Download 406 K (English version)

AVU workshop on the development of curricula for teacher-training
Group responsible for the integration of ICTs into the teaching of Chemistry
REPORT
Safari Club Hotel, Nairobi, Kenya,
20 to 24 February 2006
_________________________________________________________________
1
COMPOSITION OF THE CHEMISTRY GROUP
TEAM
•
•
Dr. Abdillahi Omar BOUH, University of Djibouti
Prof. Judith RAZAFIMBELO, Ecole Normale Supérieure, Université
d’Antananarivo
FACILITATOR
Prof. Yvonne RANARIVELO, Université d’Antananarivo
INTRODUCTION
The objective of the workshop was to promote the integration of ICT into the
curriculum for the purpose of improving the performance of learners in science and
mathematics in order to alleviate the shortage of teachers undergoing initial and
continuous training.
1
Approach of the Chemistry Team
Our approach to the task consisted of the following five steps:
•
•
•
•
•
Using as the basis the recommendations of the workshop on the application of
the policies on training and teaching curricula for the eight anglophone
countries in May 2005 and for Djibouti and Madagascar in November 2005.
Specifying the aim of the training programme: the teaching of Chemistry does
not focus on training specialists but rather on the training of Chemistry
teachers in colleges and schools. It must lead to the acquisition of a body of
knowledge and ways of reasoning which will enable them to:
- master the content of the chemistry courses in college and schools and be able
to adapt to possible changes as well as inevitable development concerning
scientific knowledge.
- link chemistry to relevant social practices.
Identify common points and differences in the curricula of the two countries.
Analyse the proposals of the eight anglophone and lusophone countries
Identify the topics with regard to:
- professional degree course with such profile: college teachers
- professional Masters degree with such profile: school teachers
Key Points of the recommendations
 New Educational Technologies entail a change of the knowledge paradigm
that necessitates changing the method in which the progress of teaching is
2
conceived: moving from a transmission method of teaching (expository
teaching model) to a method of knowledge development. It involves
prioritising the learner-centred approach:
 Increasing the number of secondary school teachers and improving
their performance through ICT.
 Integrating ICT tools in the training of Chemistry teachers in order
to improve the quality of teaching and learning in schools.
 In view of the differences between institutional programmes must we adapt
or create?
 Given the the move to the Degree-Master-Doctorate programme for the two
countries, it is possible to consider criteria for defining units, credits,
duration (e.g. semesters), together with its consequences on the
institutionnal transfert, transferability and knowledge of the credit.
2
The scope of chemistry
• Transformation of matter
• Models and modelling,theories, scientific laws and principles to explain and
predict phenomena
• Synthetic products
• Environmental chemistry
• Industrial chemistry
3
Purpose for teaching chemistry in schools
• Identify the purpose of teaching chemistry in schools that can serve as the
criterion for selecting content topics for the training curriculum, a criterion
which takes into account :
-
-
-
-
Knowledge and awareness, about nature of matter, its behaviour
and transformation, basic principles and concepts of chemistry etc
Process skills, including mainly thinking, manipulative, investigative
as well as problem-solving skills applying to chemistry and everyday
life.
Attitudes, values and modes of scientific thought, such as
openmindedness, critical thinking, proof-based research, etc. for
investigating and solving problems.
Personal application, other career and academic prospects,
such as preparing for further education and training for careers and
professions in chemistry and chemistry related subjects.
Knowledge about chemistry in society, in everyday life and how
they impact on people and their environment:
3
o How can they utilise and apply their knowledge of chemistry for the
benefit or detriment of the society?
o How chemistry is embedded in and interrelated with traditional
practices and knowledge systems.
4
What benefits can the teacher get from ODel ?
•
•
•
5
Better knowledge
New instructional methods
Intellectual capacities and experientation techniques.
Common institutional topics in the chemistry course for Djibouti and
Madagascar
•
•
•
•
•
•
6
Analytical chemistry
Inorganic chemistry
Organic chemistry
Physical chemistry
Environmental chemistry
Industrial chemistry
Format of chemistry module
MODULE X
• Subject covered
• Objectives of the module
• Pre-test
• Prerequisite knowledge/entry behaviour
• Entrance test
Unit Xi
• Objectives of the unit
• Structure of the unit
• Teaching and Learning Activities
• For ODel 100% On site: equal distribution of practical work
• For ODel 100% at a distance:propose films, video sequences
and simulations
Modes of evaluation.
Post-test
Aids made available to learners (glossary, webography,
4
bibliography)
7
Title
Teaching Plan
Individual Work
Collective Work
Attend the lesson
Work
Autotests
Personal research
Interaction with the tutor
Discussion with the peers
Carrying out group project
Total Hours
Total Hours
Number of
Hours
TOTAL
ROLE OF THE TUTOR IN MONITORING THE LEARNER
-
Following up, providing learners with the course materials
Giving prompt feedback to the students whenever they submit their
work
Participating in research on resources
Suggesting the progress outline of the work
Managing the synchronised communication
Managing effectively the workplan and…
Ensuring psychologial follow-up of the learner
ROLE OF THE LEARNER
-
8
Attending the course
Carrying out appropriate activities
Mastering the course content
Searching for additional information from the web.
Communicating with the tutors and the peers
Carrying out local activities (QCM, Quiz),
General activities (submitting folders, forum...)
Going through various modes of evaluation
Utilisation of ICT in learning and teaching activities
5
Tools and resources









CD-ROMs
Internet-based : webography
Computer-aided instruction (CAI)
Computer-based assesment (CBA)
Computer-aided experience (CAE)
Multimedia teaching (including video-conferencing)
Utilisation of e-library and data
Tools for virtual plate-form
Recommended textbooks and reference materials : library and
webography …
9 Mode of Assessment
 Formative : auto-tests, continuous assesment, tests, Interaction
between students and teachers, submission of work and/or
assignments (through email and forms)
 Summative : Assesment at the end of 3 to 4 units, at the end of the
semester or at the end of the module




On site practical assesment
Project presentation (PowerPoint)
Spreadsheets
Data Analysis
An average semester will be calculated based on the weight of each component as
follows :



Tests (x 2) per semester – 80 %
Practical Work/Exercises – 15 %
Assignment and Portfolio – 5 %
Quality Assurance Mechanisms:
1) Minimum requirements for the module :
- Proposes content for SCORM norms of the ADL which are now considered as
« stardand » for online course , since it integrates IMS and AICC norms .
SCORM : Sharable Content Objet Reference Model
ADL: Advanced Distributed Learning
AICC: Aviation Industry CBT Committee
IMS: Instructional Modelling System
6
-
Content used for all types of teaching situations (on site, distance,
hybrid), (synchronic, asynchronic, hybrid)
Content in module form
2) Quality Indicators :
- relevance of the teaching/learning programme
- scientific level in relationship to the objectives
- Appropriateness of technological choices to instructional ones
- pedagogic follow-up of the learner
- respect for deadlines agenda in student’s feedback
10
Comparison between proposals of anglophone and francophone
countries
Proposals for Madagascar and Djibouti are in red, italics, bold
General chemistry
Module 1
Introduction to chemistry 1
ATOM STRUCTURE – BONDS AND CHEMICAL
REACTIONS
Analytical chemistry
Organic chemistry
Physical chemistry
Module 2
Introduction to chemistry 2
Module 3
Chemical analysis qualitative and quantitative
Module 4
Method of (Techniques of) separation and spectral
techniques (electroanalysis)
Module 5
Organic chemistry 1
Module 6
Organic chemistry 1
Module 7
Organic chemistry 2
Module 8
Organic chemistry 2
Module 9
Physical chemistry 1
KINETIC CHEMICAL THERMODYNAMICS AND
CHEMISTRY OF SOLUTIONS
Organic Chemistry
Components of Oxygen
Aromatic Compounds and Heterocyclics
Multifunctional compositions of biological
interest
Basic Physical chemistry
7
Inorganic chemistry
Module 10
Physical chemistry 2
Module 11
Inorganic chemistry 1
Module 12
Inorganic chemistry 2
Module 13
Advanced Physical Chemistry
Inorganic chemistry
Environmental chemistry
Industrial chemistry
8
MODULES FOR THE TRAINING OF CHEMISTRY TEACHERS DEVELOPED USING
THE MODULE FORMAT ESTABLISHED:(The proposals of Madagascar and
Djibouti are in red, italics and bold)
MODULE 1
INTRODUCTION TO CHEMISTRY
ATOMIC STRUCTURE – LINKS AND CHEMICAL REACTIONS
Topics covered
•
•
•
•
Matter and measurements
Structure and periodicity of the atom
Molecules and compounds
Chemical reactions
Course objective
This is the first part of a first-year university course in Chemistry which aims at
preparing students wishing to become teachers. It outlines basic concepts and
tools in chemistry which include matter and measurement, the structure of the
atom, molecules and compounds as well as chemical reactions and
Stoichiometry.
Prerequisite Knowledge
All requirements for undergraduate university courses.
Know the terminal Chemistry course S (Madagascar Public Education)
UNITS
Unit I: Matter and Measurement
Instructional Objectives
At the end of this unit the student should be able to :
 Identify and explain the physical and chemical properties, changes and
differentiate between matter and energy.
 Use SI units to carry out scientific calculations and determine uncertainities
and error levels in chemical experiements.
Structure of the unit (see template)
9
Course contents:
- Major differences in Chemistry
- Tools and apparati of measurement
- Change of state
- Chemical transformations
- Law of conservation of mass
Teaching and Learning Activities

Using different measurement devices for matter (including units for
measruing matter) and carry out mathematical operations necessary for
carrying out measurement.
Using different measurement devices of major chemical
differences (concentration g/l or mole/l, volume, mass) and
carrying out mathematical operations for relating this major
chemical differences )




Assessing in group work, the level of sensibility of various instruments and
devices.
Simulation of a selection of errors obtained when measuring.
Observing physical and chemical changes
Applying the law of conservation of mass.
Assessment
• Measuring the level of conceptual understanding and the skills of the
learner using teaching and learning materials on CD-ROMS, Internet, etc.
• Online assesment through the use of true/false questions (this will provide
prompt feedback both to students and teachers on student progress).
• Analysing student responses on important points and the research
objectives.
Unit II: Structure and Periodicity of the Atom
Atom Structure and Periodicity
Instructional Objectives
At the end of this unit the leaner should be able to :
• Differentiate between the various types of atoms and write their electronic
configurations
Know the constituents of the atom
10
• Define atomic mass and number then carry out related calculations
Define the mass number N, the number of charge Z, and the
atomic number A
Know the modern theory of the structure of the atom
Write the electronic configurations
Describe the thought processes involved in the development of the periodic
table
Desribe the processes of developing the periodic table
• Use the periodic table to explain the structure and properties of elements in
groups and periods
Unit Structure (see template)
Course contents:
The modern theory of the structure of the atom
Origin of Quantum Mechanics – Hypothesis of Louis de Broglie –
Schroedinger’s Equation – d’Heisenberg’s Inequality – The
concept of the atomic orbit –
Periodic classification of elements
Mendel Classification – properties of each group – periodic table
Teaching and learning activities
• Familiarising oneself with the basic composition of matter, types of particles
present in various systems
Familiarising oneself with the constituents of the atom
• Visualising the structure of the atom in three dimensions: atomic orbits
• Using computer generated models to visualise the structure of the atoms,
location of the atomic orbits and inter-electron interaction
Using computer-generated models to visualise the structure of
atoms, atomic orbits and electronic clouds
• Studying the development, regularity and trends of the periodic table
• Assessing the learner’s level of understanding and skills using appropriate
teaching and learning materials on CD-ROMS, Internet, etc.
• Online assessment through the use of simple quiz, multiple choice questions,
short responses and questions, and true/false questions (this provides
immediate feedback concerning the student progress to both students and
tutors).
11
• Analysing the student responses concerning important points and research
objectives.
• Assessing level of mastery in the handling of apparati with respect to a defined
level of competence.
• Assessing the ability of students in approriately presenting their results in
tabular or graphic form (Excel, Kaleidograph)
• Assessing the ability of students to present arguments logically in written
reports.
Unit III: Molecules and Bonding Compounds
Bonding and Chemical Compounds
Instructional Objectives
At the end of this unit, the learner should be able to:
• Differentiate between ionic and covalent bonding
• Describe and explain the criteria for determining types of inter-molecular
bonding
• Use IUPAC nomenclature to formulate and write formula for binary compounds
(non organic) inorganic, cations and anions.
• Explain and predict chemical bonding, chemical structure and the shape of
simple molecules and ions. (giant molecules and ions?)
Unit Structure (see template)
Course content:
Atomic orbits – chemical bonding in molecules, ions, complexes–
Covalent bonding –theory of molecular orbits – Ionic bondings
(VSEPR), Van der Waals’ bondings
Teaching and Learning Activities


Visualising the movement of electrons of the atoms using the planetary model
of the atom.
Illustration of Lewis theory.
Making schematic representation of the molecular orbits Representation of

between molecules
Using computer generated models to visualise:

the molecular orbits
 Representation of the formation of different types of bondings
between atoms Making a schematic representation of the types of bonding
12
o
o
o
o
3-dimensional models of molecules
Chemical bondings
Structure
Shapes of simple molecules and ions
Assessment
• Assessing the level of understanding by the learner of concepts, and the skills
of the learners with the aid of teaching and learning materials on CD-ROMS,
Internet, etc.
• Online assesment through the use quick quiz, multiple choice questions, short
answers and true/false questions (this enables both teacher and students to
assess immediately the progress of students).
• Analysing student response on important teaching points and research
objectives.
Unit IV : Chemical and Stoichiometry Reactions
Instructional Objectives
At the end of the unit, the learner should be able to:
• calculate the composition in percentage of each element that constitutes the
mass and derive formulae from experiemental data
Derive chemical formulae
• Balance and interpret chemical equations Comparing and intepreting
chemical statements (chemial equations) in terms of rections and the products
• Define and use the idea of the mole to carry out stoichiometric calculations
involving quantitative relations in chemical reactions.
Unit Structure (see template)
Course content:
Chemical equations
Elementary Analysis
Teaching and Learning Activities
•
•
•
Illustration of different methods of writing balanced equation
Balanced equations of acid-base reaction
Experimental work entailing quantitative determination, in
terms of percentages, of chemical composition and chemical
formula of a component Experiemental work in the quantitave
13
•
determination of the composition and formula in terms of percentage
derived from data.
Multimedia presentation for the demonstration of chemical reactions,
mastery of skills and industrial applications (DVD, Video, etc.).
Assessment
• Assesing the level of conceptual understanding and skills of the learner using
teaching and learning materials on CD-ROMS, Internet, etc.
• Online assessment using quick quiz, multiple choice questions, short answers
and true/false questions (this provides immediate feedback to both students
and teachers on student progress).
• Analysing student response on important points and research objectives.
[Teacher’s Notes]
•
The teacher should take note of intermolecular forces such as hydrogen
bonding and the van de Waals forces.
The size of an atom, molecule or ion is not constant and depends on
various factors such as the level to which the electron cloud in the particle is
deformed through interaction.
To include in Unit 3
MODULE 2 INTRODUCTION TO CHEMISTRY
KINETIC CHEMICAL THERMODYNAMICS AND CHEMISTRY OF
SOLUTIONS
Topics to be Covered
• Chemical reaction rates and equilibrium
• Solutions and their properties
• Energy and chemical reactions
(Introduction to nomenclature in organic chemistry.)
To include module 5
Module Objective
This module is the second part of the basic first year university course in chemistry
focusing on different aspects of the following topics:
Prerequisite Knowledge
14
Entry requirements for undergraduate studies.
Unit I: Chemical reaction rates and equilibrium
At the end of this unit, the student should be able to:
• Write and interpret the rate law given the rate determining step of the
determination step of the reaction (no speed indicator)
• State and explain factors that influence the reaction rates.
• Differentiate between reversible and irreversible reactions
• Use the Le Chatelier’s principle to determine changes in equilibrium
• Calculate equilibrium constants and concentrations
Unit Structure (see template)
Course content:
Order and molecularity –chemical reaction rates ; Kinetics of order 0, 1 and
2 ;graphic determination of the order of reaction; Activation energy.
Law of the Action of Mass. Constants of equilibrium.
Dissociation coefficient
Establishment of the state of equilibrium from the reaction rates.
Law of Displacement of Equilibrium
Teaching and Learning Activities
•
•
•
•
Carrying out on site practical work and simulated experiements
Carrying out simulated experiments to illustrate collision theory
Solving practical problems on the rate laws and chemical equilibrium constants
Using molecular display and animation to visualise reaction rate and chemical
equilibrium changes
ASSESSMENT
• Assessing the learner’s level of understanding of concepts and skills using
•
•
•
•
appropriate teaching and learning materials on CD-ROMS, Internet, etc.
Online assessment through the use of quick quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
Analysing student response on important points and research objectives.
Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
Carrying out online assessment on simulated experiements.
Unit II: Solutions and their properties
15
Instructional objectives
At the end of the unit, the students should be able to:
• Differentiate between different solution terminologies such as saturated and
hypersaturated solutions
• Explain factors influencing solubility and rate of solution
• Explain the colligative properties ( ??) of solutions (and assess related
problems
• Differentiate between units of concentartion and use them in appropriate
calculations.) To remove
Unit Structure (see template)
Course Content :
Precipitation equilibrium – soluble products.
Acid-base equilibrium: determination and calculation of pH of aqueous
solution – neutralising solutions – graph of neutralisation.
Oxydoreduction equilibrium; recall of definitions – electrochemical reaction:
Daniel’s cell description – function in the generation of current –Nersnt’s
equation- Spontaneous evolution of a cell
Reaction of complexation – stability of complexes – compounds of
coordination
Teaching and Learning Activities
•
•
Organising practical activites involving demonstrating and simulating
different types of solutions as well as factors affecting solubility and
dissolution rates.
Carrying out the experiements illustrating colligative properties.
•
Solving practically problems online.
Assessment
• Assessing the learner’s level of understanding of concepts and skills using
appropriate teaching and learning materials on CD-ROMS, Internet, etc.
Unit III: Energy and Chemical Reactions
Instructional Objectives
At the end of the unit the student shoudl be able to:
16
• Differentiate between exothermic and endothermic reactions and draw their
reaction profiles.
• Carry out stoichiometric calculations involving heat changes.
• Explain the concept of enthalpy and carry out calculations using it.
• Predict both qualitatively and quantitatively the sponteneity of chemical
reactions based on enthalpy, entropy and Gibbs free energy
• Do practical calculations involving energy changes during chemical
reactions Carry out calculation using various sources of energy generated from
chemical reactions.
Unit Structure (see template)
Course content:
The first thermodynamic principle: Statement, properties of U.
Application of 1st principle to chemistry: heat of reaction (enthalpy, bonding energy, sound
energy, reticular energy)
The second thermodynamic principle: Statement, entropic properties, entropic changes during
chemical reaction, free enthalpic changes, occurance of chemical changes
Chemical equilibrium : establishing a state of equllibrium from a free state of ethalpic variation.
Teaching and learning activities
•
•
•
•
•
•
Applying the first and second law of thermodynamics.
Using chemical datebases to carry out calculations related to Hess’s Law
Using compuetr animation to illustrate entropy.
Graphical animation of reaction profiles.
Solving (practically) problems online.
On site practical work, for example, through the calometry.
Assessment
• Assessing the level of conceptual understanding of heat changes in reaction
with relationship to exothermic and endothermic reactions as well as the
ability of students to do stoichiometric calculations involving heat using
appropriate learning materials eg. CD-ROMs, Internet, etc.
• Online assessment through the use of quick quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
17
Unit IV: Introduction to Organic Chemistry= MODULE 5
Instructional Objectives
At the end of the unit ther student should be able to:
• Classify types of organic compounds based on functional groups on the basis of
functional groups.
• Identify the different categories of organic compounds using IUPAC
nomenclature.
• Write structural formulae and isomers
• Relate properties and reactions of organic compounds to different functional
groups.
Unit Structure (see template)
Teaching and Learning Activities
• Identifying saturated and unsaturated hydrocarbons, their naming in accordance
with IUPAC, their properties and structures.
• Using the ICT to visualise bonding – sigma and pi bonds – hybrid orbitals, shape
of the molecules.
• Using software tools to draw organic molecular structures.
• Using computer models to illustrate isomerism and 3-D structures of molecules.
• Organising practical activities using different models to illustrate bonding.
• Organising different practical and simulated activities on site to illustrate the
different properties of functional groups.
Assesment
• Assessing the level of conceptual understanding in differentiating between
various types of organic compounds and the basic principles of the system on
nomenclature used to write correctly the names and formulae using appropriate
teaching and learning materials on CD-ROMs, Internet, etc.
• Online assessment through the use of quick quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment on simulated experiements.
18
MODULE 3 – QUALITATIVE AND QUANTITATIVE CHEMICAL ANALYSIS
Topics covered
•
•
•
•
Sampling and statistical analysis of data
Acid-base and precipitation equilibrium in aqueous solutions
Redox reactions and titrations
Multi-ion equilibrium and titrations
Objective of the Module
This module is intended to introduce students to the basic concepts and skills of
classical methods of chemical and data analysis.
Prerequisite Knowledge
Modules 1 and 2
Unit I: Sampling and statistical analysis of data
Instructional Objectives
At the end of this unit the student should be able to :
• Sample using a variety of sampling methods applicable to different sample
types.
• Conduct experiments, analyse, interpret and present data.
Unit Structure (see template)
Course content
Teaching and Learning Activities





Carrying out field work to collect samples
Using statistical packages and other relevant softwares to analyse given
analytical data. ( SPSS – Kaleidograph - Excel)
Practically solving problems online.
Demonstrating sampling using a video-link and on video/CD/DVD.
Familiarising students with the various sampling instruments.
Assessment
19
• Assessing the level of conceptual understanding in differentiating between
•
•
•
•
various types of organic compounds and the basic principles of the system of
nomenclature used to write correctly the names and formulae.
Using in this case, appropriate teaching and learning materials such as CD
ROMs, Internet etc.
Online assessment through the use of quick quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
Carrying out online assessment on simulated experiences.
UNIT II:
Acid-base and precipitation equilibrium in aqueous solutions
Acid-base reaction precipitation reaction
Instructional Objectives
At the end of the unit the student should be able to:
• Define acids and bases and carry out equilibrium calculations
• (Differentiate between strong and weak acids/bases based on acid-base
theories) Force of acids and bases
• Conduct acid-base titration experiments.
• Analyse, interpret and present data.
Prerequisite knowledge :Unité II du module 2
Unit Structure (see template)
Course Content:
Acid-base reaction and neutralisation ; Acid-base Ratio ; Point of
Equivalence ; Bases, Salts ; Titrated solutions, neutralising solutions; choice
of coloured indicators
Teaching and Learning Activities




Carrying out titrations and their calculations.
Hands-on experiments involving titrations.
Practically solving problems online.
Demonstrating titrations using a video-link and on video/CD/DVD.
Assessment
20
• Developing and assessing the level of understanding and skills through
interaction with appropriate teaching and learning materials on CD-ROMs,
Internet, etc.
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor.
• Analysing student response on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment on simulated experiences.
• Assessing the learner’s level of understanding of concepts and skills using
appropriate teaching and learning materials on CD-ROMS, Internet, etc.
• Online assessment through the use of quick quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment on simulated experiences.
Unit III -
Redox Reactions and Titration
Instructional Objectives
At the end of the unit, the student should be able to:
•
Write balanced ionic equations balance the reactions of the redox
•
Define redox reactions and carry out related experiments and calculations Carry
reactions
out the redox experiements
Unit Structure (see template)
Prerequisite Knowledge: Unit II of module 2
Course content:
Recall On : redox equillibrium ; Definition of oxydant,
Teaching and Learning Activities




Carrying out simulated redox titrations and their calculations
Conducting hands-on experiments involving redox titrations
Direct ratio – return ratio
Solving problems online.
21


Visualising the demonstration of redox titrations through video-link.
Recording/ viewing experiments demonstrated on video/CD/DVD.
Assessment
• Developing and assessing the level of understanding and skills through
interaction with appropriate teaching and learning materials on CD-ROMs,
Internet, etc.
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor.
• Analysing student response on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment on simulated experiences.
Unit IV: Multi-ion equilibrium and titrations
Equilibrium and Complexometric Titration
Instructional objectives
At the end of the unit, the student should be able to:
•
•
Explain complex ion formation
Conduct complexometric titrations and carry out related calculations
Prerequisite knowledge: Unit II of module 2
Unit Structure (see template)
Course content:
Complexometrics ; stability of complexes ; reaction of complexation ;
components of coordination
Teaching and learning Activities




Carrying out simulated complexometric titrations and their calculations
Conducting out hands-on experiments involving complexometric titrations
Solving problems online.
Visualising the demonstration of complexometric titrations through videolink and on video/CD/DVD.
Assessment
22
• Assessing the learner’s level of understanding of concepts and skills using
appropriate teaching and learning materials on CD-ROMS, Internet, etc.
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor.
• Analysing student response on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
MODULE 4 SEPARATION, ELECTROANALYTICAL AND SPECTROSCOPIC
TECHNIQUES
Topics covered
•
•
•
•
Separation techniques
Electroanalytical techniques
Atomic spectroscopic techniques
Molecular spectroscopic techniques
(Prerequisite knowledge)
Modules 1 and 2
Objectives of the module
Introduce students to qualitative and quantitative concepts of analysis, extraction and
separation techniques. The module also introduces them to electroanalytical,
spectrophotometric and spectrometric analytical techniques.
Unit I: (Techniques) Methods of separation
Instructional Objectives
At the end of the unit the student should be able to :
•
•
•
•
•
Describe and demonstrate principles of division
Calculate and explain division constants
Explain the concepts underlying repeated extraction processes
Explain the principles and apply the chromatographic techniques
Calculate column efficiencies and other related parameters
Unit Structure (see template)
Course contents :
23
Separation by phase – Division through change of state– Extraction by
solvent - extraction by a solid – counter-current division- chromatographical
methods
Teaching and learning Activities
• Demonstrate (video/CD/DVD of column separation), simulate (animation of
solvent extractions) and model various processes
• Simulated instrument operations and trouble shooting
Assessment
• Assessing te level of understanding and skills through interaction with
appropriate teaching and learning materials such as CD-ROMs, Internet, etc
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor.
• Analysing student response concerning important points and research
objectives.
UNIT II: Electroanalytic Techniques
Instructional Objectives
At the end of this unit, the student should be able to :
• Explain the principles underlying conductometric, potentiometric and voltametric
techniques an amperometrics
• Apply the principles of electroanalytical techniques
• Measure cell potentials and calculate equilibrium constants
• Differentiate between reference electrodes and microelectrodes
• Distinguish the different polarographic and modes of operation
Unit Structure (see Template)
Course content :
amperometric
Conductometric
–
potentiometric
–
voltametric
Teaching and Learning Activities
•
Learning (teaching) theories and principles underlying the different
electroanalytical techniques
•
Visualising (carrying out) onsite and online demonstration on the utilisation
of the different electro-analytical techniques
•
Simulated instrument operation and trouble shooting
•
Problem solving online (practice online problem-solving techniques.)
24
-
Assessment
• Assessing the level of understanding and skills through interaction with
appropriate teaching and learning materials on CD-ROMs and Internet
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor
• Analysing student response concerning important points and research
objectives.
• Evaluation of hands-on experimental skills acquired during training andth level
of conceptual understanding.
• Carrying out online assessment of simulated experiences.
Unit III : Atomic Spectroscopic techniques
Instructional objectives
At the end of the unit, the student should be able to :
• Distinguish between basic principles operating in spectroscopic absorption and
spectroscopic emissions.
• Interpret the spectra of absorption and emission (from the analysis of absorption
and those from the analysis of emission)
• Apply absorption and emission measurements for both qualitative and quantitative
analysis
• Identify and describe the function and application of the various components of a
spectrophotometer
• Describe a spectrophotometer.
Unit Structure (see template)
Course content: Spectroscopic absorption – spectroscopic emission –
spectrophotometer
Teaching and Learning Activities
•
•
•
Analysing and interpreting the various atomic spectra.
Simulating instrument operation and trouble shooting.
Solving problems online.
Assessment
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor.
• Analysing student response on important points and research objectives.
25
• Assessing experimental techniques acquired during training and the level of
understanding of the application and interpretation of the spectra.
• Carrying out online assessment on simulated experiences.
UNIT IV: Molecular Spectroscopy
Instructional Objectives
At the end of the unit, the student should be able to:
• Acquire basic concepts associated with : IR, UV / Vis , RMN , SM (Distinguish
between the basic principles of IR, UV/VIS, NMR and MS)
• Interpret the IR, UV/VIS, RMN, and SM specters.
• Master the sample-handling procedures used in the different techniques of
molecular spectroscopy
• (Explain concepts associated with NMR (chemical shifts, peak spliting)) to be
removed
Unit Structure
Course Content: Basic Principles of : IR, UV/Vis, RMN, SM
Teaching and Learning Activities
• Analysing and interpreting the various molecular spectra
• Simulating instrument operation and trouble shooting
• Solving problems and interpreting of spectra online and using specific software (eg
WINNMR)
ASSESSMENT
• Assessing the level of understanding and mastery of practical skills through the
use of appropriate teaching and learning materials on CD-ROMs and Internet
• Analysing and interpreting simulated spectra and/or printed
• Assessing simulated experiences online
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor
• Analysing student response concerning important points and research
objectives.
26
MODULE 5 - ORGANIC CHEMISTRY I ORGANIC CHEMISTRY
Topics Covered
•
•
•
 Organic chemistry
Hydrocarbons
Alcohol and Ethers
Aldehydes and Ketones
General Objective
At the end of this unit, the student should be able to :
- acquire the basic vocabulary and major theories of modern organic
chemistry.
Prerequisite Knowledge :
- Terminal Course S
- Module1
UNIT I : Basic organic chemistry
Objectives :
At the end of this unit the student should be able to :
• Classify different types of organic compounds on the basis of their
funtional groups
• Identify different categories of organic compounds with the aid of the
IUCPA nomenclature
• Write the isomeric formulae
• Associate properties and reactions of organic compounds with
different functional groups.
• Interpret reactions from reaction mechanisms
Unit Structure (see template)
Course content: Structure of organic molecules ; Chemical Nomenclature ;
Electronic Aspects electronic; Reaction Mechanisms
Stereochemistry - Isomery
27
Teaching and Learning Activities
• Using ICT to visualise bonding – sigma and pi –, hybrid orbits, the shape of
molecules
• Using software to describe the structure of organic molecules
• Illustrating the structure of isomery and the structure of molecules in 3-D using
computers
• Organising practicals with the aid of different models to illustrate bonding.
• Organising fieldwork and simulations to illustrate different properties of
functional groups.
Assessment
• Assesing the level of mastery of concepts of differentiation of various typees of
organic compounds and the basic principles of the system of nomenclature
used to write correctly the names and formulae, through the use of appropriate
teaching and learning materials such as CD-ROMs, Internet, etc.
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment on simulated experiences.
UNIT II : Hydrocarbons
Unit I: Hydrocarbons
Instructional Objectives
At the end of this unit, the student should be able to :
• Differentiate between the various types of hydrocarbons
• Identify saturated and unsaturated hydrocarbons by using IUPAC system
Describe the physical and chemical properties of hydrocarbons
Describe and predict the typical reactions of hydrocarbons
• Describe and predict typical reactions of hydrocarbons
• Describe the physical and chemical properties of hydrocarbons
28
Unit Structure (see template)
Course content:
Structure of hydrocarbons ; Physical properties ; Natural state ; Reactions
andt synthesis
Application of ICT to teaching and learning activities
Teaching and Learning activities
•
•
•
• Animations of reactions on all types of support materials
• Using the specific software to draw molecular structures
Animations for reactions on CD ROM
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Assessment
• Assesing the level of mastery of concepts of differentiation of various types of
organic compounds and the basic principles of the system of nomenclature used
to write correctly the names and formulae, through the use of appropriate
teaching and learning materials such as CD-ROMs, Internet, etc.
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students :URLs in relationto petrochemistry
UNIT III : Alkyle Halydes
Instructional Objectives
At the end of the unit, the students should be able to :

(Enumerate) State the different categories of alkyle halydes according to




Identify alkyle halydes using the UIPAC nomenclature
Describe the physical and chjemical properties of alkyle halydes
Describe and predict the typical reactions of alkyle halydes
Master the different methods of preparing and synthesis of alkyle halydes
halogene
29
Unit Structure (see template)
Course content :
Structure of alkyle halydes ; physical properties ; reactions and synthesis
Application of ICT to teaching and learning activities
Teaching and learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of alkyle halyde
• Simulation of the reaction of alkyle halydes (SN1, SN2, etc.).
•
•
•
•
Animations for reactions on CD ROM
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Practical experiences on the different synthetic methods and reactions of alkyle
halides
Simulation of the reaction of alkyle halydes (SN1, SN2, etc.).
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
UNIT III Amines
Objectives
At the end of the unit, the student should be able to :





Identify different (categories) classes of amines
Describe the general structure of amines
Name the different amines using the UIPAC nomenclature
Describe the physical properties and chemical reactions of amines
Describe the different methods for the preparation of amines
\
30
Unit Structure
Course content : Structure of amine I, amines II, amines III, amines IV
; Physical properties ; natural state ; Reactions and synthesis
Application of ICT to teaching and learning activities
Teaching and learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of amines
• Simulation of the reaction of amines
•
•
•
•
Animations for reactions on CD ROM
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Practical experiences on the different synthetic methods and reactions of amines
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to nitrogen
compounds
MODULE 6 : Oxygen Compounds
Topics Covered
•
•
•
Alcohol and ethers
Alhydes and ketones
Carboxylic acids and their derivatives
31
General objectives
- Describe, through the use examples, the characteristic reactions of the
function and relate them to the structure of the functional group.
- Predict the products that are normally produced as a result of the
application of this reaction regardless of the simple term of the series
- Explain the particularities of certain reactions by relating them to their
mechanism
- Conceive a scheme of synthesis that permits the preparation of a
compound and transform that compound into another form in limited
number of steps (about three steps at the maximum) ?
Prerequisite knowledge:
- Final Course S
- Module1
Unit I : Alcohol and ethers
Instructional Objectives
At the end of the unit the student should be able to :
•
•
•
•
•
Differentiate between the various categories of alcohols
Identify alcohols and ethers by using IUPAC nomenclature
Describe and predict the typical reactions of alcohols and ethers
Describe the physical and chemical properties of alcohols and ethers
Describe the synthesis of alcohols and ethers
Unit structure
Course content : Structure of alcohols I, alcohols II, alcohols III, alcoholsIV,
ethers; Physical properties : natural states ; Reactions and synthesis
Teaching and learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of alcohol and ethers
• Simulation of the reaction of alcohols, ethers
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
32
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to oxygen
compounds
Unit II : Aldehydes and ketones
Instructional Objectives
At the end of the unit, the student should be able to:
• Differentiate between the structures of aldehydes and ketons
• Differentiate between the physical properties of
aldehydes and ketons
• Identify aldehydes and ketons using IUPAC nomenclature
• Describe and predict typical reactions of aldehydes and ketones
• Describe the synthesis of aldehydes and ketones
Unit Structure
Course content : Structure of aldehydes,
natural states ; Reactions and synthesis
ketones; Physical properties ;
Teaching and learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of aldehydes and ketones
• Simulation of the reaction of aldehydes, ketones
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
33
Teaching aids made available to students : URLs in relation to aldehydes and
ketones
Unit III : Carboxylic acids and their derivatives
Instructional Objectives
At the end of the unit, the student should be able to:




Identify the general structure of carboxylic acids and their derivatives
Identify the different carboxylic acids and their derivatives using the IUPAC
nomenclature
Describe the physical properties and chemical reactions of carboxylic acids and
their derivatives
Describe the different methods of preparing carboxylic acids and their derivatives
Unit Structure
Course content : Structure of carboxylic acids, the halydes of carboxylic
acids, anhydrides, nitriles , ethers , amides; Physical properties ; natural
state ; Reactions and synthesis
Teaching and Learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of carboxylic acids, acid
halydes, anhydrides, nitriles, ethers, and amides
• Simulation of the reaction of carboxylic acids, acid halydes,
anhydrides, nitriles, ethers, and amides
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to carboxylic
acids, acid halydes, anhydrides, nitriles, ethers, amides
34
Unit II : Alcohols and ethers
Instructional Objectives
At the end of the unit, the student should be able to:
•
•
•
•
•
Differentiate between the various categories of alcohol
Identify alcohols and ethers by using IUPAC nomenclature
Describe and predict the typical reactions of alcohols and ethers
Describe the physical and chemical properties of alcohols and ethers
Describe the synthesis of alcohols and ethers
Application of ICT to teaching and learning activities
•
•
•
•
Animations for reactions on CD-ROM
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Practical experiences on the different synthetic methods and reactions of alcohol
and ethers
Unit III: Aldehydes and Ketones
Instructional Objectives
At the end of the unit the student should be able to:
•
•
•
•
•
Differentiate between the structures of aldehydes and ketons
Differentiate between the physical properties of aldehydes and ketons
Identify aldehydes and ketons using IUPAC nomenclature
Describe and predict typical reactions of aldehydes and ketones
Describe the synthesis of aldehydes and ketones
Application of ICT to teaching and learning activities
•
•
•
•
•
Animations for reactions on CD ROM
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Practical experiences on the different synthetic methods and reactions of alkyle
halides
Simulation of the reaction of alkyle halydes (SN1, SN2, etc.).
35
MODULE 6 – ORGANIC CHEMISTRY I
Topics Covered



Alkyle halydes
Carboxylic acids and derivatives
Amines
Unit I : Alkyle Halydes
Instructional Objectives
At the end of the unit, the student should be able to :





Enumerate the different categories of alkyle halides
Identify alkyle halides using IUPAC nomenclature
Describe and predict typical reactions of alkyle halides
Describe the physical and chemical properties of the alkyle halides.
Master the different methods for the preparation of alkyle halides
Application of ICT to Teaching and Learning Activities
•
•
•
•
•
Animations for reactions on CD ROM
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Practical experiences on the different synthetic methods and reactions of alkyle
halides
Simulation of the reaction of alkyle halydes (SN1, SN2, etc.).
Unit II : Carboxylic Acids and their derivatives
Instructional objectives
At the end of this unit the students should be able to :




Identify the general structure of carboxylic acids and their derivatives
Name the different carboxylic acids and their derivatives using the IUPAC
nomenclature
Describe the physical properties and chemical reactions of carboxylic acids and
their derivatives
Describe the different methods of preparing carboxylic acids and their derivatives
36
Application of ICT to Teaching and Learning Activities
Animations for reactions on CD ROM
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Practical experiences on the different synthetic methods and reactions of
carboxylic acids and their derivatives
•
•
•
•
Unit III: Amines
Instructional Objectives
At the end of the unit, the student should be able to :





Identify different categories of amines
Describe the general structure of amines
Name the different amines using the UIPAC nomenclature
Describe the properties and chemical reactions of amines
Describe the different methods for the preparation of amines
Application of ICT to teaching and learning activities
•
• Animations for reactions on CD ROM
• Models for structures on CD-ROM
• Face-to-face demonstrations using physical models
• Practical experiences on the different synthetic methods and reactions of amines
MODULE 7 – ORGANIC CHEMISTRY II
MODULE 7 – Aromatic Compounds and Heterocyclics
Topics covered
•
•
•
Benzene and its derivatives
Aromatic compounds and aromaticity
Heterocyclic compounds
•
•
•
•
Aromatic compounds
Aromaticity
Benzene and its derivative
Heterocyclic compounds.
37
General Objective
- Describe, through the use examples, the characteristic reactions of the
function and relate them to the structure of the functional group.
- Predict the products that are normally produced as a result of the
application of this reaction regardless of the simple term of the series
- Explain the particularities of certain reactions by relating them to their
mechanism
- Conceive a scheme of synthesis that permits the preparation of a
compound and transform that compound into another form in limited
number of steps (about three steps at the maximum) ?
Prerequisite Knowedge :
- Final Course S
- Module1
UNIT I : Benzene and its Derivatives
Instructional Objectives



Describe the structure of benzene using the Huckel Model
Describe and explain exlectrophylic and aromatic substitution reactions of
benzene and its derivatives
Describe and predict the impact of subtituents on reactivity and orientation.
Unit Structure
Course content: Structure of benzene
properties ; reactions and synthesis
and its derivatives ; physical
Teaching and Learning Activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of benzene and its derivatives
• Simulation of reactions of benzene and its derivatives
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
38
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs relating benzene and its
derivatives to petrochemistry
UNIT II : Aromatic Compounds and Aromaticity
Unit I: Aromaticity
Instructional Objectives
At the end of this unit the students should be able to :
 Define the concept of aromaticity
 Predict aromaticity on the basis of well defined structures
Unit Structure
Course content: Aromaticity – Aromatic Structure
Teaching and learning activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of aromatic compounds
• Simulation of reactions of aromatic compounds
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to baromatic
compounds, colorants, essential oils, perfumes
Application of ICT to teaching and learning activities
 Model for structures(of Huckel) on CD-ROM
 Face-to-face demonstrations using physical models
Unit II : Benzene and its derivatives
39
Instructional Objectives



Describe the structure of benzene using the Huckel Model
Describe and explain exlectrophylic and aromatic substitution reactions of
benzene and its derivatives
Describe and predict the impact of subtituents on reactivity and orientation.
Application of ICT to teaching and learning activities
•
•
•
•
•
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Simulations of reactions on CD/DVD/Video
Animations for reactions on CD/Video/DVD
Practical experiences on synthesis
Unit III: Heterocyclic Compounds
Unit III: Heterocyclic Compounds
Instructional Objectives
At the end of the unit, the learner should be able to :



Describe the different systems of rings with one or several heterocyclic
atoms
Describe and explain the influence of heterocyclic atoms on the chemistry
of different ring systems
Give examples of heterocyclic compounds of (clinical) biological
importance
Unit Structure
Course content: Structure of heterocyclic compounds; Physical Properties ;
Reactions and synthesis
Teaching and learning activities
•
•
•
•
Animations of reactions on all types of support materials
Practical experiences on the synthesis of heterocyclic compounds
Simulations of reactions of heterocyclic compounds
Simulations on the influence of the heterocyclic atoms on the
chemistry of heterocyclic compounds
40
Teaching aids made available to students : URLs in relation to heterocyclic
compounds
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to heterocyclic
compounds
Application of ICT to teaching and learning activities
•
•
•
•
•
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Simulations of reactions on CD/DVD/Video
Animations for reactions on CD/Video/DVD
Simulation on the influence of heterocyclic atoms on the chemistry of
heterocyclic compounds
MODULE 8 – BIOLOGICAL MOLECULES AND TRANSFORMATION
MODULE 8 : Polyfunctional compounds of biological interest
Topics covered
o
o
o
o
Glucids
Proteins
Lipids
Phytosanitary Chemistry
General objectives
- Explain, from their structure, the reactivity of glucids, proteins, lipids
Prerequisite knowledge :
- Final Programme S
- Module1
41
UNIT I : Glucides
Instructional Objective :
Describe the structure of hydrates of carbon
UIPAC Nomenclature of hydrates of carbon
Describe their reactions
Unit Structure
Course content: Structure of hydrates of carbon; Physical properties ;
Reactions and synthesis
Teaching and Learning activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of hydtrates of carbon
• Simulations of reactions of hydrates of carbon
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to sugar
UNIT II : Amino-acids, Peptides, Proteines
Objectives:
Describe the structure of amino acids, peptides and proteins
Know the IUPAC nomenclature of Amino-acids, Peptides, Proteins
Describe their reactions
Unit Structure
Course content: Structure of Amino-acids, Peptides, Proteins; Physical
properties; Reactions and synthesis
42
Teaching and learning Activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of amino-acids, peptides,
protein
• Simulations of reactions of hydrates of carbon
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to Amino-acids,
Peptides, proteins
MODULE 9 – PHYSICAL CHEMISTRY I
MODULE 9 – PHYSICAL CHEMISTRY
Topics Covered
3rd Principle of thermodynamics
Chemical principles of variable constituents
General Objective
- Know how to apply kinetic theories as well as the 1st, 2nd, 3rd principles of
Thermodynamics to problems of Chemistry
Prerequisite knowledge:
Module 2 Unit 3
UNIT I : Advanced Physical Chemistry
Objective:
Understand the aim of the 3rd principle of Thermodynamics
Know the chemical principle of variable constituents and the charts
43
Unit Structure :
Course content: 3rd principle of Thermodynamics, entropy, free enthalpy,
intensive and extensive variables
MODULE 10 – BASIC INORGANIC CHEMISTRY
Topics covered
Reactions of transfer of protons (Acid-Base)
Reactions of complexation
Reactions of precipitation
Redox reaction
Metals of groups I, II and III.
Objective :
base)
Know the mechanism of reactions of the transfer of protons (Acidreactions of complexation , reactions of precipitation, reactions of
redox reduction
Understand the general tendencies of the physical and chemical
properties of the major elements of the group
Identify the procedure of extraction of metal and economic use of the
metals of groups I, II et III.
Unit Structure
Course content : Acid – Base, acid – base ratio, redox reduction, redox
reduction ratio, Precipitation, precipitation through ratio, concepts of
complexes
Complexometric ratio
Metals of groups I, II et III.
Elements of transition
Compounds of coordination.
MODULE 11 - ADVACED INROGANIC CHEMISTRY
Topics covered
44
Theories of fields of bonding
Theories of molecular orbits
Binary chart
Crystalline Structure
Objective
The student should be able to:
- understand the importance of the levels of equilibrium (liquid-solid) for the
study of materials, in particular metals and metalic alloys.
- emphasise the improtance of the relation between the properties of metal
and methods of production
-introduce the relation between equlibrium of liquid – vapour and the
methods of separation (fractional distillation or change into vapour), then
the meteorological phenomena (mechanism of formation of clouds,
precipitations)
Prerequisite knowledge: Module 10
Course content :
The complexes of metalic catalysts:
WERNER theory- Sielgwick and Lowry Theory – Theory of valence bondings –
Theories of fields of bonding - Theory of molecular orbits
Isomeric aspects of complexes. Spectrum of absorption of complexes magnetic properties of complexes
Binary chart
Levels chart; crystalisation chart; definitions : phases, constituents, Crystaline structure
MODULE 10 - PHYSICAL CHEMISTRY II
Topics covered




Solutions and colloids
Electrochemistry
Equilibrium of phases
Introduction to nuclear chemistry
MODULE 11 – NON ORGANIC I
Topics Covered

General tendencies of the physical and chemical properties of the major
elements of the group
45

Extraction of metal and economic use of metals of group I, II and III.
MODULE 12 - NON ORGANIC CHEMISTRY II
Topics covered


Elements of transition
Compounds of coordination.
Module 6
•
•
•
Alkyle halydes
Carboxycylic acids and their derivatives
Amines
Module 8
• Biological molecules and their transformation
Module 9
• Kinetic Theory of gas
• Thermochemistry
• Kinetic chemistry
Module 10
• Solutions and colloids
• Electrochemistry
• Equilibrium of phases
• Introduction to Nuclear Chemistry
Module 11
• General tendencies of physical and chemical properties of the major elements of the
group
• Extraction of metals and the economic use of metals of groups I, II and III
Module 12
• Elements of transition
• Compounds of coordination.
46
TEACHER TRAINING PROGRAM FOR
MADAGASCAR AND DJIBOUTI
47
MODULE 1
ATOMIC STRUCTURE – BONDING AND CHEMICAL REACTIONS
Topics to be Covered
•
•
•
•
Matter and units of measurement
Structure and periodicity of the atom
Molecules and compounds
Chemical reactions.
Objective of the module
This is the first part of a first-year university course in Chemistry which aims at
preparing students wishing to become teachers. It outlines basic concepts and
tools in chemsitry which include matter and measurement, the structure of the
atom, molecules and compounds as well as chemical reactions and
Stoichiometry.
Pre-test
Entrance test
Prequisite knowledge
Knowledge of the terminal chemistry program S (Madagscar public education)
Unit I: Matter and Measurement
Instructional Objectives
At the end of this unit the student should be able to :
 Identify and explain the physical and chemical properties, changes and
differentiate between matter and energy.
 Use SI units to carry out scientific calculations and determine uncertainities
and error levels in chemical experiments.
Structure of the unit
-
Major differences in Chemistry
Tools and apparati of measurement
48
-
Change of state
Chemical transformations
Law of conservation of mass
Teaching and Learning Activities





Using different apparati of measuring major differences in chemistry
(concentration g/l or mole/l, volue, mass) and carry out mathematical
operations necessary for relating this major chemical differences.
Assessing, in group work, the level of sensibility of various instruments
and devices of measurement.
Simulation of a selection of errors obtained when measuring.
Observing physical and chemical changes
Applying the law of conservation of mass.
Assesment
• Measuring the level of conceptual understanding and the skills of the
learner through continuous online assesment through rapid questions,
multiple choice questions, short answers and true/false question (this will
enable both the students and teachers to evaluate quickly the progress of
students).
• Analysing student responses on important points.
Unit II: Structure and Periodicity of the Atom
Objective
At the end of this unit the student should be able to :
-
Know the constituents of the atom
Define the number of the neutrons N, the number of charge Z, and the
number of mass A
Know the modern theory of the structure of the atom
Write the electronic configurations
Describe the process of formulating the periodic table
Use the periodic table to explain the structure and the properties of
the elements of groups and periods.
49
Unit Structure
Course content:
- The modern theory of atomic structure
- Origin of Quantum mechanics – Hypothesis of Louis de Broglie –
Schroedinger’s Equation – Heisenberg’s Inequality – concept of atomic
orbit
- Periodic classification of elements
- Mendel’s classification – properties of each group – periodic table
Teaching and learning activities
• Familiarising oneself with the constituents of the atom
• Visualising the structure of the atom in three dimensions: atomic orbits
Using computer generated models to visualise the strucuture of the atoms,
atomic orbits and electronic clouds
• Studying the development, regularity and trends of the periodic table
Assessment
• Measuring the level of conceptual understanding and the skills of the learner
•
•
•
•
through online assesment, using rapid questions, multiple choice questions,
short answers and true/false question (this will enable both the students and
teachers to evaluate quickly the progress of students).
Analysing the student responses on important points and research objectives.
Assessing level of mastery in the handling of apparati with respect to a defined
level of competence
Assessing the ability of students in approriately presenting their results in
tabular or graphic form (Excel, Kaleidograph)
Assessing the ability of students to present arguments logically in written
reports.
Unité III: Bonding and Chemical Compounds
Objectives
At the end of this unit, the learner should be able to:
• Differentiate between ionic and covalent bonding
• Describe and explain the criteria for determining types of inter-molecular
bonding
50
• Use IUPAC nomenclature to formulate and write formula for inorganic binary
compounds (non organic), cations and anions.
• Explain and predict chemical bonding, chemical structure and the shape of
simple molecules and ions.
Unit Structure
Course content:
Atomic orbits – chemical bonding in molecules, ions, complexes– Covalent
bonding –theory of molecular orbits – Ionic bondings (VSEPR), Van der Waals’
bondings
Teaching and Learning Activities




Visualising the movement of electrons of the atoms with the aid of the planetary
model of the atom.
Illustration of Lewis theory.
Representation of the formation of different types of bondings between atoms .
Using computer generated models to visualise:
o
o
o
o
3-dimensional models of molecules
Chemical bondings
Structure
Shapes of molecules and simple ions
Assessment
• Measuring the level of conceptual understanding and the skills of the learner
through online assesment, using rapid questions, multiple choice questions,
short answers and true/false question (this will enable both the students and
teachers to evaluate quickly the progress of students).
• Analysing the student responses on important points and research objectives.
51
Unit IV : Chemical and Stoichiometry Reactions
Objectives
At the end of the unit, the learner should be able to:
• Calculate the composition in percentage of each element that constitutes the
mass
• Derive chemical formulae
• Balance and interpret chemical equations, compare and intepret chemical
statements (chemial equations) in terms of rections and the products
• Define and use the idea of the mole to carry out stoichiometric calculations
involving quantitative relations in chemical reactions.
Unit Structure
Course content:
Chemical equations
Elementary Analysis
Teaching and Learning Activities
•
•
•
•
Illustration of different methods of writing balanced equation
Balanced equations of acid-base reaction
Experimental work entailing determination, in terms of percentages, of
chemical composition and chemical formula of a compound
Multimedia presentation for the demonstration of chemical reactions,
of the mastery of skills and industrial applications (DVD, Video, etc.).
Assessment
• Measuring the level of conceptual understanding and the skills of the learner
through online assesment, using rapid questions, multiple choice questions,
short answers and true/false question (this will enable both the students and
teachers to evaluate quickly the progress of students).
• Analysing the student responses on important points
52
MODULE 2 INTRODUCTION TO CHEMISTRY
THERMODYNAMIC CHEMICAL KINETICS AND CHEMISTRY OF SOLUTIONS
Topics to be Covered
• Chemical reaction rates and equilibrium
• Solutions and their properties
• Energy and chemical reactions
Objective of the Module
This module is the second part of the basic first year university course in chemistry
focusing on kinetic reactions, the aspect of energetics of reactions of chemical solutions
Pre-test
Entrance test
Prerequisite knowledge: Terminal chemistry course (Madagascar public education)
Unit I: Chemical reaction rates and equilibrium
Objective
At the end of this unit, the student should be able to:
•
•
•
•
•
Write and interpret the law of speed based on the determining step of reaction
State and explain factors that influence the reaction rates.
Differentiate between reversible and irreversible reactions
Use the Le Chatelier’s principle to determine changes in equilibrium
Calculate equilibrium constants and concentrations
Unit Structure
Course content:
 Order and molecularity –chemical reaction rates ; kinetic order 0, 1 and 2 ;
diagrammatic representation of the order of reaction ; Energy of activation.
 Law of mass action. Constants of balance.
 Dissociation coefficient
 Establishment of the state of equilibrium from the reaction rates.
 Equilibrium Law of Displacement
53
Teaching and Learning Activities
•
•
•
•
Carrying out on site practical work and simulated experiences
Carrying out simulated of experiences to illustrate collision theory
Solving practical problems on the rate laws and chemical equilibrium constants
Using molecular display and animation to visualise reaction rate and chemical
equilibrium changes
Assessment
• Measuring the level of conceptual understanding and the skills of the learner
through online assesment, using rapid questions, multiple choice questions,
short answers and true/false question (this enables both the students and
teachers to evaluate quickly the progress of students).
• Analysing the student responses on important points.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences
Unit II: Solutions and their properties
Objectives
At the end of the unit, the students should be able to:
• Differentiate between different solution terminologies such as saturated and
hypersaturated solutions
• Explain factors influencing solubility and rate of solution
• Explain the colligative properties of solutions.
Unit Structure
Course Content :
Precipitation equilibrium – soluble products.
Acid-basic equilibrium: determination and calculation of pH of aqueous solution
– Neutralising solutions – curve of neutralisation.
Redox reduction equilibrium; recall of definitions – electrochemical reaction:
description of Daniel – function and generation of electrical current–
Nersnt Equation- Spontaneous evolution of the cell
Reaction of complexation – stability of complexes – compounds of coordination
54
Teaching and Learning Activities
•
Organising practical activites involving demonstratiions and simulations of
different types of solutions as well as factors affecting solubility and
dissolution rates.
Carrying out the experiements illustrating colligative properties.
Solving practically problems online.
•
•
Assessment
• Assessing the level of conceptual understanding of heat changes in reaction
with relationship to exothermic and endothermic reactions as well as the
ability of students to do stoichiometric calculations involving heat using
appropriate online assesment, using rapid questions, multiple choice
questions, short answers and true/false question (this enables both the
students and teachers to evaluate quickly the progress of students).
• Analysing the student responses on important points.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
MODULE 3 – QUALITATIVE AND QUANTITATIVE CHEMICAL ANALYSIS
Topics covered
•
•
•
•
Sampling and statistical analysis of data
Conducting acid-base and precipitation equilibrium in aqueous solutions
Conducting redox reactions and titrations
Conducting multi-ion equilibrium and titrations
Objective of the Module
The aim of this module is to introduce students to the basic concepts and basic
techniques of classical methods of chemical and data analysis.
Pre-test
Entrance Test
Prerequisite knowledge
55
Modules 1 and 2
Unit I: Sampling and statistical analysis of data
Objectives
At the end of this unit the student should be able to :
•
Sample using a variety of sampling methods applicable to different sample
types.
Conduct experiments,
Analyse, interpret and present data.
•
•
Unit Structure
Course contents
Teaching and Learning Activities





Carrying out field work to collect samples
Using statistical packages and other speciliased softwares for analysing
given data. ( SPSS – Kaleidograph - Excel)
Practically solving problems online.
Demonstrating sampling using a video-link and on video/CD/DVD.
Familiarising students with the various sampling instruments.
Assessment
• Assessing the level of mastery of concepts in differentiating between various
•
•
•
•
types of organic compounds and the basic principles of the system of
nomenclature used to write correctly the names and formulae.
Using in this case, appropriate teaching and learning materials such as CD
ROMs, Internet etc.
Online assessment through the rapid quiz, multiple choice questions, short
responses and questions, and true/false questions (this enables students and
teachers to assess quickly the progress of students).
Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
Carrying out online assessment on simulated experiences.
56
UNIT II: Acid-base reaction, Precipitation reaction
Objectives
At the end of the unit the student should be able to:
•
•
•
•
Define acids and bases
Carry out equilibrium calculations
Differentiate between strong and weak acids
Conduct acid-base titration experiments.
Prerequisite knowledge
Unit II of module 2
Unit Structure
Course Content:
Acid-base reaction and neutralisation ; Acid-base Ratio ; Point of Equivalence ;
Bases, Salts ; Titrated solutions, neutralising solutions ; choice of coloured
indicators
Teaching and Learning Activities




Carrying out titrations and their calculations.
Hands-on experiments involving titrations.
Practically solving problems online.
Demonstrating titrations using a video-link and on video/CD/DVD.
Assessment
• Developing and assessing the level of understanding and skills through
interacting with appropriate teaching and learning materials such as CD-ROMs,
Internet, etc.
• Online assessment will provide better (faster) feedback on student progress to
both students and tutor.
• Analysing student response on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment on simulated experiences.
57
Unit III -
Redox Reactions and Titration
Objectives
At the end of the unit, the student should be able to:
•
•
Balance the equations of redox reactions
Carry out redox experiments
Unit Structure
Prerequisite knowledge: Unit II of module 2
Course content :
Recall on: redox equilibrium ; Definition of oxydant,
redox couple ; gamma rule
of a reducter ;
Teaching and Learning Activities






Carrying out simulated redox titrations and their calculations
Conducting hands-on experiments involving redox titrations
Direct ratio – return ratio
Solving problems online.
Visualising the demonstration of redox titrations through video-link.
Viewing experiments demonstrated on video/CD/DVD.
Assessment
• Developing and assessing the level of understanding and skills through
interacting with appropriate teaching and learning materials on CD-ROMs,
Internet, etc.
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor.
• Analysing student response on important points and research objectives.
• Assessing practical experimental techniques acquired during training and the
level of conceptual understanding.
• Carrying out online assessment on simulated experiences.
58
Unit IV: Equilibrium and Complexometric Titration
Objectives
At the end of the unit, the student should be able to:
•
•
Explain complex formation
Conduct complexometric titrations and related calculations
Prerequisite knowledge: Unit II of module 2
Unit Structure
Course content :
Complexometrics ; stability
components of coordination
of
complexes ;
reaction
of
complexation ;
Teaching and learning Activities




Carrying out simulated complexometric titrations and their calculations
Conducting hands-on experiments involving complexometric titrations
Solving problems online.
Visualising demonstration of complexometric titrations through video-link and
on video/CD/DVD.
Assessment
• Assessing the learner’s level of understanding and mastery of practical
technical skills.
• Online assessment will provide more and better (faster) feedback on student
progress to both students and tutor.
• Analysing student response on important teaching points and research
objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
59
MODULE 5 BASIC ORGANIC CHEMISTRY
TOPICS TO BE COVERED
•
•
•
Basic organic chemistry
Halydes
Amines
General Objective
At the end of the unit, the student should be able to:
- Acquire the basic vocabulary and major theories of modern organic
chemistry
Pretest
Entrance Test
Prerequisite knowledge :
- Terminal course S
- Module1
UNIT I : Basic Organic Chemistry
Objective:
At the end of this unit the student should be able to :
• Classify different types of organic compounds on the basis of their functional
groups
• Identify different categories of organic compounds using the IUCPA
nomenclature
• Write the isomeric formulae
• Associate properties and reactions of organic compounds with different
functionalgroups.
 Interpret reactions from reaction mechanisms
60
Unit Structure
Course content:
Structure of organic molecules ; Chemical Nomenclature ; Aspects electronic; Reaction
Mechanisms, Stereochemistry - Isomery
Teaching and Learning Activities
• Using ICT to visualise bonding – sigma and pi – hybrid orbits, the shape of
molecules
• Using software to describe the structure of organic molecules
• Illustrating the structure of isomery and the structure of molecules in 3-D using
computers
• Organising practicals with the aid of different models to illustrate bonding.
• Organising fieldwork and simulations to illustrate different properties of
functional groups.
Teaching and Learning Activities
• Identifying the satured and unsaturated hydrocarbons
• Using ICT to visualise bonding – sigma and pi –, hybrid orbits, the shape of
molecules
• Using software to describe the structure of organic molecules
• Illustrating the structure of isomery and the structure of molecules in 3-D using
computers
• Organising practicals with the aid of different models to illustrate bonding.
Assessment
• Assessing the level of mastery of concepts in differentiating between various
types of organic compounds and the basic principles of the system of
nomenclature used to write correctly the names and formulae through online
assesment, using rapid questions, multiple choice questions, short answers
and true/false question (this enables both the students and teachers to
evaluate quickly the progress of students).
• Analysing the student responses on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences
61
Unit II: Hydrocarbons
Objectives
At the end of this unit, the student should be able to :
•
•
•
•
Differentiate between the various types of hydrocarbons
Identify saturated and unsaturated hydrocarbons by using IUPAC system
Describe and predict typical reactions of hydrocarbons
Describe the physical and chemical properties of hydrocarbons
Unit Structure
Course content:
Structure of hydrocarbons ; Physical properties ; Natural state ; Reactions, preparation
and synthesis
Teaching and Learning activities
• Animations of reactions on all types of support materials
• Using the specific software to draw molecular structures
Assessment
• Assessing the level of mastery of concepts in differentiating between various
types of organic compounds and the basic principles of the system of
nomenclature used to write correctly the names and formulae through online
assesment, using rapid questions, multiple choice questions, short answers
and true/false question (this enables both the students and teachers to
evaluate quickly the progress of students).
• Analysing the student responses on important points and research objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences
62
Teaching aids made available to students
URLs in relation to petrochemistry
UNIT III
Alkyle Halydes
Objectives
At the end of the unit, the students should be able to :





State the different categories of alkyle halydes according to halogene
Identify alkyle halydes using the UIPAC nomenclature
Describe the physical and chemical properties of alkyle halydes
Describe and predict the typical reactions of alkyle halydes
Master the different methods of preparing and synthesise of alkyle halydes
Unit Structure
Course content :
Structure of alkyle halydes ; physical properties ; reactions and synthesis
Teaching and learning activities
•
•
•
•
•
Animations of reactions on all types of support material
Experiences on the synthesis of halogen of alkyles
Simulation of the reaction of halogene of alkyle (SN1, SN2, etc.).
Models for structures on CD-ROM
Demonstrations using physical models
Assessment
• Carrying out online assessment through the use of rapid quiz, multiple choice
questions, short responses and questions, and true/false questions (this
enables students and teachers to assess quickly the progress of students).
• Analysing student response concerning important points.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
63
UNIT IV Amines
Objectives
At the end of the unit, the student should be able to :





Identify different classes of amines
Describe the general structure of amines
Name the different amines using the UIPAC nomenclature
Describe the physical properties and chemical reactions of amines
Describe the different methods for the preparation and synthesis of amines
Unit Structure
Course content : Structure of amine I, amines II, amines III, amines IV; Physical
properties ; natural state ; Reactions and synthesis
Teaching and learning activities
•
•
•
•
•
•
Animations of reactions on all types of support material
Pratical experiences on the synthesis of amines
Simulation of the reaction of amines
Animations for reactions on CD ROM
Models for structures on CD-ROM
Demonstrations using physical models
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experiemental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
64
Teaching aids made available to students : URLs in relation to nitrogen
compounds
MODULE 6 : Oxygen Compounds
Topics Covered
•
•
•
Alcohol and ethers
Alhydes and ketones
Carboxylic acids and their derivatives
Objectives
- Describe, through the use examples, the characteristic reactions of the function
and relate them to the structure of the functional group.
- Predict the results that are normally produced as an effect of the application of
this reaction regardless of the simple term of the series
- Explain particularities of certain reactions by relating them to their mechanism
- Concieve a scheme of synthesis permitting the preparation of a compound and
transformation of that compound into another through limited steps (about three
steps at the maximum)
Pre-test
Entrance test
Prerequisite :
- Final Programme S
- Module1
Unit I : Alcohol and ethers
Instructional Objectives
At the end of the unit the student should be able to :
• Differentiate between the various categories of alcohols
• Identify alcohols and ethers by using IUPAC nomenclature
• Describe and predict the typical reactions of alcohols and ethers
65
• Describe the physical and chemical properties of alcohols and ethers
• Describe the synthesis of alcohols and ethers
Unit structure
Course content
Structure of alcohols I, alcohols II, alcohols III, alcohols IV, ethers; Physical properties :
natural states ; Reactions and synthesis
Teaching and learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of alcohol and ethers
• Simulation of the reaction of alcohols, ethers
Assessment
• Carrying on online assessment through the use of rapid quiz, multiple choice
questions, short responses and questions, and true/false questions (this
enables students and teachers to assess quickly the progress of students).
• Analysing student response concerning important points.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to learners : URLs in relation to oxygen
compounds
Unit II : Aldehydes and ketones
Instructional Objectives
At the end of the unit, the student should be able to:
• Differentiate between the structures of aldehydes and ketons
• Differentiate between the physical properties of
aldehydes and ketons
• Identify aldehydes and ketons using IUPAC nomenclature
• Describe and predict typical chemical reactions of aldehydes and ketones
• Describe the synthesis of aldehydes and ketones
66
Unit Structure
Course content : Structure of aldehydes, ketones; Physical properties; natural states;
Reactions and synthesis
Teaching and learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of aldehydes and ketones
• Simulation of the reaction of aldehydes, ketones
Assessment
• Carrying out online assessment through the use of rapid quiz, multiple choice
questions, short responses and questions, and true/false questions (this
enables students and teachers to assess quickly the progress of students).
• Analysing student response concerning important points.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to aldehydes and
ketones
Unit III : Carboxylic acids and their derivatives
Instructional Objectives
At the end of the unit, the student should be able to:




Identify the general structure of carboxylic acids and their derivatives
Identify the different carboxylic acids and their derivatives using the IUPAC
nomenclature
Describe the physical properties and chemical reactions of carboxylic acids and
their derivatives
Describe the different methods of preparing carboxylic acids and their derivatives
Teaching and Learning activities
• Animations of reactions on all types of support material
• Pratical experiences on the synthesis of carboxylic acids, acid halogens of
acids, anhydrides, nitriles, ethers, and amides
67
• Simulation of the reaction of carboxylic acids, halogens of acid, anhydrides,
nitriles, ethers, and amides
Assessment
• Carrying out online assessment through the use of rapid quiz, multiple choice
questions, short responses and questions, and true/false questions (this
enables students and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to carboxylic acids,
acid halydes, anhydrides, nitriles, ethers, amides
MODULE 7 – Aromatic Compounds and Heterocyclics
Topics covered
•
•
•
Benzene and its derivatives
Aromatic compounds and aromaticity
Heterocyclic compounds
General Objectives
- Describe, through the use examples, the characteristic reactions of the function
and relate them to the structure of the functional group.
- Predict the results that are normally produced as a result of the application of this
reaction irrespective of the simple term of the series
- Explain particularities of certain reactions by relating them to their mechanism
- Concieve a scheme of synthesis permitting the preparation of a compound and
transformation of a compound into another through limited steps (about three steps
at the maximum)
Pre-test
Entrance Test
Prerequisite knowledge :
- Terminal course S
68
-
Module1
Unit II : Benzene and its derivatives
Instructional Objectives



Describe the structure of benzene using the Huckel Model
Describe and explain exlectrophylic and aromatic substitution reactions of
benzene and its derivatives
Describe and predict the impact of subtituents on reactivity and orientation.
Unit Structure
Course content: Structure of benzene
reactions and synthesis
and its derivatives ; physical properties ;
Teaching and Learning Activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of benzene and its derivatives
• Simulation of reactions of benzene and its derivatives
Application of ICT to teaching and learning activities
•
•
•
•
•
Models for structures on CD-ROM
Face-to-face demonstrations using physical models
Simulations of reactions on CD/DVD/Video
Animations for reactions on CD/Video/DVD
Practical experiences on synthesis
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
69
Teaching aids made available to students : URLs in relation to benzene, its
derivatives and petrochemistry
UNIT II : Aromatic Compounds and Aromaticity
Unit I: Aromaticity
Objectives
At the end of this unit the students should be able to :
 Define the concept of aromaticity
 Predict aromaticity on the basis of well defined structures
Unit Structure
Course content : Aromaticity – Aromatic structure
Teaching and learning activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of aromatic compounds
• Simulation of reactions of aromatic compounds
Assessment
• Carrying out online assessment through the use of rapid quiz, multiple choice
questions, short responses and questions, and true/false questions (this
enables students and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to aromatic
compounds, colorants, essential oils, perfumes
70
Unit III: Heterocyclic Compounds
Instructional Objectives
At the end of the unit, the learner should be able to :



Describe the different systems of rings with one or several heterocyclic
atoms
Describe and explain the influence of heterocyclic atoms on the chemistry
of different ring systems
Give examples of heterocyclic compounds of biological importance
Unit Structure
Course content: Structure of heterocyclic compounds; pyrol, furane, theophene,
pyridine, quinolene and isoquinolene ; Physical Properties ; Reactions and synthesis
Teaching and learning activities
•
•
•
•
Animations of reactions on all types of support materials
Practical experiences on the synthesis of heterocyclic compounds
Simulations of reactions of heterocyclic compounds
Simulations on the influence of the heterocyclic atoms on the chemistry of
heterocyclic compounds
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and questions, and true/false questions (this enables students
and teachers to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to heterocyclic
compounds
71
MODULE 8 : Polyfunctional compounds of biological interest
Topics covered
o
o
o
o
Glucids
Proteins
Lipids
Phytosanitary Chemistry
General objectives
- Explain, from their structure, the reactivity of glucids, proteins, lipids
Pre-test
Entrance Test
Prerequisite knowledge :
- Final Course S
- Module1
UNIT I : Glucides
Instructional Objectives :
Describe the structure of hydrates of carbon
UIPAC Nomenclature of hydrates of carbon
Describe their reactions
Unit Structure
Course content: Structure of hydrates of carbon; Physical properties ; Reactions and
synthesis
Teaching and Learning activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of hydtrates of carbon
• Simulations of reactions of hydrates of carbon
72
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and true/false questions (this enables students and teachers
to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to (sugar) ?
UNIT II : Amino-acids, Peptides, Proteines
Objectives:
Describe the structure of amino acids, peptides and proteins
Know the IUPAC nomenclature of Amino-acids, Peptides, Proteins
Describe their reactions
Unit Structure
Course content: Structure of Amino-acids, Peptides, Proteins; Physical properties;
Reactions and synthesis
Teaching and learning Activities
• Animations of reactions on all types of support materials
• Practical experiences on the synthesis of amino-acids, peptides, protein
• Simulation of reactions of amino acids, peptides, proteins
Assessment
• Online assessment through the use of rapid quiz, multiple choice questions,
short responses and true/false questions (this enables students and teachers
to assess quickly the progress of students).
• Analysing student response concerning important points and research
objectives.
• Assessing experimental techniques acquired during training and the level of
conceptual understanding.
73
• Carrying out online assessment of simulated experiences.
Teaching aids made available to students : URLs in relation to Amino-acids,
Peptides, proteins
MODULE 9 – PHYSICAL CHEMISTRY
Topics Covered
3rd Principle of thermodynamics
Chemical principles of variable constituents
General Objective
- To apply kinetic theories as well as the 1st, 2nd, 3rd principles of Thermodynamics to
problems of Chemistry
Prerequisite knowledge:
Module 2 Unit 3
UNIT I : Basic Physical Chemistry
UNIT II : Advanced Physical Chemistry
Objective:
Understand the aim of the 3rd principle of Thermodynamics
Know the chemical principle of variable constituents and the charts
Unit Structure :
Course content: 3rd principle of Thermodynamics, entropy, free enthalpy, intensive
and extensive variables
74
MODULE 10 – BASIC INORGANIC CHEMISTRY
Topics covered
Reactions of transfer of protons (Acid-Base)
Reactions of complexation
Reactions of precipitation
Redox reaction
Metals of groups I, II and III.
Objective :
Know the mechanism of reactions of the transfer of protons (Acid-base)
Reactions of complexation, reactions of precipitation, reactions of redox
reduction
Understand the general tendencies of the physical and chemical properties of the
major elements of the group
Identify the procedure of extraction of metal and economic use of the metals of
groups I, II et III.
Unit Structure
Course content : Acid – Base, acide – base ratio, redox reduction, redox reduction
ratio, Precipitation, precipitation through ratio, concepts of complexes
Complexometric ratio
Metals of groups I, II et III.
Elements of transition
Compounds of coordination.
MODULE 11 - ADVACED INROGANIC CHEMISTRY
Topics covered
Theories of fields of bonding
Theories of molecular orbits
Binary chart
Crystaline Structure
75
Objective
The student should be able to:
- understand the importance of the levels of equilibrium (liquid-solid) for the study of
materials, in particular metals and metalic alloys.
-emphasise the improtance of the relation between the properties of metal and
methods of production
-introduce the relation between equlibrium of liquid – vapour and the methods of
separation (fractional distillation or change into vapour), then the meteorological
phenomena (mechanism of formation of clouds, precipitations)
Pre-test
Entrance Test
Prererequisite knolwedge: Module 10
Course content :
The complexes of metalic catalysts:
WERNER theory- Sielgwick and Lowry Theory – Theory of valence bondings – Theory
of fields of bonding - Theory of molecular orbits
Isomeric aspects of complexes. Spectrum of absorption of complexes - magnetic
properties of complexes
Binary chart
Levels chart; crystalisation chart; definitions : phases, constituents, - Crystaline
structure
MODULE 12 ENVIRONMENTAL CHEMISTRY
MODULE 13 INDUSTRIAL CHEMISTRY
76
MODULE ON THE INTEGRATION OF ICT IN CHEMISTRY
Title:The use of specific software of Chemistry
General Objective
Master the funtions of specific softwares of Chemistry : ChemDraw, Maple
Kaleidographe
Prerequisite knowledge
 Basic knowledge in ICT (module ICT 1 of AVU)
 Basic organic chemistry
Specific Objectives
 Write chemical formulae on the different modes of representation (1D, 2D, 3D)
 Solve problems of stereochemistry of isomery with ChemDraw
Module Structure
 Course content: Presentation of small elements of tool palette
 Learning Activities








Installing ChemDraw
Practise drawing simple structures in 1D, 2D,3D of solid models, liquid models
Doing proposed exercise
Carrying out a common project; structure of complex molecules
Writing chemical reactions, presenting mechanisms of reactions
Writing a document in different formats (gif, JPEG)
Presenting all the possibilities of importing and exporting ChemDraw files
Aid materials at the disposal of learners (glossary, webography, bibliography...)
77
 Evaluation Modes.
 Materials available to Learners



URL of sites speciliasing in Chemistry
ScinFinder research engine
Lists of dissemination and Chemistry discussion forum (e.g.: ChemWeb)
MODULE FOR THE SUBJECT TEACHING
The objective of this module is to enable the teacher trainee acquire professional skills
necessary in the profession of teaching Chemistry.
78