SEMESTER LEARNING PLAN
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Course Title: Organic Chemistry 3 (KO3)
MK code: AKM21 344
Credit Weight: 2
Group of Courts: Compulsory
Semester: 4
Prerequisite Course: KO2
Lecturer:
Dra. Dewi Kusrini, M.Si
Graduate Learning Outcomes (GLO)
Able to explain (C1) and understand (C2), apply (C3), and analyze (C4) oxidation, reduction, and substitution reactions on aromatic compounds, carbohydrates, lipids, amino acids, and proteins.
Course Description
The Organic Chemistry III course is given in the fourth semester, containing learning about polycyclic aromatic compounds, heterocyclic aromatic compounds, pericyclic reactions, dyes, and macromolecules such as carbohydrates, lipids, amino acids, and proteins.
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Able to explain (C2) and understand (C2) nomenclature, physical properties, and bonds in polycyclic aromatic compounds. Able to explain, apply (C3) and analyze (C4) oxidation, reduction, and substitution reactions in polycyclic aromatic compounds | aromatic polycyclic compounds | Discovery learning
Cooperative learning |
Discussion and practice:
-Nomenclature, physical properties, bonds in polycyclic aromatic compounds -Oxidation reactions -Reduction reactions -Substitution reactions |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-Accuracy in naming bonds in polycyclic aromatic compounds
-Accuracy in making oxidation, reduction and nucleophilic substitution and electrophilic substitution reactions |
5 |
| 2 | Able to explain (C2) and understand (C2) nomenclature, physical properties in aromatic heterocyclic compounds in circles 6 and 5. Able to explain, apply (C3) and analyze (C4) nucleophilic and electrophilic substitution reactions in aromatic heterocyclic compounds in circles 6 and 5 | Heterocyclic aromatic compounds | Discovery learning
Cooperative learning |
Discussion and practice:
-Nomenclature, physical properties, on aromatic heterocyclic compounds in circles 6 and 5 -Electrophilic and nucleophilic substitution reactions |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-Accuracy in mentioning nomenclature
-Accuracy in making nucleophilic substitution reactions and electrophilic substitutions -Students’ reactivity in discussions |
10 |
| 3-4 | Be able to explain and understand the molecular orbitals of conjugated polyenes. Be able to explain and analyze the main types of pericyclic reactions. Able to apply and analyze cycloaddition reactions, electrocyclic reactions, cyclization reactions on polyene compounds. Able to explain and evaluate (C5) the presence of sigmatropic rearrangements in polyene compounds | Pericyclic Reaction | Discovery learning
Cooperative learning Problem Based Learning |
Discussion and practice:
– Cycloaddition reactions on polyene compounds. -Electro cyclic reactions in polyenes -Cyclization reactions in polyenes -Sigmatropic rearrangement reactions in polyenes |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-Accuracy in making and analyzing cycloaddition reactions, electrocyclic reactions, cyclization reactions, and rearrangement reactions in polyene compounds
-Student creativity in discussion |
15 |
| 5-6 | Able to explain and understand, about UV-visible spectroscopy. Able to explain and understand color and vision, synthetic and natural dyes. Able to apply (C3) the addition of functional groups in dyestuffs, Able to evaluate changes in dyestuffs | Pigment | Discovery learning
Cooperative learning Problem Based Learning |
Discussion and practice:
-Chromophores, auxochromes, fluorescence, electron transitions, . Absorption in the aromatic system -Absorption of free electron transitions -Synthetic and natural dyes -Replacement of functional groups in dyes |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy of analyzing the absorption in the aromatic system
-Accuracy in analyzing the presence of synthetic dyes and natural dyes. Student creativity in discussions |
10 |
| 7 | Able to make a paper about one of the polycyclic aromatic compounds, heterocyclic aromatics, pericyclic reactions, dyes that are in nature | discussion | discussion | Discussion of polycyclic aromatic compounds, heterocyclic aromatics, pericyclic reactions, natural dyes | FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-The accuracy of making papers on polycyclic aromatic compounds
-The accuracy of making a paper on heterocyclic aromatic compounds -The accuracy of making papers on colored compounds -Student creativity in discussion |
10 |
|
8
|
|
Midterm exam | Written exam | 90 | The truth and completeness of the answer to the question | ||
| 9-10 | Able to explain and understand the classification of carbohydrates, enantiomeric pairs, diastereomers, epimers, anomers. Able to distinguish (C2) between aldose and ketose, between aldehyde and alcohol, between D and L configuration in monosaccharides. Able to explain and predict (C3) cyclization reactions in monosaccharide molecules to form pyran rings and furan rings. Able to change (C4) Fisher projection on monosaccharides. Be able to explain the oxidation reaction of monosaccharides. Able to predict the results of reduction reactions in monosaccharides. Able to determine the results of hydrolysis on maltose, cellulose, lactose, and cellulose. Able to determine the presence of reducing and non-reducing carbohydrates | Carbohydrate | Discovery learning
Cooperative learning Problem Based Learning |
Discussion, practice;
-Classification of carbohydrates -Configuration D and L -Cyclization reaction -Fisher’s Projection -Reaction oxidation, reduction -Hydrolysis reaction -Reducing and non-reducing carbohydrates |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-Accuracy determines the classification of carbohydrates. -Accuracy in distinguishing aldose and ketose, aldehyde and alcohol, D and L configuration. -Accuracy in making cyclization reactions of pyran and furan rings
-The accuracy of changing Fisher’s projection on monosaccharides -The accuracy of making oxidation and reduction reactions on monosaccharides -The accuracy of determining the hydrolysis results of maltose, cellulose, lactose, and cellulose -Accuracy determines the presence of reducing and non-reducing carbohydrates -Students’ reactivity in discussions |
15 |
| 11-12 | -Able to explain and understand the classification of saponified and non-saponifiable lipids -Able to explain the difference between fats and oils -Able to explain the presence of simple lipids -Able to explain and differentiate the sources of lipids and types of lipids in animals and plants -Able to explain and distinguish between saturated and unsaturated fatty acids Fed up
-Able to explain and distinguish one-, two- and three-acid fats -Able to explain and analyze the hydrogen-acyl reactions of unsaturated fats -Able to explain and analyze the reaction of addition of fats by acid halides/halides -Able to explain and analyze the saponification reaction of saturated tan fat -Able to explain and calculate the iodine number and saponification number |
Lipids | Discovery learning
Cooperative learning Problem Based Learning |
Discussion, practice:
-Classification of lipids -The difference between fat and oil -simple lipids -source and type of lipid – Saturated and unsaturated fatty acids -Hydrogenation reaction -Additional Reaction -Saponification reaction -Iodine number and saponification |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-Accuracy explains the classification Accuracy explains the difference between lipids and oils, sources of animal and plant lipids, saturated and unsaturated fats, one, two, and three acids
-Accuracy in analyzing addition reactions, saponification reactions, iodine numbers |
15 |
| 13 | Able to understand (C2) and explain (C3) the classification of saponifiable and unsaponifiable lipids. Be able to explain the structure of candles and understand their names. Be able to explain the sources of lipids and types commonly found in plants and animals. Be able to name (C1) and explain (C2) the components that makeup phospholipids. Able to explain (C2) and analyze (C4) the result of hydrolysis of a phospholipid. Able to describe (C1) and understand (C2) the writing of the chemical structure of phospholipids and their constituent components. Able to explain the tail and head on the structure of phospholipids | Phospholipids | Discovery learning
Cooperative learning Problem Based Learning |
Discussion and practice:
-Classification of Sabinated lipids -wax structure -Source and types of lipids -components of lipids -Hydrolysis of phospholipids -The chemical structure of phospholipids |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-The accuracy of explaining the classification of phospholipids
-Accuracy in mentioning the source and type of phospholipids -Accuracy in mentioning the constituent components of phospholipids -The accuracy of writing down the chemical structure of phospholipids -The accuracy of explaining the tail and head of the phospholipid structure |
5 |
| 14 | -Able to describe (C1) the structure of amino acids -Able to explain and analyze the amino acids that make up proteins which are neutral, acidic, basic -Able to explain the physical properties of amino acids -Able to explain and analyze essential and non-essential amino acids
-Able to explain and analyze the reactions of amino acids with Sanger, nitric acid, carbon dioxide, acetyl chloride, Edmin -Able to explain deamination oxidation reactions, deamination reduction in amino acids -Able to explain the esterification reaction of amino acids -Able to explain amino acids as ionic sweaters -Able to explain the peptide bond of one amino acid with another amino acid |
Amino acid | Discovery learning
Cooperative learning Problem Based Learning |
Discussion and practice:
-Describe the structure of amino acids – Amino acids make up protein -Physical properties of amino acids -Essential and non-essential amino acids -Reaction of amino acids with Sanger reagent, nitric acid, carbon dioxide, acetyl chloride -Oxidation reaction, deamination reduction -Decarboxylation reaction -Esterification reaction -Amino acids as ionic sweaters – Peptide Bonds |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-Accuracy of drawing the chemical structure of amino acids. -Accuracy of explaining amino acids as building blocks of protein
-Accuracy of mentioning physical properties -Accurately mention the difference between essential and non-essential amino acids -Accuracy explains the reactions in amino acids -Precisely explain deamination oxidation reaction, deamination reduction -The accuracy of explaining the esterification reaction -Accuracy in describing amino acids as ionic sweaters -Accuracy in describing peptide bonds |
10 |
| 15 | -Able to explain the differences between one protein and another
-Able to explain protein classification based on composition -Able to explain the classification of proteins based on their shape -Able to explain the classification of proteins based on their function -Able to classify proteins based on the level of degradation -Able to explain the primary structure of secondary, tertiary, and quaternary proteins |
Protein | Discovery learning
Cooperative learning Problem Based Learning |
Discussion and practice
-Types of protein -Classification of proteins -Primary, secondary, tertiary, and quaternary structures |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-Accuracy of distinguishing proteins
-The accuracy of explaining the classification -The accuracy of making primary, secondary, tertiary, and quaternary structures |
5 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
Reference:
- Allinger, N.L., Cava, M.P., Jongh D.C., Johnson, C.R., Lebel, N.A and Stevens, C.L., 1976, “”Organic Chemistry”” Worth Publishers, Inc, U.S.A.
- Fessenden, R.J and Fessenden, J.S., 1989. “” Kimia Organik”” alih bahasa Pudjaatmaka,A.H., jilid II, edisi ke tiga, Erlangga, Jakarta
- Jacqueline I. Kroschwitz and Melvin Winokur, 1990, Chemistry :”” General Organic Biological, 2nd Edition, McGraw-Hill Publishing Company, New york
- McMurry, John, 1988 “” Organic Chemistry””, Brooks/Cole Publishing Company, California
- Solomon, 1988, “”Organic Chemistry”” John Willey & Sons, New York
- Sumardjo, damin, “”Pengantar Kimia: Buku Panduan kuliah Mahasiswa Kedokteran dan Program Strata I Fakultas Bioeksakta”” 2009 EGC, Jakarta
- Volhardt, K.P.C., 1994, “” Organic Chemistry”” , W.H Freeman and Co, New York
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
