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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