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CHEM3041
ANALYTICAL CHEMISTRY
SESSION 1, 2009
Year of Delivery Course Code Course Name Academic Unit Level of Course Units of Credit Session(s) Offered Prerequisite Hours per Week Number of Weeks Commencement Date
2009 CHEM3041 ANALYTICAL CHEMISTRY SCHOOL OF CHEMISTRY RD 3 6 UOC S1 CHEM2041 2 X LECTURE + 4 X LABORATORY 12 10 March 2009
HPW
2
Time
10 11 am 3 - 4 pm
Day
Tuesday Wednesday Friday Friday
Location
Chem Sci M11 ABS 232 Chem Sci 162 Chem Sci 162
4 9 1 am 2 6 pm
6 None
Dr N Kumar
Dr Pall Thordarson Tutors & Demonstrators Technical & Laboratory Staff Other Support Staff Dr J Brophy Ms B Litvak Mr B Ward
3. Course Details
Course Description (Handbook Entry)
2
Description of the course from UNSW Handbook This course builds on students existing background in analytical chemistry to develop both theory and practice relating to the latest analytical techniques used in industry and research. The course covers method development, method validation and measurement uncertainty; theory, operation, instrumentation and applications for the major techniques in instrumental analysis, including separation techniques, mass spectrometry, hyphenated chromatography-mass spectrometry techniques, elemental atomic spectroscopy and mass spectrometry. There is a strong emphasis on practical experience.
Course Aims
The course covers the major instrumental techniques of analytical chemistry, from a theoretical and experimental viewpoint. Applications to problems in biological, medical, industrial and environmental fields will be discussed. Students will gain hands-on experience in all major techniques covered in the course. At the end of this course you should be able to describe the major techniques of instrumental analysis, their capabilities and limitations. You should be able to compare different instrumental techniques in terms of their analytical performance, sample introduction methods and susceptibility to interferences. Given an analytical problem, you should be able to propose solutions, including appropriate techniques and be able to evaluate their suitability for the particular problem. You will be able to define the term quality as it applies to analytical chemistry; give examples of good and bad analytical results and their impact on society; state the seven principles of valid analytical measurement; describe the international (SI) measurement system and identify national and international bodies that are concerned with quality. You will also be able to explain why an analytical method must be validated before use; state the difference between validation and verification; describe how a method validation program is set up; state the eight parameters that should be investigated in a method validation program. At the end of the laboratory program, you should have an understanding of the types of instrumentation used in the major instrumental analytical techniques covered in the course. You should be capable of setting up a routine method, carrying out calibrations and analyses, determining analytical figures of merit (such as detection limit, precision and dynamic range) and evaluating potential interferences and matrix effects.
Activities / Assessment
1. 2.
3. 4. 5. 6.
Research, inquiry and analytical thinking abilities Capability and motivation for intellectual development Ethical, social and professional understanding Communication Teamwork, collaborative and management skills Information literacy
3 3
Laboratory course. Extension experiments. / QA assignment/ Assessment of practical reports. Lectures and applied problems discussed in class. / Exam.
2 2 3 1
Throughout course. /Exam Write up of practicals. / QA assignment/ Assessment of practical reports. Laboratory course. / Assessment of practical reports.
Laboratory pre-lab questions / Mark for pre-lab/ QA assignment Other attributes Professional accreditation attributes
2 3 4
None
RACI membership of professional body See http://www.raci.org.au/
UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2006/index.html Learning and Teaching Unit: http://www.ltu.unsw.edu.au Learning and Teaching Unit Learning Outcomes: http://www.ltu.unsw.edu.au/ref4-2-1_outcomes.cfm 5 Faculty of Science Science Graduate Attributes: http://www.science.unsw.edu.au/guide/slatig/sciga.html
[ ] Introduction to material [x] Emphasised and taught in depth [ ] Reinforced and additional expertise [ ] Competencies applied Quality assurance in the analytical laboratory. Quality control methods; method validation.
High-performance liquid chromatography (HPLC), instrumentation required, separation techniques, detectors used, and applications. Solid-phase extraction. Ion analysis; ion chromatography and capillary electrophoresis. Flame and electrothermal atomic absorption spectroscopy, cold vapour mercury and hydride generation techniques, inductively-coupled plasma atomic emission spectrometry (ICP-AES). Introduction to elemental mass spectrometry; ICP Mass Spectrometry. Mainstream analytical mass spectrometric principles and methods: Introduction to mass spectrometry; Instrumentation; Mass Spectrometry with volatile compounds GC/MS; Mass spectrometry with involatile compounds including biomolecules LC/MS and MALDI; Quantitative mass spectrometry, Tandem mass spectrometry (MS/MS)
The course is a mainstream chemistry course that integrates with other level three course and with the honours year.
5. Course Schedule
Week Week 1 Lectures (day), Topics & Lecturers Tuesday, Wednesday Mass Spectrometry Tuesday, Wednesday Mass Spectrometry Tuesday, Wednesday Mass Spectrometry Tuesday, Wednesday Chromatography Dr Kumar Tuesday, Wednesday Chromatography Dr Kumar Tuesday, Wednesday Chromatography Dr Kumar Tuesday, Wednesday Chromatography Dr Kumar Tuesday, Wednesday Elemental analysis A/Prof Moran Tuesday, Wednesday Elemental analysis A/Prof Moran Tuesday, Wednesday Quality Assurance Prof Hibbert Tuesday, Wednesday Quality Assurance Prof Hibbert Tuesday, Wednesday Quality Assurance Prof Hibbert
Some of this information is available on the Virtual Handbook and the UNSW Timetable .
Practical (day), Topics & Lecturers Data Analysis practical Gibson Computer laboratory. Dalton Ground Floor See roster (WebCT) Data Analysis report due Assignment and Submission dates (see also 'Assessment Tasks & Feedback')
Week 2
Week 3 Week 4 Week 5 Week 6 * Week 7 Week 8 Week 9 Week 10 Week 11 Week 12
See roster See roster See roster See roster See roster See roster See roster See roster See roster See roster Last date for practical submissions Practical reports due no more than two weeks after the experiment is done. Marked reports will be returned within two weeks of submission
*NB: As stated in the UNSW Assessment Policy: one or more tasks should be set, submitted, marked and returned to students by the mid-point of a course, or no later than the end of Week 6 of a 12-week session'
7 8
50
See below for detailed marking scheme Answers to questions given correctly. Discussion shows knowledge and understanding of the course.
Report assessor
50
This marking scheme will apply to the nine practical exercises you will be required to attempt (including the initial data analysis). The total mark for all practicals contributes 50% to the overall mark for the course. Compound Possible marks Total Pre-laboratory exercise Late submissions: One day late = subtract up to 5 marks. Zero for this section if handed in after 5 pm. 10 = all questions attempted in a reasonable manner, with less than 25% of answers wrong 7 = 50-74% answers correct 5 = 21-49% answers correct 3 = less than 20% answers correct but > 50% attempted 2 = less than 20% correct and 15-50% attempted. 1 = less than 15% attempted and more than 5% correct 0 = less than 5% Total for Pre-laboratory exercise 10
Flowchart Late submissions: If handed in at beginning of class = up to 3 marks. Zero for this section if not handed in 15 min after start of laboratory class. 5 = Satisfactory (no additions required) 3 = Requires some additions 1 = Unsatisfactory flowchart submitted 0 = No flowchart submitted Total for flowchart 5
Risk assessment Late submissions: If handed in at beginning of class = up to 3 marks. Zero for this section if not handed in 15 min after start of laboratory class. 5 = Satisfactory (no additions required) 3 = Requires some additions 1 = Unsatisfactory risk assessment submitted 0 = No risk assessment submitted Total for risk assessment 5
Report Due 1 pm on Friday 2 weeks after experiment is performed. For each day after that up to 10 marks (10% of total) will be subtracted (weekend days excluded)
10 = high quality layout, all sections included, laid out in a clear and
logical fashion 6-9 = Good layout that follows reasonably well the standard format with a clear flow of sections and only some minor flaws in formatting and the like 2-5 = Average layout, doesnt follow and/or skips the standard format and/or major formatting mistakes that make the report difficult to read 0-1 Poor quality layout of a report that makes it really hard to read Total for overall layout Section 1 Executive summary 15 = All key element of a good concise executive summary included, neatly formatted and without any errors 11-14 = Good executive summary with only 1-3 minor flaws (spelling, grammar, layout and the like). All key results included. 6-10 = Satisfactory executive summary but either a number of minor flaws and/or some of the key results missing or poorly presented. 1-5 = Poor executive summary, major flaws, mistakes and/or a number of results omitted. 0 = Executive summary missing or contains no valuable information (e.g., just the heading) Total for executive summary 15 10
15 = Short quality introduction and methodology. It should give a brief description of the technique and methods used, the sample(s) analysed, how the unknown was determined (e.g., from a calibration curve) and
the method(s) to determine uncertainties. 10-14 = Good introduction with only some minor flaws such as being a bit long or not covering well one of the key components of an introduction and methodology section 4-9 = Average introduction, either too long or too short and/or containing a number of important omission and flaws 1-3 = Unsatisfactory introduction and methodology that lacks most of the content expected from a good introduction and methodology 0 = Introduction and methodology missing or contains no valuable information (e.g. just the headings). Total for introduction and methodology 15
27-30 = High quality results and discussion: all the results are clearly reported, reasonably within the expected values, uncertainties included and correctly calculated, uncertainty determination well explained/demonstrated with an example, significant figures correct, easy to follow how results have been obtained from raw data (e.g., by graphs and the attached excel file). Discussion brief but demonstrates insight into the quality of results obtained, what could be improved, what may increased the uncertainty. Only at most 1-3 minor errors (e.g. typos) 20-26 = Good quality results and discussion that contains most of the above sections expected but with 1-2 significant deficiencies such as flaws in uncertainty calculations, significant figures mistakes, values out of range (e.g. due to a factor of 1000 error) and/or discussion that lacks
insight 11-19 = Average Results and discussion that includes the key components but has a number of significant mistakes, results out of range or omissions. 1-9 = Poor quality Results and discussion section with significant sections completely missing and/or incorrect, e.g. not showing any uncertainties, no discussion, not including an excel spreadsheet. 0 = Missing results and discussion or no information included (e.g., just the headings. Total for Results and discussion 30
Questions Each experiment has at least two questions. All questions have the same weight.
10 = All questions answered correctly and concisely, demonstrating full understanding of the topic(s) covered. 5-9 = At least half of the questions answered correctly 1-4 = Less than half of the questions answered correctly 0 = No correct answers provided to the questions give
10
Grand total
!
100
See WebCT site 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 162 Gibson Computer laboratory Ground floor, Dalton Building
The practical component of the course has been reviewed, particularly the manual, write up, and marking schemes. As a result of student feedback a more detailed marking scheme for each practical has been devised (see section 6) As a result of student feedback we agreed to implement the following The laboratory manual will be completely re-written. Re-write experiments with clearer focus on what we want you to do. Providing template for write up Try and coordinate marking schemes (make staff produce a marking scheme) Make what marks are given for results clearer. Re-write statistics appendix and make it apply to all experiments. First laboratory period to be a workshop on errors and uncertainty. Using Excel show how to calculate measurement uncertainty for selected experiments with previous years data. Make some practicals 3 hours with tutorial preceding. We will drop the Flame-AAS and IR in favour of the data analysis workshop and a ESI-MS experiment. We like the idea of prelabs and will bring them into WebCT to be completed before the laboratory on line. They will attract some marks. All laboratories in chemistry will have to do Risk assessments. Again these might be completed and checked on line.
CATEI
2008
none none
Assignment Submissions
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 convener prior to, or at the commencement of, their course, or with the Equity Officer (Disability) in the Equity and Diversity Unit (9385 4734 or www.equity.unsw.edu.au/disabil.html). Issues to be discussed may include access to materials, signers or note-takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made. Information on designing courses and course outlines that take into account the needs of students with disabilities can be found at:
www.secretariat.unsw.edu.au/acboardcom/minutes/coe/disabilityguidelines.pdf Grievance Policy
11
School Contact Dr Gavin Edwards Director of Teaching g.edwards@unsw.edu.au Tel: 9385 4652
Faculty Contact Dr Noel Whitaker Associate Dean (Education) n.whitaker@unsw.edu.au Tel: 9385 7930
10 11
UNSW Occupational Health and Safety: www.riskman.unsw.edu.au/ohs/ohs.shtml UNSW Grievance Policy: http://www.infonet.unsw.edu.au/poldoc/student_grievance_resolution.pdf
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.
The School has also produced a guide for students in chemistry courses, including examples of acceptable and unacceptable conduct, guidelines on avoiding misconduct in laboratory contexts and examples of acceptable referencing procedures for essays and literature reviews. This guide is available at http://www.chem.unsw.edu.au/coursenotes/plagiarism/Plagpolicy.03.pdf and is reproduced where appropriate in course manuals and on course websites.