SEMESTER LEARNING PLAN
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Course Title: Electrochemistry (EK)
MK code: AKM21 436
Credit Weight: 2
Group of Courts: elective
Semester: 3
Prerequisite Course: KD2
Lecturer:
Drs. WH Rahmanto, M.Si
Dra. Linda Suyati, M.Si
Graduate Learning Outcomes (GLO)
| Attitude | GLO 1-(S9) | Demonstrate an attitude of responsibility for work in their field of expertise independently. |
| Knowledge | GLO 2-(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 | 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 | |
| Special skill | GLO 5 -(KK1) | Able to produce appropriate conclusions based on the identification, analysis, isolation, transformation, and synthesis of chemicals that have been carried out. |
Course Description
In this course, students learn about: the concept of electrical conductivity by an electrolyte solution, the idea of the electric potential of a cell, a galvanic cell system, and a model of an electrolytic cell system.
| 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) electrolysis cells | Energetic Theory Concept, Separation Concept/Electrolysis Cell
1. Electrical Properties of Substances 2. Electrochemical Cell Design |
Discovery learning
Cooperative learning |
search, collect, and organize available information to describe knowledge of the macroscopic system of matter
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 of students explaining the electrical properties of substances, constructing an electrolytic cell | 5 |
| 2 | Able to understand (C2), construct (P4), and discuss (A2) electrolytic cells | Energetic Theory Concept, Separation Concept/Electrolysis Cell
1. Determinants of Cell Performance 2. Cell Electrical Measurement |
Discovery learning
Cooperative learning |
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”)] |
Student accuracy defines (C1) the determinants of cell performance and electrical measurements. | 10 |
| 3 | Able to understand (C2), construct (P4), and discuss (A2) the electrical conductivity of solutions with a minimum accuracy of 80% | Concept of Energetic Theory, Concept of Separation / Conduction of electricity
solution 1. Conduction of Electricity in Solution 2. Conductance 3. Ionic activity and strength |
Discovery learning
Cooperative learning Problem Based Learning |
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 electrical conductivity of the solution
– the accuracy of using the formulations of electrical conductivity in solution, conductivity, activity, and ionic strength to solve problems given by the lecturer |
5 |
| 4 | Able to understand (C2), construct (P4), and discuss (A2) the electrical conductivity of solutions with a minimum accuracy of 80% | Concept of Energetic Theory, Concept of Separation/Electrical Conduct
solution 4. Electrolytic Dissociation 5. Transference Numbers |
Discovery learning
Cooperative learning Problem Based Learning |
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 electrolytic dissociation, transference number
– the accuracy of using the electrolytic dissociation formulas, transference numbers to solve the problems given by the lecturer |
5 |
| 5 | Able to understand (C2), construct (P4), and discuss (A2) cell potential with a minimum accuracy of 80% | Energetic Theory Concept, Separation Concept/ Cell Potential
1. Electrode Potential 2. Standard Electrode Potential Reference Electrode |
Discovery learning
Cooperative learning Problem Based Learning |
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 electrode potential, standard and reference electrode potential
– the accuracy of using electrode potential, standard electrode potential, and reference to solve the problems given by the lecturer |
10 |
| 6 | Able to understand (C2), construct (P4), and discuss (A2) cell potential with a minimum accuracy of 80% | Separation Concept/ Cell potential
1. Standard Hydrogen Electrode 2. Standard Calomel Electrode 3. Silver/Silver Chloride Electrode |
Discovery learning
Cooperative learning Problem Based Learning |
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 exact and non-exact differentials
-accuracy of using exact and non-exact deff formulas given by the lecturer |
10 |
| 7 | Able to understand (C2), construct (P4), and discuss (A2) cell potential with a minimum accuracy of 80% | Separation Concept/ Cell potential
1. Voltaic Series: Hydrogen Scale 2. Redox Reaction Potential |
Discovery learning
Cooperative learning Problem Based Learning |
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”)] |
-precisely describes the molar Gibbs free energy and chemical potential
-accuracy using the formulas of free energy of molar Gibbs and chemical potential given by the lecturer |
5 |
|
8
|
|
Midterm exam | Written exam | 90 | The truth and completeness of the answer to the question | ||
| 9 | Able to understand (C2), construct (P4), and discuss (A2) the application of electrode potential and cell e.m.f with a minimum accuracy of 80% | Concept of Energetic Theory / Application of electrode potential and cell e.m.f
1. Thermodynamics of cell reactions 2. Determinants of pH |
Discovery learning
Cooperative learning Problem Based Learning |
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”)] |
-accurately explain the concept of entropy
-the accuracy of using the formulas given to solve problems about the spontaneous change of reactions |
10 |
| 10 | Able to understand (C2), construct (P4), and discuss (A2) the application of electrode potential and cell e.m.f with a minimum accuracy of 80% | Concept of Energetic Theory, Application of electrode potential and cell e.m.f
1.The determinant of the equilibrium constant 2. The determinant of Ksp |
Discovery learning
Cooperative learning Problem Based Learning |
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”)] |
-accurately describe the phase, phase diagram, and transition stability criteria
-accuracy in using the given formulas to solve problems about phases, phase diagrams, and transition stability criteria |
10 |
| 11 | Able to understand (C2), construct (P4), and discuss (A2) galvanic cells with a minimum accuracy of 80% | Energetic Theory Concept / Galvanized Cell
1. Concentration Cell 2. Battery Cell |
Discovery learning
Cooperative learning Problem Based Learning |
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 concentration cells, battery cells, accuracy in applying the given formulas to solve problems about concentration cells, battery cells | 10 |
| 12 | Able to understand (C2), construct (P4), and discuss (A2) galvanic cells with a minimum accuracy of 80% | Energetic Theory Concepts / Galvanized Cell
3. Cell Corrosion |
Discovery learning
Cooperative learning Problem Based Learning |
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 corrosion cell accuracy in applying the given formula to solve problems
about corrosion cell |
10 |
| 13-15 | Able to understand (C2), construct (P4), and discuss (A2) the energy of vaporization of substances with a minimum accuracy of 80% | Energetic Theory Concept, Separation Concept/ Electrolysis Cell
1. Electrolysis Phenomenon 2. Faraday’s Law of Electrolysis 3. Pure Water Electrolysis 4. Electrolysis of Acid Solution 5. Electrolysis of alkaline solutions 6. Electrolysis of Salt Solution 7. Electrolysis of Melted Material 8. Electrolysis of Organic Compounds |
Discovery learning
Cooperative learning Problem Based Learning |
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 SPB 6 cells the accuracy in applying the given formula to solve questions about SPB 6 | 20 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
| Total Rating | 100 | ||||||
Reference:
- Atkins dan de Paula, 2010, Physical Chemistry, W. H. Freeman and Company, New York
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
