Weighting	

A	

40	

MCQ, T/F, Diagram labelling, Matching, Short Answer	

Knowledge	

E	

30	

B	

40	

MCQ, T/F, Diagram labelling, Matching, Short Answer	

Analysis	

Im	

40	

C	
10	
Essay	
Analysis	
Im	
10	

D	

10	
Diagram labelling, short answer, matching	

Technical Expertise	

E	

10	

Appendix II- Rubric for Projects

Project Description:

The project for CHEM092 may differ by semester in terms of topic and type as directed by the lecturer. The following rubric, however, should be used to guide grading in each instance.

Rubric for CHEM092 Project- 20%

COMPETENCY	PERFORMANCE RANKING	
	EXCELLENT
(8-10)	AVERAGE
(5-7)	POOR
(0-4)	

KNOWLEDGE (25%)	Students show clear
evidence of having read extensively on the project topic by the incorporation of as many accurate facts as appropriate.	
Students show evidence of having done some reading on the project topic by the incorporation of few accurate facts.	
Students show little evidence of having read extensively on the project topic. Accurate facts are not included.	

ANALYTICAL ABILITY (35%)	
Students include relevant information on the topic in their project. They draw logical and justified conclusions as directed.	Students include some
relevant information on the topic in their project.
They draw logical conclusions as directed, with little justification.	
Students include little relevant information on the topic in their project. They draw illogical or unjustified conclusions.	
COLLABORATION	All group members are	Most group members are	Few group members are	

14
CHEM092: Introduction to Concepts in Chemistry II

(20%)	involved in the process of
completing the project.
The assignment is submitted on or before the deadline.	involved in the process of
completing the project.
The assignment is submitted on or before the deadline.	involved in the process of
completing the project. The assignment is not submitted on or before the deadline.	

EFFECTIVE COMMUNICATION (20%)	The main point of the
project is clearly brought out in the presentation. The project conforms to the guidelines given in the instructions.	
The main point of the project is unclear. The project conforms to the guidelines given in the instructions.	
The main point of the project is very vague. The project does not conform to the guidelines given in the instructions.