SEMESTER LEARNING PLAN
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Course Title: Inorganic Chemistry 3 (KAno3)
MK code: AKM21 343
Credit Weight: 3
Group of Courts: Compulsory
Semester: 4
Prerequisite Course: KAno2
Lecturer:
Dra. Taslimah, 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 macromolecular chemicals, and their application. |
| General Skills | GLO3-(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 |
| Special Skills | GLO4-(KK3) | Able to analyze several alternative solutions in the field of identification and analysis of simple solids |
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Able to distinguish double salts and complex salts (C-4), can describe the structure of coordination compounds (P-3) | Preliminary :
– College contract – History of the development of Coordination Compounds, |
Discovery learning
Cooperative learning |
Discussion, describing:
– Agree on the implementation and evaluation of lectures – double salts and complex salts – arrangement of coordination compounds according to Graham’s Theory; Kekule Theory; Jorgensen’s theory; Werner’s theory. |
FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
Accuracy in predicting the type of salt and can explain the difference in complex compounds according to the theory of Graham, Kekule, Jorgensen, and Werner.
Student activity in discussion |
5 |
| 2 | Able to apply terms used in coordination compounds in writing names and describing coordination compounds (C-1 and C-3) | – Coordination Compound | Discovery learning
Cooperative learning |
Discussion, write the name or molecular formula of a coordination compound
– terms in coordination chemistry – Nomenclature – arrangement and geometry of coordination compounds |
FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
Accuracy in naming, describing the arrangement and geometry of a coordination compound. Student activity in discussion | |
| 3 | Able to explain the electronic structure, EAN of a central atom and master the concept of compound formation with valence bond theory (C-2) | Deep Bond Formation
complex compound |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss, define, describe
– The electronic structure of an atom or ion, – effective atomic number (EAN) – Valence Bond theory |
FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
Accurately write down the electronic structure of an atom or ion and determine the effective atomic number in the compound. Can predict the type of hybrid orbitals that form in complex formation.
Student activity in discussion |
|
| 4 | Mastering the concept of complex compound formation with crystal field theory and ligand field theory. (PU-1) | Bond Formation in Complex Compounds | Discovery learning
Cooperative learning Problem Based Learning |
discussion, describing:
– splitting diagram on Crystal Field Theory – splitting diagram on Ligand Field Theory |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can distinguish (C2) crystal field splitting and ligand field splitting. Can calculate the magnitude of the crystal field stabilization energy and the ligand field stabilization energy. Student activity in discussion | |
| 5 | Able to group compounds (C-1) based on their magnetic properties and determine the magnitude of the magnetic moment of a compound (C-3) | Complex Properties | Discovery learning
Cooperative learning Problem Based Learning |
discussion, count:
– describes the electronic arrangement of atoms/ions – determine magnetic properties and calculate their magnetic moment. |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can distinguish the magnetic properties of a complex compound based on the arrangement of electrons. Can determine the magnitude of the magnetic moment.
Student activity in discussion |
|
| 6 | Mastering the concept of electronic transitions in atoms/ions and complexes. (PU-1) | Properties of Complex Compounds | Discovery learning
Cooperative learning Problem Based Learning |
Discussion, describing:
– Atom/ion electronic transition – Electronic transitions on complex – load transfer |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can describe electronic transitions in atoms/ions and complexes. Understand the concept of charge transfer. Student activity in discussion | |
| 7 | Able to calculate (C-3) the magnitude of complex stability energy and predict the effect of ligand properties on complex stability | Thermodynamics of Complex Formation | Problem Based Learning | Discussion, counting
– Crystal field stabilization energy/ligand field of a Complex – Chelating and macrocyclic effects – Steric effects and electron delocalization |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can calculate the magnitude of the complex stabilization energy and understand the effect of the ligand’s nature and size on the complex’s stability.
Student activity in discussion |
|
| 8 | Midterm exam | Written exam | 90 | Truth in solving exam questions | |||
| 9 | Mastering the basic principles of structure, geometry complex compounds, and distortion of the complex structure (K-2) | Complex compound stereochemistry | Discovery learning
Cooperative learning Problem Based Learning |
Discussion, describing:
– Geometry of Coordination compounds – Distortion of the structure of complex compounds |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can explain geometric shapes and the occurrence of structural distortions in complexes. Student activity in discussion | |
| 10 | Recognize the characteristics of complex compound isomers (C-1) | Complex Compound Isomers | Discovery learning
Cooperative learning Problem Based Learning |
Discuss, describe, write
– Types of complex compound isomers – Ligand chirality |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can distinguish the types of isomers and isomer characteristics. Student activity in discussion | |
| 11 | Able to make complex compounds in theory (C-3) | Complex Compound Manufacturing | Discovery learning
Cooperative learning Problem Based Learning |
Discussion, write the equation for the reaction
– Reaction in aqueous and non-aqueous solvents – Substitution reaction in the absence of solvent |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
can give examples of complex reactions using different solvents. Student activity in discussion | |
| 12 | Able to predict (C-5) the types of suitable solvents and can identify (C-1) any changes in a complex compound due to heat | Complex Compound Reactions | Discovery learning
Cooperative learning Problem Based Learning |
Discussion :
– Reaction in aqueous and non-aqueous solvents – Substitution reaction in the absence of solvent – Thermal dissociation |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can determine the type of solvent that is suitable for a compound complex. Can recognize the change in a compound due to the presence of heat. Student activity in discussion | |
| 13 | Able to distinguish (C-2) types of reactions in complexes based on the changes that occur | Complex Compound Reactions | Discovery learning
Cooperative learning Problem Based Learning |
Discussion :
– Oxidation-reduction reaction – Substitution reaction without breaking the metal-ligand bond |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can distinguish types of reactions based on changes that occur. Student activity in discussion | |
| 14 | Able to predict (C-5) reaction rate of a complex compound | Reaction rate | Discovery learning
Cooperative learning Problem Based Learning |
Discussion,
– Rate of reaction and rate law – Factors affecting the rate of reaction |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can write the reaction rate equation of a given reaction, can predict the factors that control the reaction. Student activity in discussion | |
| 15 | Able to distinguish (C-2) substitution reactions through association and dissociation mechanisms | Reaction mechanism Ligand substitution in planar quadrilateral complexes | Discovery learning
Cooperative learning Problem Based Learning |
Discussion :
– The mechanism of ligand substitution reactions in planar quadrilateral complexes. – Incoming group nucleophilicity |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
Can describe the mechanism of ligand substitution reactions in planar quadrilateral complexes. Can predict the reactivity of the incoming group. Student activity in discussion | |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
| Total Rating | 100 | ||||||
Reference:
- Basolo, F. and Johnson, R., 1964, 1st ed. , “Coordination Chemistry”, W.A. Benyamin, Inc. New York
- Basolo, F. and Pearson, 1973, 2nd ed. , “ Mechanism of Inorganic Reaction”, John Willy and Son’s, Inc
- Bowser, J., 1990, “Inorganic Chemistry”, John Wiley and Sons, Inc.
- Huhey, J.E., 1983, Inorganic Chemistry Principles of Structur and Reactivity”. 3nd, Harper Inc., New York.
- Jolly, W.L., 1990, “Inorganic Chemistry”, John Willy and Son’s, Inc.
- Miessler, G.L and D.A. Tarr, 1991, Inorganic Chemistry, Prentice Hall, Singapore.
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
