Semester Learning Plan
Document can be downloaded here
Course title: Analytical Chemistry 1 (KA1)
Course code: AKM21 322
Credit: 3
Course Court Group: Compulsory
2th semester
Prerequisite Course: KU, KD1
Lecturer:
Drs. Abdul Haris, M.Si
Dr. M. Cholid Djunaidi,M.Si
Dr. Gunawan, M.Si
Graduate Learning Outcomes (GLO)
| Attitude | GLO1-(S9) | Demonstrate an attitude of responsibility for work in their field of expertise independently. |
| Knowledge | GLO2-(PP1) | Mastering the theoretical concepts of structure, properties, changes, kinetics, and energetics of molecules and chemical systems, identification, separation, characterization, transformation, synthesis of micromolecular chemicals, and their application. |
| GLO3-(P2) | Mastering complete operational knowledge of functions, how to operate common chemical instruments, and analysis of data and information from these instruments | |
| GLO4-(P3) | Mastering the basic principles of software for analysis, synthesis, and molecular modeling in general or more specific chemical fields. | |
| General skills | GLO5-(KU2) | Able to demonstrate independent, quality, and measurable performance. |
| Special skills | GLO6-(KK1) | Able to produce the correct conclusions based on the results of the interpretation of the chemical analysis that has been carried out |
| GLO7-(KK3) | Able to analyze several alternative solutions in identification, analysis, isolation, transformation, and synthesis of available chemicals and present analysis conclusions for appropriate decision making. |
Course Description: Students can rationalize (C4) the most suitable instrumental analysis method in solving (C4) problems based on spectrometry and microscopy and can develop/modify (A4) new systems to obtain reliable chemical quantization.
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minute) | Evaluation | |
| Criteria and Indicators | Quantity (%) | ||||||
| 1 | Students can understand (C2) the concept of good chemical analysis detailing (C3) the phenomenon of chemical analysis, both classical and modern, correctly at least 80% | Introduction to Analytical Chemistry: Introduction to classical and modern chemical analysis in general” | § Discovery learning
§ Cooperative learning § Discussion |
Student discussion | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. Accuracy explains the different principles of classical and modern general chemical analysis b. The importance of chemical information |
5 |
| 2 | Students can understand (C2) components and detail (C4) the theory of classical chemical analysis correctly at least 80% | Introduction to Analytical Chemistry: Fundamentals of qualitative analysis, Electrolyte dissociation/ionization | § Cooperative learning
§ Discussion |
Student discussion
|
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. accuracy explains the basics of qualitative analysis: definition electrolyte/non-electrolyte solutionb. accuracy of explaining dissociation/ionization |
5 |
| 3 | Students can understand (C2) components and analyze (C3) equilibrium theory is correct at least 80% | Equilibrium constant: Equilibrium Theory | § Problem Based Learning
§ discussion |
Students practice various qualitative relationships and quantitatively the quantities of the equilibrium constant | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. the accuracy of explaining the theory of equilibrium | 5 |
| 4 | Students can detail (C3) acid-base equilibrium, salt and buffer, rationalize (C4) constants and solve measurement problems correctly at least 80% | Acid-Base Equilibrium, salt, water and buffer buffer: acid base balance, salt balance, buffer balance (case method and project based learning) | § Problem Based Learning
§ discussion |
Students practice various qualitative relationships and quantitatively the quantities of the equilibrium constant | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. Accurately explain acid-base balance, salt, and buffer | 5 |
| 5-6 | Students can understand (C2) the basic concept of Ksp, examine (C4), and evaluate (C5) the equilibrium of a solid-solution reaction correctly at least 80% | Equilibrium of the precipitation reaction, and constant product solubility (Ksp) (case method and project based learning) | § Problem Based Learning
§ discussion |
Student discuss and presenting task | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. the accuracy of explaining the depositional equilibrium and Ksp | 10 |
| 7 | Students can understand (C2) the basic concepts of complex formation theory, examine (C4) and evaluate (C5) the difficult equilibrium constant and tough instability correctly at least 80% | Equilibrium of the precipitation reaction, and the formation constant and instability of the complex: Stability, Kinst, Formation of complexes from sediment (case method and project based learning) | § Problem Based Learning
§ discussion |
Students discuss about middle exam and introduction to middle exam | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. accurately describes the equilibrium of complex formation and complex instability | 10 |
| 8 | Middle test | § lesson 1-7 | § | Written examination | 90 | – | |
| 9 | Students can understand (C2) the principle of redox reaction equilibrium and understand the application of (C3). | The equilibrium of the reduction–oxidation (Redox) reaction, and the redox constant | § Problem Based Learning
§ discussion |
Student discuss | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. accurately describes the redox equilibrium and the redox constant | 5 |
| 10 | Students Students can understand (C2) the principles and rules of qualitative chemical analysis based on the flame reaction and the charcoal reaction correctly at least 80% | Qualitative chemical analysis based on flame reaction and charcoal reaction: qualitative chemical analysis based on flame reaction, qualitative chemical analysis based on charcoal reaction | § Problem Based Learning
§ discussion |
Students discuss | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. Accuracy in explaining chemical analysis based on flame reaction and charcoal reaction | 5 |
| 11-14 |
Students can understand (C2) the principles and rules of qualitative chemical analysis of cations and mixtures of classical H2S separation methods correctly at least 80% per group. |
Cation separation based on the H2S method: Introduction to H2S . method, Separation of Group I-V cations. Separation Method and Anion Analysis | § Problem Based Learning
§ discussion
|
Students discuss | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
a. accuracy of explaining chemical analysis based on H2S method | 30 |
| 15 | Students can understand (C2) the principles and rules of qualitative chemical analysis of anions and mixtures correctly at least 80% per group. | Method of separation and analysis of cation and anion mixtures (case method and project based learning) | § Problem Based Learning
§ discussion |
Students discuss | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Active in discussion | 10 |
| 16 | Final exam | § Lesson 9- 15 | Written examination | 90 | – | ||
| 100% | |||||||
References:
- Vogel’s , 1995, Qualitative Inorganic Analysis.
- Emil J.Slewinski, 1988, Chemical Principles in the Laboratory with Qualitative Analysis
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Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
