SEMESTER LEARNING PLAN
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Course Title: Environmental Chemistry (KL)
MK code: AKM21 432
Credit Weight: 2
Group of Courts: elective
Semester: 3
Prerequisite Course: KA1
Lecturer:
Dr. M. Cholid Dj., Msi
Graduate Learning Outcomes (GLO)
| Attitude | GLO1-(S6) | Work together and have social sensitivity and concern for society and the environment |
| GLO2-(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. |
| GLO 3 -(PP3) | Mastering the basic principles of software for analysis, synthesis, and molecular modeling in general or more specific chemical fields. | |
| General Skills | GLO 4 -(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 |
| Spesial Skills | GLO 5 -(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
This course is an elective course from across fields. An understanding of green chemistry, the transport of organic and inorganic compounds, to a thorough review of chemistry and toxicology of pollution and analytical chemistry must be possessed by students before taking this course because most of the analyzes carried out for solid, liquid, and gas (air) samples include titrimetric to electrometric and spectrometric methods. In this course, students will study environmental aspects in terms of chemistry. The environment includes water, air, soil, and biota, each of which is interrelated. If the balance between the constituents of the environment is disturbed, pollution will arise. The chemist’s role is to test the level of pollution from the environment with standard methods suggesting techniques for its removal or reduction. Learning the importance of chemical analysis of raw materials, semi-processed products, and final products of industry, as quality control to get products as expected and environmentally friendly. And understand the importance of AMDAL. (analysis of environmental impacts), ANDAL (analysis of environmental impacts) on all aspects. (Environmental Social, Economic, Cultural, Health) due to the Impact of Activities on Environmental changes
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Able to understand (C2), construct (P4), and discuss (A2) Explain the principles of green chemistry | Green Chemistry Theory Concepts/(PB 1)
a. Green chemistry theory |
Discovery learning
Cooperative learning |
Summarizing information
Asking (development, critique) search, collect and organize available information to describe knowledge of the principles of separation of chemistry, physico-chemistry, physics, and examples Discuss and conclude the problem/task given by the lecturer individually |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
the accuracy of explaining the theory of green chemistry (green chemistry) | 5 |
| 2 | Able to understand (C2), construct (P4), and discuss (A2) Environmental chemistry principles/concepts | Concept of Environmental Chemistry/PB 2
Introduction to Environmental Chemistry – Environmental analysis – Sampling and storage – Sample treatment – Analysis Method – Standardization and calibration – Data Analysis |
Discovery learning
Cooperative learning Problem Based Learning |
listen
write ask Discuss and conclude the problems/tasks given by the lecturer in groups. |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in explaining the principles of environmental chemistry and environmental chemical analysis | 10 |
| 3 | Able to understand (C2), construct (P4), and discuss (A2) Principles of transport and reconcentration of organic compounds and metal ions Transport and reconcentration | Organic Compounds and Metal Ions/PB
a. Organic (bioconcentration, accumulation in sediment, biomagnification, degradation) b. Metal ions (solubility, deposition in sediment) |
Discovery learning
Cooperative learning Problem Based Learning |
listen,
write ask Discuss and conclude the problems/tasks given by the lecturer in groups. |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy in explaining the principles of analysis of transport and concentration of organic compounds and metal ions | 10 |
| 4 | Able to understand (C2), construct (P4), and discuss (A2) analysis of water and trace pollutants in water | Water Analysis and Trace Pollutants/PB 4
a. water analysis (major conctituents): sampling, DO (BOD, COD, TOC, pH, acidity, alkalinity, hardness of water) b. trace analysis: (organic trace pollutants and net ions: storage, extraction, analysis: GC, LC, spectrometric methods) |
Discovery learning
Cooperative learning Problem Based Learning |
Listen,
write ask Learn by digging/searching for information (inquiry) and utilizing that information to solve factual problems/designed by the lecturer |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
– Accuracy of describing pollutants in water | 10 |
| 5 | Able to understand (C2), construct (P4), and discuss (A2) analysis and waste | Soil and Waste Analysis/PB 5
a. introduction b. common problems in solids analysis (sampling, pretreatment, extraction, clean-up, determination, quality assurance, and quality control)
|
Discovery learning
Cooperative learning Problem Based Learning |
listen,
write ask Learn by digging/searching for information (inquiry) and utilizing that information to solve factual problems/designed by the lecturer |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
– Accuracy in explaining soil analysis
– Accuracy in explaining the waste analysis |
10 |
| 6 | Able to understand (C2), construct (P4), and discuss (A2) gas analysis | Air analysis/PB 6
a. introduction b. determination of gas components |
Discovery learning
Cooperative learning Problem Based Learning |
listen,
write ask Learn by digging/searching for information (inquiry) and utilizing that information to solve factual problems/designed by the lecturer |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
– the accuracy of explaining the air analysis
– the accuracy of explaining the determination of gas components |
5 |
| 7 | Able to understand (C2), construct (P4), and discuss (A2) chemistry and ecotoxicology of pollution | Chemical and ecotoxicology pollution/PB 7
a. environmental toxicology b. some principles of pollutant ecology and ecotoxicology |
Discovery learning
Cooperative learning Problem Based Learning |
listen,
write ask Learn by digging/searching for information (inquiry) and utilizing that information to solve factual problems/designed by the lecturer |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
– Accuracy in explaining the chemistry and ecotoxicology of pollutants | 5 |
|
8
|
|
Midterm exam | Written exam | 90 | The truth and completeness of the answer to the question | ||
| 9-10 | Able to understand (C2), construct (P4), and discuss (A2) EIA concepts | EIA (Environmental Impact Assessment) Concept AMDAL /PB 8 and 9
• Benefits of AMDAL in sustainable development • Synergy of development and environmental sustainability • Procedures and preparation of AMDAL documents. |
Discovery learning
Cooperative learning Problem Based Learning |
listen,
write ask Learn by digging/searching for information (inquiry) and utilizing that information to solve factual problems/designed by the lecturer |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
accuracy in explaining EIA theory/concept | 15 |
| 11-12 | Able to understand (C2), construct (P4), and discuss (A2) Impact identification Andal | Impact Identification of ANDAL/PB 11 and 12
• Identification of Interrelationships of Impact components on the environment • Activities & Environment • Large/small Impact Forecast Study • Environment policy |
Discovery learning
Cooperative learning Problem Based Learning |
listen,
write ask Learn by digging/searching for information (inquiry) and utilizing that information to solve factual problems/designed by the lecturer |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
-accuracy in explaining the impact identification Andal | 15 |
| 13-15 | Able to understand (C2), construct (P4), and discuss (A2) from the waste make to green environment | From waste make to green environment / money
• Application of 3R principles (Reuse, Reduce, Recycle) • Up and Down Cycling • Research innovation on waste utilization towards a green environment / take to money. • Seminar on AMDAL case assignments. (as the initiator of the activity/environmental observer) |
Discovery learning
Cooperative learning Problem Based Learning |
listen,
write ask Learn by digging/searching for information (inquiry) and utilizing that information to solve factual problems/designed by the lecturer |
FF: 1 x (2 x 50”)
ST + SS: 1 x [(2 x 50”) + (2 x 60”)] |
Accuracy explains how to turn waste into a green environment. | 20 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
| Total Rating | 100 | ||||||
Reference:
- APHA (American Public Heath Associations), 1986, Standard Methods: For Examination of Water and Waste Water, 14th ed., APHA, Washington D.C.
- Sandell, E., B. dan H Onishi, 1978, Colorimetric Determination of Traces of Metals, 4th edition, Interscience, New York.
- Radojevic, M. dan Bashkin, V. N., 1999, Practical environmental Analysis, Royal Society of Chemistry, Cambridge.
- DEKES RI, KEP-MEN 2003 tentang Baku Mutu Air.
- P. O’Neill, 1993, Enironmental Chemistry, 2nd ed., Chapman and Hall, London.
- B.J. Alloway and D.C. Ayers, 1994, Chemical Principles of Environmental Pollution, Blackie, London.
- R.M. Harrison (ed.), 1992, Understanding our Environment: An Introduction to Environmental Chemistry and Pollution, 2nd ed., Royal Society of Chemistry, Cambridge.
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
