SEMESTER LEARNING PLAN
Document can be downloaded here
Course Title: Instrumental Analytical Chemistry 2 (KAI 2)
MK code: AKM21 352
Credit Weight: 2
Group of Courts: Compulsory
Semester: 5
Prerequisite Course: KAI1
Lecturer:
Drs. Abdul Haris, M.Si.,
Didik Setiyo W., S.Si., M.Si.,
Gunawan, M.Si., Ph.D
Graduate Learning Outcomes (GLO)
| Attitude | GLO1-(S9) | Demonstrate an attitude of responsibility for work in their field of expertise independently. |
| Knowledge | GLO2-(PP2) | Mastering complete operational knowledge of functions, how to operate standard chemical instruments, as well as analysis of data and information from instruments |
| General Skills | GLO 3 -(KU1) | Able to apply logical, critical, systematic, and innovative thinking in the context of the development or implementation of science and technology that pays attention to and uses humanities values by their field of expertise |
| GLO 4 -(KU2) | Able to demonstrate independent, quality, and measurable performance | |
| GLO 5 -(KU2) | Able to be responsible for the achievement of group work results and supervise and evaluate the completion of work assigned to workers under their responsibility | |
| Special Skills | GLO 6 -(KK3) | Mastering complete operational knowledge of functions, how to operate standard chemical instruments, and analysis of data and information from these instruments |
Course Description
In this lecture, students will learn chemical analysis methods to measure the electrical and electrochemical character of the system, both in classical and instrumental analysis. Classical analysis—titrimetry—is carried out by measuring the solution’s pH, emf, or conductivity during titration to determine the equivalence point. Students are expected to be able to compare with titrimetric analysis using color indicators. Instrumental analysis with an electrochemical approach leads students to analyze metal ion species, their contents and retrieve these metals from solution, analyze metal ions in solution at a trace level with a more environmentally friendly method (clean technology). Students can recognize the approach electricity and electrochemistry and compare it with other techniques to solve the chemical analysis of ions at low concentrations, applying these methods to the recovery process metals from solution
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Students can understand (C2), develop (P4), and discuss (A2) the basics of chemical electroanalysis regarding the understanding and laws related to electrochemical cells and apply (C3) to cell potential calculations without opening notes at least 80% correct. | Introduction to chemical electro-analyst (BK 16)
a. Cell components b. Cell potential c. Current relationship in electrochemical cell d. Effect of concentration on cell potential |
Discovery learning
Cooperative learning |
Students listen, take notes and ask questions about the subject
Students form small groups and discuss electrochemical cells, cell potentials, and their measurements. Students work on practice questions and present the results, |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
The theoretical accuracy of calculating the electrode potential of a redox reaction
Active in discussion |
2,5 |
| 2-3 | Students can apply (C3), construct (P4), and discuss (A2) types of cell potential calculations without opening notes at least 80% correct. | Cell potential calculation (BK 16)
a. Electrode potential b. Standard electrode potential c. Cell potential analysis from electrode potential d. The thermodynamic potential of the cell e. Liquid junction potential f. Ohmic potential (IR drop) |
Discovery learning
Cooperative learning |
Students listen, take notes and ask questions about the subject
Students form small groups and discuss electrochemical cells, cell potentials, and their measurements. Students work on practice questions and present the results, |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in understanding the various possibilities and accuracy in calculating theoretical the probability of redox reaction electrodes
The theoretical accuracy of estimating the electrode potential of a redox reaction |
2,5 |
| 4-5 | Students can understand (C2), construct (P4), and discuss (A2) types of electrodes for potentiometric methods in chemical analysis without opening notes at least 80% correct.
|
Potentiometry Basics
Various kinds of electrodes a. Reference electrode b. Metal indicator electrode c. Membrane indicator electrode |
Discovery learning
Cooperative learning small group discussion |
1) Students listen, take notes and ask questions about the subject, discuss in small groups to be able to analyze how to present potentiometric data in titrimetric analysis
2) Students work on practice questions about various electrodes and present the results. 3) Students make conclusions on the results of their work. |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in understanding the kinds of electrodes used in potentiometry. | 5 |
| 6-7 | Students can apply (C3), construct (P4), and discuss (A2) on measuring pH, cations and anions without opening notes at least 80% correct. | Potentiometric Analysis
a. Instrument for measuring cell potential b. Potentiometric titration |
Discovery learning
Cooperative learning small group discussion |
1) Students listen, take notes and ask questions about the subject, discuss in small groups to be able to analyze how to present potentiometric data in titrimetric analysis
2) Students work on practice questions and present results, 3) Students make conclusions on the results of the discussion above |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in analyzing analyte concentration in a solution by potentiometry | 5 |
| 8
|
Mid-semester | Written exam | 90 | The truth and completeness of the answer to the question | 35 | ||
| 9-10 | Students can describe (C2) Fick’s and Nernst’s Laws and apply (C2) polarography and interpret polarographic data and its characteristics to analyze (C4) of analytes, changes, or effects of complexing agents and correctly predict the mechanism of redox reactions in polarography/voltammetry at least 80% | Coulometry- Amperometry
a. Controlled potential coulometry b. Controlled current coulometry c. Coulometric titration d. Amperometric titration |
Discovery learning
Cooperative learning Problem Based Learning |
1) Students listen, take notes, and ask questions about the subject.
2) Students work on coulometric and amperometric titration practice questions and present the results, 3) Students make conclusions on the work of evaluating the results above |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in understanding the types of coulometry and coulometric and amperometric titrations. | 5 |
| 11-12 | Students can understand (C2) the concept of the physical properties of an electric current-carrying solution and its interaction with the electrode as an electric double layer and calculate (C3) the electrical conductivity of the solution and explain how to measure it and the change in conductivity during titration
|
Conductometry
1. Basic concept 2. Conductivity of electrolyte solution 3. Electric double-layer 4. Conductivity Measurement 5. Conductometric titration 6. Application |
Discovery learning
Cooperative learning small group discussion |
1) Students listen, take notes, and ask questions about the subject.
2) Students work on practice questions and present the results, 3) Students criticize the condition of the measurement data and evaluate both qualitatively and in-depth. Students form small groups and discuss statistical tests on non-parametric data |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in analyzing analyte concentration in a solution by conductometry | 5 |
| 13-15 | Students can describe (C2) Fick and Nernst’s Law and apply (C2) polarography and interpret data
polarography and its character to analyze (C4) of analytes, changes or effects of complexing agents and predict the redox reaction mechanism on polarography/voltammetry correctly at least 80% |
Polarography and Voltammetry
a. Ficks’ law and Nernst’s equation b. Polarographic analysis c. Polarographic wave equation d. Polarographic wave interpretation e. Diffusion currents and technical factors f. Technical aspects of polarographic analysis g. Modified Polarography h. Anodic discharge voltammetry and cyclic voltammetry |
Discovery learning
Cooperative learning small group discussion |
1) Students listen, take notes, and ask questions about topics related to polarography and voltammetry.
2) Students work on practice questions and present the results, 3) Students discuss completing assignments 4) Students make conclusions on the work above |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in analyzing analyte concentration in solution
The truth of the conclusion based on the data |
5 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | 35 | ||
| Total Rating | 100 | ||||||
Reference:
- Wilard, L.L. Merritt, Jr., J.A. Dean, and F.A. Settle, Jr., “Instrumental Methods of Analysis”, 6th ed., Van Nostrand, Princeton, N.Y., 1981, Chaps.10 and 11.
- W. Ewing, “Instrumental Methods of Chemical Analysis”, 4th ed., Mc.Graw-Hill, NewYork, 1975, Chaps. 12 and 13.
- H.Baur, G.D.Christian, and J.E. O’Reilly (eds.), “Instrumental Analysis”, Allyn and Bacon, Boston, 1978, Chaps. 12 and 13.
- A.Skoog and D.M. West, “Principles of Instrumental Analysis,” 2nd ed., Saunders, Philadelphia, 1980, Chaps. 20,21,22,23 and 24
- D.Christian, “Analytical Chemistry”, 3rd ed., Wiley, New York, 1980, pp 411-413.
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
