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FACULTY OF SCIENCE SCHOOL OF CHEMISTRY CHEM2828 Organic and Inorganic Chemistry For Nanotechnology SESSION TWO, 2009
Transcript
Page 1: Organic and Inorganic Chemistry For Nanotechnology · Inorganic Chemistry in Nanotechnology Part I – Inorganic Solids and Main Group Chemistry Structure and Bonding of Inorganic

FACULTY OF SCIENCE

SCHOOL OF CHEMISTRY

CHEM2828

Organic and Inorganic Chemistry

For Nanotechnology

SESSION TWO, 2009

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Faculty of Science - Course Outline

1. Information about the Course NB: Some of this information is available on the UNSW Virtual Handbook

1

Year of Delivery 2009

Course Code CHEM2828

Course Name ORGANIC AND INORGANIC CHEMISTRY FOR NANOTECHNOLOGY

Academic Unit SCHOOL OF CHEMISTRY

Level of Course 2nd UG

Units of Credit 6UOC

Session(s) Offered S2

Assumed Knowledge, Prerequisites or Co-requisites

CHEM1011 or 1031; and CHEM1021 or 1041 (Excluded CHEM2021, CHEM2031, CHEM 2839)

Hours per Week 6

Number of Weeks 12 weeks

Commencement Date Week One, Mon. 27/7/09

Summary of Course Structure (for details see 'Course Schedule') Component HPW Time Day Location Lectures 3

Lecture 1 5 – 6 pm Tues Gold G04

Lecture 2 4 – 5 pm Wed Gold G04

Lecture 3 10 - 11 am Thurs Gold G04

Laboratory 3

Lab 9am – 12 noon Tues ChemSci 262

Tutorials* Integrated with lectures*

TOTAL 6

Special Details

* Individual lecturers will work through typical revision questions and problems in class. Tutorial-type questions and typical examination problems will be presented by the individual lecturers.

2. Staff Involved in the Course

Staff Role Name Contact Details Consultation Times

Course Convenor Prof. Roger Bishop

Dalton Building, Room 226, Tel: 9385-4656 [email protected]

09.00-17.00, Mon.-Fri., by arrangement.

Lecturers & Facilitators

Prof. Barbara A. Messerle Assoc. Prof. Roger W. Read Dr. Nicholas K. Roberts

Dalton Building, Room 110, Tel: 9385-4683 [email protected] Dalton Building, Room 227, Tel: 9385-4712 [email protected] Dalton Building, Room 104, Tel.: 9385-4651 [email protected]

Tutors & Demonstrators

To be announced

Additional Teaching Staff

Technical & Mrs. Thanh Vo ChemSci 262, Tel. 9385-

1 UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2007/index.html

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Laboratory Staff Ngoc 4649 Other Support Staff

Mr. Barry Ward Mrs. Berta Litvak Mr. Sharif Sharifi

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3. Course Details

Course Description

2

(Handbook Entry)

Reactive intermediates, addition and rearrangement reactions, carbonyl group chemistry. Chemistry of aromatic compounds. Electronic and geometric structure of inorganic compounds. Coordination chemistry. Transition and non--transition metal chemistry.

Course Aims

3

CHEM2828 covers several major areas of organic chemistry which lay the foundations for more specialised study and also for application in nanotechnology; namely reactive intermediates, addition & rearrangement reactions, and carbonyl chemistry. Likewise, in the inorganic area, electronic & geometric structure, coordination compounds, and transition & non-transitional metal chemistry. These are also considered with nanotechnology in mind.

Student Learning Outcomes

4

By the end of this Course you should have gained a sound foundation in several fundamental areas of organic and inorganic chemistry and, in particular, understand how these relate to applications in nanotechnology. You will receive training in practical chemical skills, laboratory safety, and the types of Chemical Information available.

Graduate Attributes Developed in this Course

5

Science Graduate Attributes

5

Select the level of

FOCUS 0 = NO FOCUS

1 = MINIMAL 2 = MINOR 3 = MAJOR

Activities / Assessment

Research, inquiry and analytical thinking abilities

3 Emphasised throughout course, particularly through means of practical skills gained during the Laboratory work. Critical assessment of practical reports. Two assignments on the lecture material returned and discussed during Course.

Capability and motivation for intellectual development

3 Strong emphasis placed on critical enquiry in both Lecture and Laboratory classes. Applied problems discussed in class.

Ethical, social and professional understanding

3 Emphasised throughout course, particularly at each submission of a new laboratory report.

Communication

2

Write-up of practicals and constructive assessment of practical reports. Critical discussion of returned assignments.

Teamwork, collaborative and management skills

1 The emphasis in this particular Course is more on the development of individual chemical skills, rather than training in teamwork skills. The latter are implemented elsewhere in the Chemistry program.

Information literacy

2 Knowledge of types and sources of Chemical Information, and the ability to use these effectively.

2 UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2006/index.html

3 Learning and Teaching Unit: http://www.ltu.unsw.edu.au

4 Learning and Teaching Unit – Learning Outcomes: http://www.ltu.unsw.edu.au/ref4-2-1_outcomes.cfm

5 Access the contextualised Science Graduate Attributes and your mapped courses: http://www.science.unsw.edu.au/guide/slatig/sciga.html

(Mapped course will also be available at this site from March 2006)

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Major Topics (Syllabus Outline)

Organic Chemistry in Nanotechnology

Part I – Organic Structures and Mechanism

Piecing together an organic molecule This section builds on the information presented in CHEM2041 with the aim of applying spectroscopic techniques to the elucidation of the chemical structure of organic molecules.

• Infrared – characteristic absorptions and their origin. •

1H NMR - chemical shift, integration, H-H spin-spin coupling, splitting patterns, chemical

and magnetic equivalence. •

13C NMR - chemical shift, chemical and magnetic equivalence and C–H spin-spin

coupling. • Mass Spectrometry – types of ionisation, concept of molecular and fragment ions and

an introduction to fragmentation. Importantly, this section will conclude with examples on how to combine the information gained from each of the types of spectroscopy. Starting with small organic molecules this will move onto larger systems applicable to nanotechnology such as fullerenes, peptides and monolayer forming molecules. How a Reaction Proceeds (and how we know!) Initially this section revisits the basic reaction types introduced in first year and discusses the intermediates through which they proceed.

• Carbocations, carbanions and carbon-centred radicals. How each if formed, what stabilises them and their subsequent reactivity

• Elimination, substitution and addition reactions. Which intermediates are involved and the use of kinetic analysis to determine the order of reaction.

In each of the above cases, the mechanistic arrow approach used in first year will be revised. Following this, a range of synthetic reactions will be introduced, firstly with small organic molecules and then related to important components of nanomachinery.

• Carbon-heteroatom bond formation. Includes addition to alkenes, radical halogenation and etherification (including epoxide formation). The utility will be demonstrated through comparison with, for example, a range of catenane syntheses.

• Carbon-carbon bond formation and its stereochemistry. Includes nucleophilic addition to carbonyl groups, conjugate addition, substitution reactions involving carbon nucleophiles, Wittig reactions and cycloadditions. Modification and chain extension of molecules such as dendrimers and fullerenes will be shown.

Part II – Reactions of Organic Molecules An almost ubiquitous functional group? The carbonyl unit is amongst the most important in organic chemistry as it is a component in a range of functional groups. This section aims to illustrate that.

• An introduction to the carbonyl functional groups (ketones, aldehydes, acids, esters, acid chlorides, anhydrides and amides). Their reactivity and how they are interconverted (including their formation from alcohols).

• A revision of additions to carbonyl groups including reduction, acetal and imine formation.

• The acidity of hydrogens adjacent to a carbonyl group and its application in carbon-carbon bond forming reactions (Claisen and Aldol condensations). The utility of such systems will be demonstrated by a Robinson annulation.

The final lecture will focus on peptide chemistry. Peptides are composed of amino acids linked by amide bonds; this is the basis of enzyme structure. Peptide synthesis will be discussed in terms of the reactivities of the groups involved, the need to ‘protect’ some of them and the importance of synthetic design. This will be illustrated with the synthesis of a small peptide used in an electrochemical metal sensor. Unusually Stable Systems (and how to get by that) Systems based on benzene tend to be very stable. This section concentrates on why these systems are stable, how that can be utilised and what steps are needed to overcome them.

• The structure of benzene, including the concepts of aromaticity and anti-aromaticity. Intermolecular interactions and their utility in supramolecular design.

• Electrophilic aromatic substitution and why it proceeds. (Alkylation, acylation, halogenation, nitration and sulfonation.) The effects of substituents on electrophilic attack.

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• Nucleophilic aromatic substitution and the required conditions. The difference between elimination of a hydride and a leaving group.

• Benzylic reactivity and stability These reactions, once demonstrated on benzene, will be extended to more complicated polycyclic aromatic systems such as nanotubes and fullerenes. Further, an introduction to aromatic systems containing heteroatoms and the effect of that heteroatom on reactivity.

Inorganic Chemistry in Nanotechnology

Part I – Inorganic Solids and Main Group Chemistry

Structure and Bonding of Inorganic Solids and Molecules (Shriver and Atkins Inorganic Chemistry, Chapter 3)

• Molecular theory: introduction to MO theory, polyatomic MO theory and MO theory for inorganic solids

• Band theory in ionic solids • Examples:

Perovskites High temperature superconductors Titanium oxides as energy capturing devices/photodegradation

Main Group Metal Chemistry (Shriver and Atkins, Chapters 15 and 10) • Basic structure and concepts:

oxidation states Coordination numbers Reactivity and synthesis

• Examples: Bucky-balls Lithium and Magnesium chemistry – crown ethers for molecular sensors p-Block chemistry – Silicon based structures, boron as a building block Al/Ga/Sn/Pb – vapour deposition of metals on surfaces, building compounds to achieve this

Part II - Transition Metal Chemistry in Nanotechnology

Transition Group Metal Chemistry (Shriver and Atkins Chapter 7, Silberberg Chapter 23) • Basic theory – multiple oxidation states • Bonding – representative ligands, representative structures • Hard/soft theory of binding (e.g. thiols on gold surfaces) • Crystal field theory • Magnetism

Applications of Transition metal complexes in nanotechnology • Building nanoscale metal complexes

molecular self assembly • Examples:

redox switched systems Photo-switched systems (styrol) Molecular motors

Relationship to Other Courses within the Program

This Course develops and expands the knowledge of Organic & Inorganic Chemistry covered earlier at the first year level. Leads to participation in NANO3410 (Chemistry of Surfaces), NANO3440 (Biosensors and Biodevices for Nanotechnology), and study at Honours level. Also contributes towards student membership of professional body (RACI): see http://www.raci.org.au/

4. Rationale and Strategies Underpinning the Course

Teaching Strategies

Examples from chemical practice allow “Contextualising” 6. Students become more engaged in the learning process if they can see the relevance of their studies to professional, disciplinary and/or personal contexts. We also have undertaken “Designing” to 10. Clearly articulated expectations, goals, learning outcomes, and course requirements increase student motivation and improve learning.

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12. Graduate attributes - the qualities and skills the university hopes its students will develop as a result of their university studies — are most effectively acquired in a disciplinary context. “Teaching” in the use of laboratory groups supports 14. Learning cooperatively with peers — rather than in an individualistic or competitive way — may help students to develop interpersonal, professional, and cognitive skills to a higher level.

Rationale for learning and teaching in this course

6,

Chemistry is an experimental science, requiring the development of both practical skills in the Laboratory and an intellectual understanding. The integration of lectures and laboratories supports “Engaging” 1. Effective learning is supported when students are actively engaged in the learning process. 2. Effective learning is supported by a climate of inquiry where students feel appropriately challenged and activities are linked to research and scholarship.

6 LTU – Teaching Philosophy: http://www.ltu.unsw.edu.au/ref3-3-5_teaching_portfolio.cfm#philosophy

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5. Course Schedule Some of this information is available on the Virtual Handbook

7 and the UNSW Timetable

8.

7 UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2006/index.html

8 UNSW Timetable: http://www.timetable.unsw.edu.au/

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Week

Lectures (Tuesday), Topics & Lecturers

Lectures (Wednesday), Topics & Lecturers

Lectures (Thursday), Topics & Lecturers

Laboratory (Tuesday)

Assignment and Submission dates (see also 'Assessment Tasks & Feedback')

Week 1

ORGANIC, Bishop ORGANIC, Bishop ORGANIC, Bishop LAB CLASS. Organic

Laboratory safety induction

Week 2

ORGANIC, Bishop ORGANIC, Bishop ORGANIC, Bishop LAB CLASS. Organic

Weeks 2-7, Organic Chemistry experiments. Laboratory reports as soon as completed by student

Week 3

ORGANIC, Bishop ORGANIC Bishop ORGANIC, Bishop LAB CLASS. Organic

Week 4

ORGANIC, Bishop ORGANIC, Read ORGANIC, Read LAB CLASS. Organic

Week 5

ORGANIC, Read ORGANIC, Read ORGANIC, Read LAB CLASS. Organic

Organic assignment due in

Week 6

ORGANIC, Read ORGANIC, Read ORGANIC, Read LAB CLASS. Organic

Week 7

INORGANIC, Roberts INORGANIC, Roberts INORGANIC, Roberts ORGANIC EXAMINATION (2

hours)

Final Organic Laboratory session

Week 8

INORGANIC, Roberts INORGANIC, Roberts INORGANIC, Messerle LAB CLASS. Inorganic

FINAL ORGANIC EXAMINATION

Week 9

INORGANIC, Messerle INORGANIC, Messerle INORGANIC, Messerle LAB CLASS. Inorganic

Weeks 9-13, Inorganic Chemistry experiments. Laboratory reports as soon as completed by student

Week 10

INORGANIC, Messerle INORGANIC, Messerle INORGANIC, Messerle LAB CLASS. Inorganic

Week 11

INORGANIC, Messerle INORGANIC, Messerle INORGANIC, Messerle LAB CLASS. Inorganic

Inorganic assignment due in

Week 12

INORGANIC, Messerle INORGANIC, Messerle INORGANIC, Messerle LAB CLASS. Inorganic

Week 13

— — — Final Inorganic Laboratory session

*NB: As stated in the UNSW Assessment Policy: ‘one or more tasks should be set, submitted, marked and returned to students by the mid-point of a course, or no later than the end of Week 8 of a 14-week session'

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6. Assessment Tasks and Feedback

Date of

Feedback

Task

Knowledge & abilities

assessed

Assessment Criteria

% of total mark

Release

Submission

WHO

WHEN

HOW

Laboratory work: individual practical reports

Ability to use practical Laboratory knowledge and to develop skills

Marks for experimental results as presented. Additional marks for answering the specific Task questions for each experiment.

30 Week 0 As soon as individual experiments are completed

Prof. Roger Bishop and Dr. Nicholas Roberts

Generally, in the same, or next, lab. session as submission of the report

Marks, written and verbal advice

Organic chemistry assignment

Ability to use Organic lecture material in problem solving

Marks for problem solving as presented.

5 Week 4 Week 5 Prof. Roger Bishop & Assoc. Prof. Roger Read

Week following the assignment

Marks, and written advice

Final Organic examination

Overall level of attainment of knowledge and problem-solving skills in the Organic component of the Course

Answers to questions given correctly. Discussion shows knowledge and understanding of the course.

30 Week 8 (September)

Week 8 Prof. Roger Bishop & Assoc. Prof. Roger Read

Week following the examination

Marks, and oral advice

Inorganic chemistry assignment

Ability to use Inorganic lecture material in problem solving

Marks for problem solving as presented.

5 Week 10 Week 11 Prof. Barbara Messerle & Dr. Nicholas Roberts

Week following the assignment

Marks, and written advice

Final Inorganic examination

Overall level of attainment of knowledge and problem-solving skills in the Inorganic component of the Course

Answers to questions given correctly. Discussion shows knowledge and understanding of the course.

30 November November UNSW Exams Branch

November Final mark for Course is awarded

* Insert rows as needed

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7. Additional Resources and Support

Text Books

There is no single textbook for the course. Some useful books are suggested in the reading

list below. Additional references may be provided by lecturers.

Organic Chemistry, John McMurry, Thomson: Brooks/Cole, 7th edition, 2008.

Foundations of Inorganic Chemistry, Mark Winter and John Andrew, Oxford Chemistry Primers, Oxford University Press, 2000. Inorganic Chemistry, D.F. Shriver, and P.W. Atkins, 3rd edition, Oxford University Press, 1999. Advanced Inorganic Chemistry, F.A. Cotton, G. Wilkinson, C.A. Murillo, M. Bochmann, 6th edition, John Wiley and Sons, 1999.

Course Manual

A print copy of the CHEM2828 (ORGANIC & INORGANIC CHEMISTRY FOR NANOTECHNOLOGY) LABORATORY MANUAL Practical Course (2009) is required.

Required Readings

As notified by individual lecturers

Additional Readings

As notified by individual lecturers

Recommended Internet Sites

The UNSW School of Chemistry website http://www.chem.unsw.edu.au/local contains direct links to many important chemistry-related websites and databases.

Societies

UNSW Students of Chemistry Society (SOCS) UNSW) http://www.chem.unsw.edu.au/schoolinfo/socs.html UNSW Chemical Society Royal Australian Chemical Institute http://www.raci.org.au/

Computer Laboratories or Study Spaces

Laboratory – Chemical Sciences Building 162 Gibson Computer laboratory – Ground floor, Dalton Building

8. Required Equipment, Training and Enabling Skills

Equipment Required

Laboratory coat, eye protection, sensible clothing, and enclosed footwear, are required in all School of Chemistry laboratories.

Enabling Skills Training Required to Complete this Course

Compulsory OH&S briefing at the first Laboratory Session. All students must carry out their own Risk Assessments for each Experiment in this Course. MSDS and other safety data are supplied, and training is provided as part of the class. Awareness of School professional & ethical conduct guidelines (contained on-line and in the Laboratory Manual).

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9. Course Evaluation and Development

Student feedback is gathered periodically by various means. Such feedback is considered carefully with a view to acting on it constructively wherever possible. This course outline conveys how feedback has helped to shape and develop this course.

Mechanisms of Review

Last Review Date

Comments or Changes Resulting from Reviews

Major Course Review

June 2007 Streamlining of the Laboratory (but not Lecture) material to take account of the new twelve-week teaching Session.

CATEI

9

CATEI Course Evaluation took place at the end of Session Two, 2007

There was criticism in 2007 that the Organic Laboratory material was too demanding for the time available. Consequently, for 2008, this was shortened. There was also criticism that some of the work submitted for marking was not returned promptly. Markers have been reminded of this requirement. The situation was monitored closely in 2008 and no further complaints were received. There was no criticism that the Inorganic Laboratory material was too undemanding for the time available; but most students actually completed it in only four of the seven weeks available. Consequently, in 2008, the Organic Examination was allocated one of these timetable slots. This alteration proved to give a more effective use of the allocated teaching time, and it will be done again in 2009.

Other

None

Streamlining of the Lecture material to take account of the new twelve-week teaching Session was carried out in 2008 and this worked well.

9 Science CATEI procedure: http://www.science.unsw.edu.au/guide/slatig/catei.html

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10. Administration Matters

Information about each of the following matters is best presented in a generic School handout or webpage. Reference should be made in every course handout to where the information can be found, and the importance of being familiar with the information.

Expectations of Students

Students are expected to attend all lectures; the UNSW requirement is at least 80%. Attendance at Laboratory Classes, Tuesday 9 am - 12 noon (Chemical Sciences Building 262) is compulsory and a roll is kept. The reasons for any absences should be conveyed to the Laboratory Supervisor. If these were due to health problems they should be documented with a medical certificate. In such genuine instances no additional laboratory time will be allowed, but the laboratory marks obtained during session will be scaled accordingly so that you are not disadvantaged. Pre-laboratory work is expected to take 30-60 minutes per week (including safety matters) and post-laboratory write-up is expected to take 1-2 hours per week.

Assignment Submissions

Laboratory reports should be submitted to the Laboratory Class Supervisor during the normal class period. A cover sheet should be pasted in your Laboratory notebook for each submission, or attached to each class assignment. Cover sheets are issued in Week 1 as part of the compulsory OH&S Induction, and a copy is also contained in the Laboratory Manual.

Occupational Health and Safety

10

Information on relevant Occupational Health and Safety policies and expectations at UNSW: www.riskman.unsw.edu.au/ohs/ohs.shtml School of Chemistry OH&S policy and requirements see laboratory manual and WebCT. To be admitted to a laboratory, you must wear safety glasses, or prescription glasses with side-guards or prescription glasses covered by over-glasses, a lab. coat and covered shoes (no thongs, open sandals or clogs). You must also complete all safety pre-lab. work, risk assessment or other prescribed preparation relating to carrying out safe laboratory work. Visitors are not allowed to undergraduate laboratories without the permission of the laboratory supervisor. A risk assessment must be completed before any laboratory work can be attempted.

Assessment Procedures

If late or non-submissions of work are due to health problems they should be documented with a medical certificate.

Equity and Diversity

Those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the course Convenor prior to, or at the commencement of, their course, or with the Equity Officer (Disability) in the Equity and Diversity Unit (9385 4734 or www.equity.unsw.edu.au/disabil.html). Issues to be discussed may include access to materials, signers or note-takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made. Information on designing courses and course outlines that take into account the needs of students with disabilities can be found at: www.secretariat.unsw.edu.au/acboardcom/minutes/coe/disabilityguidelines.pdf

School Contact

Faculty Contact

University Contact

Grievance Policy

11

Dr. Gavin Edwards, Dalton Building, Room 221 [email protected] Tel: 9385-4652

Dr Noel Whitaker Associate Dean (Education) [email protected] Tel: 9385 7930 or Dr Ian McFarlane Associate Dean (Student Affairs) [email protected]

Graduate Research School Tel: 9385 2969 Compass University Counselling Services

12

Tel: 9385 5418

10

UNSW Occupational Health and Safety: www.riskman.unsw.edu.au/ohs/ohs.shtml 11

UNSW Grievance Policy: http://www.infonet.unsw.edu.au/poldoc/student_grievance_resolution.pdf 12

Compass – University Counselling Service http://www.counselling.unsw.edu.au/compass_programs/

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Tel: 9385 6122

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11. UNSW Academic Honesty and Plagiarism

What is Plagiarism? Plagiarism is the presentation of the thoughts or work of another as one’s own. *Examples include: • direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article, report or

other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person’s assignment without appropriate acknowledgement;

• paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of ideas of the original;

• piecing together sections of the work of others into a new whole; • presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for

example, another student or a tutor; and • claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed.† For the purposes of this policy, submitting an assessment item that has already been submitted for academic credit elsewhere may be considered plagiarism. Knowingly permitting your work to be copied by another student may also be considered to be plagiarism. Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain plagiarised material. The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism. The Learning Centre website is main repository for resources for staff and students on plagiarism and academic honesty. These resources can be located via: www.lc.unsw.edu.au/plagiarism The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in: • correct referencing practices; • paraphrasing, summarising, essay writing, and time management; • appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts. Individual assistance is available on request from The Learning Centre. Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. * Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of Newcastle † Adapted with kind permission from the University of Melbourne.


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