FUNDAMENTALS OF ANALYTICAL CHEMISTRY: CHEM 232

Kingdom of Saudi Arabia National Commission for

Academic Accreditation & Assessment

المملكــة العربيــة السعوديــة الهيئــــة الوطنيــــة للتقـويــم

الأكــاديــمــــيوالاعـــتــمـــاد

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ATTACHMENT 5.

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

T6. Course Specifications (CS)

FUNDAMENTALS OF ANALYTICAL CHEMISTRY: CHEM 232





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Course Specifications Institution: TAIBAH UNIVERSITY Date 12/1/2017 College/Department: SCIENCE/CHEMISTRY A. Course Identification and General Information 1. Course title and code: FUNDAMENTALS OF ANALYTICAL CHEMISTRY: CHEM 232 2. Credit hours: 3 Cr. Hr. (2+1) 3. Program(s) in which the course is offered. B.Sc. in Chemistry (If general elective available in many programs indicate this rather than list programs) 4. Name of faculty member responsible for the course: Analytical Chemistry Faculty Member 5. Level/year at which this course is offered: 4th Level / 2nd Year 6. Pre-requisites for this course (if any) GENERAL CHEMISTRY: CHEM 201 PRACTICAL GENERAL CHEMISTRY: CHEM 203 7. Co-requisites for this course (if any): none 8. Location if not on main campus: Main Campus, Yanbu, Al-Ula 9. Mode of Instruction (mark all that apply) a. traditional classroom What percentage? b. blended (traditional and online) What percentage? c. e-learning What percentage? d. correspondence What percentage? f. other What percentage? Comments: To renew learners’ attention, and cause them to become actively engaged intellectually with the lecture content, providing learner centered teaching method (namely, interactive lectures) are to be used in our classroom. The instructor will: Intersperse Questions throughout the Lecture Derive student initiated questions/Apply inquiry based learning environment Become a facilitator rather than a lecturer (Provide Open, controlled and small group discussions) Apply team learning method

40

60





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B Objectives

1. What is the main purpose for this course? The course is intended to provide students with an introduction to the fundamentals of the analytical chemistry and aims to introduce the students to basic understanding of statistics needed for the treatment of analytical data and stoichiometric calculations and providing students with the concepts of chemical equilibria, titrations of acids and bases, basics of polyprotic acid-base titrations, oxidation-reduction, precipitation, and complexometric titrations and gravimetric methods. Also, training students on the practical concepts of chemical equilibria, titration, and related statistical analysis. 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field) Tutorial, reading assignments and relevant research papers using university online library will be considered to enrich the scope of the course. The course material will be posted on the Website that could be accessed by the students enrolled in the course. Utilizing various internet resources that offer informative details to support the lecture course material will be encouraged. C. Course Description This course continues the systematic study of the theories, principles of analytical chemistry. Topics include analytical objectives, basic tools and operations, statistics and data handling, stoichiometric calculations, acid–base equilibria, acid–base titrations, complexometric reactions and titrations, gravimetric analysis and precipitation equilibria, precipitation reactions and titrations and finally redox and potentiometric titrations. 1. Topics to be Covered Theoretical: List of Topics No. of

Weeks Contact Hours

Introduction 1 2 Chapter 1 Analytical Objectives, or: What Analytical Chemists Do 1.1 What Is Analytical Science? 1.2 Qualitative and Quantitative Analysis: What Does Each Tell Us? 1.3 Getting Started: The Analytical Process. 1.4 Validation of a Method—You Have to Prove It Works! 1.5 Analyze Versus Determine—They Are Different 1.6 Some Useful Websites

0.5 1

Chapter 2 Basic Tools and Operations of Analytical Chemistry 2.1 The Laboratory Notebook—Your Critical Record. 2.2 Laboratory Materials and Reagents. 2.5 Preparation of Standard Base Solutions. 2.6 Preparation of Standard Acid Solutions. 2.9 Obtaining the Sample—Is It Solid, Liquid, or Gas? 2.10 Operations of Drying and Preparing a Solution of the Analyte.

0.5 1





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Chapter 3 Statistics and Data Handling in Analytical Chemistry 3.1 Accuracy and Precision: There Is a Difference. 3.2 Determinate Errors—They Are Systematic. 3.3 Indeterminate Errors—They Are Random. 3.4 Significant Figures: How Many Numbers Do You Need? 3.5 Rounding Off. 3.6 Ways of Expressing Accuracy. 3.7 Standard Deviation—The Most Important Statistic. 3.10 Control Charts. 3.11 The Confidence Limit—How Sure Are You? 3.13 Rejection of a Result: The Q Test. 3.14 Statistics for Small Data Sets.

1 2

Chapter 5 Stoichiometric Calculations: The Workhorse of the Analyst. 5.1 Review of the Fundamentals. 5.2 How Do We Express Concentrations of Solutions? 5.3 Expressions of Analytical Results—So Many Ways. 5.4 Volumetric Analysis: How Do We Make Stoichiometric Calculations? 5.5 Volumetric Calculations—Let’s Use Molarity. 5.6 Titer—How to Make Rapid Routine Calculations. 5.7 Weight Relationships—You Need These for Gravimetric Calculations.

2 4

Chapter 7 Acid–Base Equilibria 7.1 The Early History of Acid—Base Concepts. 7.2 Acid–Base Theories—Not All Are Created Equal. 7.3 Acid–Base Equilibria in Water. 7.4 The pH Scale. 7.5 pH at Elevated Temperatures: Blood pH. 7.6 Weak Acids and Bases—What Is the pH? 7.7 Salts of Weak Acids and Bases—They Aren’t Neutral. 7.8 Buffers—Keeping the pH Constant (or Nearly So).

2 4

Chapter 8 Acid–Base Titrations 8.1 Strong Acid versus Strong Base—The Easy Titrations. 8.2 The Charge Balance Method—An Excel Exercise for the Titration of a Strong Acid and a Strong Base. 8.3 Detection of the End Point: Indicators. 8.4 Standard Acid and Base Solutions. 8.5 Weak Acid versus Strong Base—A Bit Less Straightforward. 8.6 Weak Base versus Strong Acid. 8.7 Titration of Sodium Carbonate—A Diprotic Base. 8.8 Using a Spreadsheet to Perform the Sodium Carbonate—HCl Titration.

2 4





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Chapter 9 Complexometric Reactions and Titrations 9.1 Complexes and Formation Constants—How Stable Are Complexes? 9.2 Chelates: EDTA—The Ultimate Titrating Agent for Metals. 9.3 Metal–EDTA Titration Curves. 9.4 Detection of the End Point: Indicators—They Are Also Chelating Agents.

1 2

Chapter 10 Gravimetric Analysis and Precipitation Equilibria 10.1 How to Perform a Successful Gravimetric Analysis. 10.2 Gravimetric Calculations—How Much Analyte Is There? 1.3 Examples of Gravimetric Analysis. 10.4 Organic Precipitates. 10.5 Precipitation Equilibria: The Solubility Product.

2 4

Chapter 11 Precipitation Reactions and Titrations 11.4 Precipitation Titrations. 1 2

Chapter 14 Redox and Potentiometric Titrations 14.1 First: Balance the Reduction–Oxidation Reaction. 14.2 Calculation of the Equilibrium Constant of a Reaction—Needed to Calculate Equivalence Point Potentials. 14.3 Calculating Redox Titration Curves. 14.4 Visual Detection of the End Point. 14.5 Titrations Involving Iodine: Iodimetry and Iodometry. 14.6 Titrations with Other Oxidizing Agents. 14.7 Titrations with Other Reducing Agents. 14.8 Preparing the Solution—Getting the Analyte in the Right Oxidation State before Titration. 14.9 Potentiometric Titrations (Indirect Potentiometry).

1 2

Number of Weeks /and Units Per Semester 14 28 Practical: Use of Apparatus Laboratory safety, Laboratory Information, Introduction to Analytical Glassware and apparatus

1 3

Acid–Base Equilibria Exp(1)/Part(I): Determination of the pH of different solution Exp(1)/Part(II): Determination of total alkalinity of water

1 3

cid–Base Titrations Exp(2)/ Part (I): Preparation of Primary standard solution of Potassium Hydrogen Phthalate. Exp(2)/ Part (II): Standardization of sodium hydroxide solution by titration with Primary standard solution of Potassium Hydrogen Phthalate. Exp(3): Titration of strong acid (HCl) with strong base (NaOH) Exp(4): Titration of weak acid (acetic acid) with strong base (NaOH)

3 9

Complexometric Titrations Exp(5): Determination of total hardness of water with EDTA 1 3





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Precipitation Titrations Exp(6)/ Part (I): Determination of chloride by precipitation (Mohr’s Method) Exp(6)/ Part (I I): Determination of chloride by precipitation (Volhard Method (indirect titration)

1 3

Redox and Potentiometric Titrations Exp(7)/ Part I: Standardization of Sodium Thiosulfate solution with Potassium Dichromate by Iodometric Titrations and/or Exp(7)/ Part II:Using KMnO4 for detrmination the concentration of FeII Exp(8): Simultaneous visual and potentiometric acid-base titration

2 6

Gravimetric Analysis Exp(9): Determination of sulfate as barium sulfate using gravimetric method

1 3

Practical exams 1 3

Number of Weeks /and Units Per Semester 11 33 2. Course components (total contact hours and credits per semester):

Lecture Tutorial Laboratory or Studio Practical Other: Total

Contact Hours

30 (Including

exams) -

33 (Including

exams) - -

66

Credit 2 - 1 - - 3

3. Additional private study/learning hours expected for students per week.

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. (Courses are not required to include learning outcomes from each domain.)

5





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Code #

NQF Learning Domains And Course Learning Outcomes

Course Teaching Strategies

Course Assessment Methods

1.0 Knowledge 1.1 Recognize the basic knowledge

and definitions of analytical chemistry.

- Formal lecture - Class work including short quizzes (10%) -Student's participation, homework assigned questions, and evaluation (10%) - Two tests (20% each) - Final examination (40%).

1.2 Describe application of analytical chemistry in medicine, agriculture and food industries.

1.3 Recall statistical and stoichiometric calculations.

-Formal and interactive lectures, hand on solving statistical problems. -Interactive lectures, hand on solving concentration problems and using web-sites aid, team learning and group discussion.

1.4 Outline formulas used in converting and calculating concentration.

1.5 Define the concepts of chemical equilibria, Acid-Base equilibria and types and theory of titration.

-Brain storming sessions, interactive lectures and self-learning using web-sites aid.

1.6 Write formal lab reports including the procedure used, data tables, the calculations used to determine the results of the experiment, a statistical analysis of the data when appropriate, a discussion of possible systematic errors and the effect of each.

2.0 Cognitive Skills 2.1 Explain the theoretical

principles and important applications of classical analytical methods within titration (acid/base titration, complexometric titration, redox titration).

-Interactive lectures, Problem-Solving and home-work assignments, Brainstorming sessions, group discussion

- Class work including short quizzes (10%) -Student's participation, homework assigned questions, and evaluation (10%) - Two tests (20% each) - Final examination (40%).

2.2 Perform classical analytical experiments, and make observations and assessments of important factors that could affect the analytical result.





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2.3 Create scientific reports from chemical experiments and present the results in a transparent manner.

2.4 Differentiate between analytical errors in the laboratory, be able to evaluate titration errors, and perform statistical evaluation of results from classical and instrumental chemical experiments and analyses.

2.5 Design, conduct, analyse and interpret results of an experiment, and effectively communicate these in written reports

3.0 Interpersonal Skills & Responsibility 3.1 Develop self-awareness and

confidence -Team learning and group discussions activities.

- Continuous Assessment in classroom activities

3.2 Demonstrate the ability to work under time and environmental pressures

3.3 Show a friendly relationship between instructor and students

4.0 Communication, Information Technology, Numerical 4.1 Evaluate information from a

variety of sources -Team learning and group discussions activities.

- Continuous Assessment in classroom activities - Continuous Assessment in classroom activities

4.2 Operate several technology tools to locate and retrieve information

4.3 Evaluate students by Giving them assignments that require the use of computer technology

4.4 Operate Communication with students via e-mails or websites to save time.

4.5 Question students and encourage them to use the Internet.

-Team learning and group discussions activities.

4.6 Illustrate to students how to seek help from specialists in the information technology center.

5.0 Psychomotor 5.1 Demonstrate to students the Assessment of the





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practical skills necessary to implement the laboratory activities.

laboratory reports Grading homework assignments LAB participation

5.2

Employ and Develop the capacity of self-discrimination and assimilation correctly and fast in a professional manner.

-Team learning and group discussions activities.

Presentation Class participation Focus support supervision on earlier stages Help learners to understand not just pass tests and to provide the necessary advice.

5.3

Illustrate to students the ability to choose, describe, and find differences, and understanding of the scientific terms and the link between theoretical and applied knowledge.

5.4

Illustrate to students to take action or conduct a particular approach according to the scientific problems in the laboratory, ability to express an opinion, explanation and take the initiative with a positive response

5.5

Prepare standards and use a standard calibration curve to determine unknown concentrations.





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5. Map course LOs with the program LOs. (Place course LO #s in the left column and program LO #s across the top.) Course LOs #

Program Learning Outcomes (Use Program LO Code #s provided in the Program Specifications)

1.1 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 5.1

1.1 X 1.2 X 1.3 X 1.4 X 2.1 X 2.2 X 2.3 X 3.1 3.2 X 3.3 4.1 X 4.2 4.3 4.4 4.5 4.6 X 5.1 X 6. Schedule of Assessment Tasks for Students During the Semester Assessment task (e.g. essay, test, group project,

examination, speech, oral presentation, etc.) Week Due

Proportion of Total Assessment

1 Effective participation in class room and comm. skills and research in internet

All the semester 5

2 Short quizzes 5 and 11 5 3 1st exam 6 10 4 2nd Exam 12 10 5 Lab quizzes weekly 5 6 Lab reports weekly 20 7 Final exam ( Lab) 15 5 8 Final exam (Theoretical) 16 40 9 Total 100 D. Student Academic Counseling and Support 1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week) - First two weeks for academic advising. - Eight hours/week for advising and person-to-person discussions.





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- Students can communicate with the teaching staff through the website and ask questions related to all aspects of the lesson. The students will provide written answers as soon as possible. E Learning Resources 1. List Required Textbooks Analytical Chemistry by Gary D. Christian, Purnendu (Sandy) Dasgupta and Kevin Schug , 7th edition, 2014 John Wiley. Or 6thedition in case the 7th edition is not available. 2. List Essential References Materials (Journals, Reports, etc.) Fundamentals of Analytical Chemistry by Douglas A. Skoog, Donald M. West, F. James Holler, Stanley R. Crouch.9th edition, 2014 Mary Finch. Analytical Chemistry: Modern Approach to Analytical Science, by Robert Kellner, Jean-Michel Mermet, Matthias Otto, Miguel Valcárcel, H. Michael Widmer. 2nd Edition, 2004 John Wiley. Quantitative Chemical Analysis, by Daniel C. Harris, 8th edition, 2010 W. H. Freeman. 4. Modern Analytical Chemistry by David Harvey 1st edition, 2000 the McGraw-Hill. 3. List Recommended Textbooks and Reference Material (Journals, Reports, etc) Will be announced after selecting the topic(s). 4. List Electronic Materials, Web Sites, Facebook, Twitter, etc. www.acs.org/ http://www.rsc.org/Education/Teachers/Resources/OnlineResourcesHome.asp http://teaching.shu.ac.uk/hwb/chemistry/tutorials/ 5. Other learning material such as computer-based programs/CD, professional standards or regulations and software. Excel and other Microsoft software, data show, laptop and internet. F. Facilities Required Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) Well-equipped teaching rooms (25 students). 2. Computing resources (AV, data show, Smart Board, software, etc.) Computer lab Data show and Internet Resource center 3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list) Virtual laboratories G Course Evaluation and Improvement Processes 1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching Course feedback by a predesigned questionnaire by the e-TU site (compulsory) 2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department A statistical regular review and analysis of the students’ achievement in the department. Prepare a questionnaire which should be filled by the students at the early stage of the course in order to define the weakness and strength in delivering the subjects.

http://eu.wiley.com/WileyCDA/Section/id-302479.html?query=Purnendu+%28Sandy%29+Dasgupta

http://eu.wiley.com/WileyCDA/Section/id-302479.html?query=Kevin+Schug

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1/179-6016252-8924712?_encoding=UTF8&field-author=Douglas%20A.%20Skoog&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2/179-6016252-8924712?_encoding=UTF8&field-author=Donald%20M.%20West&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_3/179-6016252-8924712?_encoding=UTF8&field-author=F.%20James%20Holler&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_3/179-6016252-8924712?_encoding=UTF8&field-author=F.%20James%20Holler&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_4/179-6016252-8924712?_encoding=UTF8&field-author=Stanley%20R.%20Crouch&search-alias=books&sort=relevancerank

http://www.acs.org/

http://www.rsc.org/Education/Teachers/Resources/OnlineResourcesHome.asp

http://teaching.shu.ac.uk/hwb/chemistry/tutorials/





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3 Processes for Improvement of Teaching The administration commits to provide both the necessary resources to initiate and sustain the program and appropriate incentives for faculty members to participate. The faculty members are encouraged to attend workshops related to teaching and learning Provide the teaching staff members with all the references and electronic resources 4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution) Check marking of the answer sheets of the final exam by other staff Check progress level of the students (this can be done by an independent teacher by reviewing students’ records and comparing the students’ work with another from a different institute). 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. Reviewing : Review and analyze collective student performance in the course. Comparison between boys and girls (students) performance. Obtain feedback from both students and instructors involved in the course. Comparison between the performances of students in the current course with the students who took the course in the past two years. Compare the syllabus with the syllabus of standard universities. Planning for improvement: Update of course contents to meet the current students' educational needs. Use of e learning facilities to enhance student abilities to learn and improve. Compare with Standard Universities Standard Universities: UnitedArab Emirates University,UAE University of British Columbia, Canada Mc Master University, Canada Taking the feedback of students on the quality of the course. Consulting faculty members from other universities to review and improvement the quality of the course. Form a specialized committee from the department to review the progress of teaching and update the resources. Name of Instructor: Dr. Bandar Alsehli

Signature: Date Report Completed:12/1/2017

Name of Field Experience Teaching Staff AnalyticalDivision Faculty Member

Program Coordinator:___________________________________________ __

Signature: __________________________ Date Received:

http://www.uaeu.ac.ae/

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FUNDAMENTALS OF ANALYTICAL CHEMISTRY: CHEM 232

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