Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
Ability to use chemistry terminology, nomenclature, conventions and units |
A3 |
Knowledge of characteristics of the different states of matter and theories used to describe them |
A4 |
Knowledge of main types of chemical reaction and characteristics of each |
A5 |
Understanding of principles of thermodynamics and its applications in chemistry |
A6 |
Knowledge of chemical elements and their compounds, synthesis, structure, properties and reactivity |
A8 |
Knowledge of principles of quantum mechanics and atomic and molecular structure |
A9 |
Knowledge of structural characteristics of chemical and stereochemical compounds, and basic methods of structural analysis and research |
A10 |
Knowledge of chemical kinetics, catalysis and reaction mechanisms |
A14 |
Ability to demonstrate knowledge and understanding of concepts, principles and theories in chemistry |
A15 |
Ability to recognise and analyse new problems and develop solution strategies |
A16 |
Ability to source, assess and apply technical bibliographical information and data relating to chemistry |
A24 |
Ability to explain chemical processes and phenomena clearly and simply |
A25 |
Ability to recognise and analyse link between chemistry and other disciplines, and presence of chemical processes in everyday life |
B1 |
Learning to learn |
B2 |
Effective problem solving |
B3 |
Application of logical, critical, creative thinking |
B4 |
Working independently on own initiative |
B5 |
Teamwork and collaboration |
B7 |
Effective workplace communication |
C1 |
Ability to express oneself accurately in the official languages of Galicia (oral and in written) |
C2 |
Oral and written proficiency in a foreign language |
C6 |
Ability to assess critically the knowledge, technology and information available for problem solving |
C7 |
Acceptance as a professional and as a citizen of importance of lifelong learning |
C8 |
Understanding role of research, innovation and technology in socio-economic and cultural development |
Learning aims |
Learning outcomes |
Study programme competences / results |
To know the structure and the nature of chemical bonding in coordination compounds. |
A1 A3 A6 A8 A9 A14 A15 A16 A24 A25
|
B1 B2 B3 B4 B5 B7
|
C1 C2 C6 C7 C8
|
To know the thermodynamic aspects related to the stability of coordination compounds. |
A1 A5 A9 A14 A15 A16
|
B1 B2 B3 B4 B5 B7
|
C1 C2 C6 C7 C8
|
To know the most important reaction mechanisms for coordination compounds. |
A1 A4 A9 A10 A14 A15 A16
|
B1 B2 B3 B4 B5 B7
|
C1 C2 C6 C7 C8
|
To know the structure of inorganic solids. |
A1 A3 A6 A9 A14 A15 A16
|
B1 B2 B3 B4 B5 B7
|
C1 C2 C6 C7 C8
|
To know the microstructure of inorganic solids. |
A1 A6 A9 A14 A15 A16 A24 A25
|
B1 B2 B3 B4 B5 B7
|
C1 C2 C6 C7 C8
|
To know the nature of chemical bonding in inorganic solids. |
A1 A3 A5 A6 A8 A9 A14 A15 A16 A24 A25
|
B1 B2 B3 B4 B5 B7
|
C1 C2 C6 C7 C8
|
Contents |
Topic |
Sub-topic |
1.- Introduction to Coordination Chemistry. |
Introduction |
2.- Bonding in coordination compounds. |
- Valence bond theory
- Crystal field theory
- Molecular orbital theory |
3.- Thermodynamic stability of coordination compounds. |
- Introduction: stability/instability vs. inertia/lability
- Stability constans
- Factors that affect the stability of complexes |
4.- Reaction mechanisms of coordination compounds. |
- Ligand substitution reactions
- Redox reactions |
5.- Introduction to Solid State Chemistry. |
Introduction |
6.- Ideal solids: Structural aspects and bonding. |
- Structures of solids
- Bonding in solids: ionic model and band model
|
7.- Real solids: defects in solids, examples of inorganic solids with relevant properties. |
- Defects in solids
- Examples of solids with important properties |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A1 A25 B7 C2 C8 |
28 |
42 |
70 |
Workshop |
A5 A6 A8 A9 A10 A14 A16 B5 C2 |
6 |
21 |
27 |
Problem solving |
A3 A4 A15 A24 B1 B2 B3 B4 C1 C2 C6 C7 |
7 |
24.5 |
31.5 |
Objective test |
A1 A4 A5 A6 A15 B1 B2 B3 C1 |
1 |
0 |
1 |
Mixed objective/subjective test |
A1 A3 B2 B3 B4 B7 C1 C2 |
4 |
15.5 |
19.5 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
Lectures to introduce the most relevant issues related to the contents of the course, highlighting the most important aspects. |
Workshop |
Practical activities to aid the understanding of the more difficult aspects of the course. |
Problem solving |
Classes oriented to solve problems and exercises previously proposed to the students, so that they can work on them in advance. |
Objective test |
Periodically, the students will perform a series of short-term or short-answer tests during the problem solving sessions. These objective test are designed both for the evaluation of the degree of acquisition of competences and the consolidation of the contents seen in the lectures. This activity will not only track the evolution of students, but also serve to detect those aspects of the subject that present a greater difficulty of understanding. |
Mixed objective/subjective test |
Final written exams will take place following the schedule agreed by the institution with the aim to evaluate the global knowledge, understanding and skills acquired by each student. They may include short questions, multiple choice questions, and problems similar to those solved throughout the course |
Personalized attention |
Methodologies
|
Guest lecture / keynote speech |
Problem solving |
Workshop |
|
Description |
The didactic methodology proposed for this course relies on the individual work of the student, which is the main responsible of the educational process. Nevertheless, it is of crucial importance to achieve a close interaction between the student and the instructor, which will guide the student throughout the process. Thanks to this interaction and the different assessment activities planned for the course the instructor will determine the extent to which the student has achieved the objectives of each topic and provide appropriate advice individually. This guidance will take place at the tutoring hours of the lecturer (the timetable will be indicated at the beginning of the course) or at any other moment agreed by the student and the instructor. Students can ask for additional tutoring sessions if required.
Those students having a part-time dedication to the course, and thus waiver of assistance to the on-site academic activities according to the regulations of UDC, follow different dynamics that require additional personalized attention. The waiver applied to each student is fixed after a personal interview with the instructor on the basis of the student's personal circumstances. The tutoring sessions are scheduled in this interview upon agreement between the student and the instructor, who fixes the number of problem-solving workshops to be graded using this methodology and the deadlines for the presentation of the problem-sheets. The grade obtained by the student in these activities will correspond to the average of the grades achieved for each workshop. The tutoring sessions focus on discussions about the contents of the course and revision of the problem sheets solved by the student. The student might also have short tests to assess the degree of compliance with the objectives of the course. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Objective test |
A1 A4 A5 A6 A15 B1 B2 B3 C1 |
Periodically, the students will perform a series of short-term or short-answer tests during the problem solving sessions. These objective test are designed both for the evaluation of the degree of acquisition of competences and the consolidation of the contents seen in the lectures. This activity will not only track the evolution of students, but also serve to detect those aspects of the subject that present a greater difficulty of understanding. |
15 |
Mixed objective/subjective test |
A1 A3 B2 B3 B4 B7 C1 C2 |
The assesment through mixed-tests will be split into two parts (two exams). The first one will be performed before the end of the semester, and the second one will take place at the time scheduled for the final exam (1st opportunity). This final exam is designed as a joint mixed test for those students who had not submitted to the first semester exam. The exams may include short questions, multiple choice questions, and problems similar to those solved throughout the course. |
70 |
Problem solving |
A3 A4 A15 A24 B1 B2 B3 B4 C1 C2 C6 C7 |
Aspects to be evaluated: The solution of the proposed problems and exercises in the seminars by the students, their participation in the discussions, and their interaction with the other students.
|
10 |
Workshop |
A5 A6 A8 A9 A10 A14 A16 B5 C2 |
Aspects to be evaluated: the exercises and activities carried out in the working sessions, the participation on the discussions, the interaction with the other students.
|
5 |
|
Assessment comments |
The final grade is the sum of: - "Mixed test": up to 7 points. - "Problem solving" + "workshop": up to 1.5 points. - "Objective tests": up to 1.5 points. The assessment through mixed-tests will be split into two parts (two exams). The first partial test will be performed before the end of the semester. Only students that had attended and participated at least in 80% of the activities of the course considering each part separately (applied to seminars and workshops) can participate of this kind of assessment. The second partial exam will take place at the time scheduled for the final exam (1st opportunity). Those students that will obtain a minimum of 3.15 points (out of a maximum of 7) in the two partial tests will pass the course and will be graded with the average mark of the two partial tests. Students that obtain less than 3.15 points in one or the two partial tests will be graded with the lowest mark among the two. In the latter case, although the total sum of the marks obtained in the final test, seminars, workshops and objective tests was higher than 5.0 points, the subject will appear as "not passed" (4.5 points). In the official exams, named as 1st and 2nd opportunities, students will be assessed with a final exam (in case the marks of the two partial tests were lower than 3.15), or can choose to have an exam just of the part in which they obtained less than 3.15 points). The grade obtained from participation in seminars, workshops and objective tests will apply to both the assessment in 1st and 2nd opportinities. Passing the course will require obtaining a minimum of 5.0 points (out of a maximum of 10) and a minimum of 3.15 (maximum 7) in the mixed tests. Given that the course applies a continuum assessment model, the progress of the students during the semester can be awarded with up to one extra point, which will be added to the final grade if the mark in mixed tests is 3.15 or higher (maximum 7). The student will be graded if his/her participation in the course represents more than 20% of the global activities of the course. In accordance with the regulations (“Probas de Avaliación e Actas de Cualificación de Grao e Mestrado”), the "2nd opportunity" is only a second chance for the final exam (“mixed test”). The grade on this 2nd opportunity of the “mixed test” will be added to those obtained during the course in “problem solving” + “workshops” . The percentages are the same as in the "1st opportunity". “Matricula de honor (MH)” is the highest grade, awarded to very outstanding students having passed the course in the “1st opportunity”. MH can be achieved in the "2nd opportunity" only if still available. Only in very exceptional circumstances (adequately justified) the student may be exempted from the on going evaluation process. In that case, he must pass a special examination to prove, without any doubt, the overall level of knowledge and skills. The teaching methodology and all activities performed during the course are designed according to a continuous evaluation model scheduled for a single academic year. Thus, the possibility of transferring partial qualifications to successive academic courses is not allowed. Those students having a part-time dedication to the course, and thus waiver of assistance to the on-site academic activities according to the regulations of UDC, will be assessed as follows: 30% of the overall grade corresponds to the assessment of the personal work of the student (solution of problem-sheets), short tests and the personal interviews. The grades corresponding to this part are valid for both the first (June) and second (July) opprotunities. The remaining 70% of the grade corresponds to the assessment of the mixed test. Students have a second chance to be assessed with a mixed test in the 2nd opportunity. The grade obtained in the 2nd opprtunity for the mixed test replaces that obtained in the 1st one. Given that the assessment of the course is based on a continuum-assessment model, students that do not pass the course will be treated as new students in the subsequent academic years.
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Sources of information |
Basic
|
J. Ribas Gispert (2008). "Coordination Chemistry" (versión en ingles de "Química de Coordinación"). Willey-VCH, Weinheim
M.T. Weller (1999). "Inorganic Materials Chemistry". Oxford University Press, Oxford
J. Rivas Gispert (2000). "Química de Coordinación". Ediciones Omega S.A.
P. W. Atkins, T. L. Overton, J. P. Rourke, M. T. Weller y F. A. Armstrong (2008). "Química Inorgánica de Shriver y Atkins" Versión en español de la 4ª edición de "Shriver and Atkins' Inorganic Chemistry". McGraw-Hill Interamericana
P. W. Atkins, T. L. Overton, J. P. Rourke, M. T. Weller and F. A. Armstrong. (2009). "Shriver and Atkins' Inorganic Chemistry" 5th ed. W. H. Freeman and company, New York
A.R. West (1984). "Solid State Chemistry and its Aplications". John Wiley & Sons, New York
L. Smart & E. Moore (1992). "Solid State Chemistry: an Introduction". Chapman & Hall, London
L. Smart & E. Moore (1995). “Una introducción a la química del estado sólido”, versión en español de "Solid State Chemistry: an Introduction". Ed. Reverté, Barcelona |
|
Complementary
|
S. F. A. Kettle (1998). "Physical Inorganic Chemistry. A Coordination Chemistry Approach". Oxford University Press
A.F. Wells (1978). “Química inorgánica estructural” Versión española de la 4ª Ed.. Ed. Reverté, Barcelona
A.F. Wells (1984). “Structural Inorganic Chemistry” 5th Ed.. Oxford Univesity Press, London |
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Recommendations |
Subjects that it is recommended to have taken before |
Physical Chemistry 1/610G01016 | Physical Chemistry 2/610G01017 | Inorganic Chemistry 1/610G01021 | Inorganic Chemistry 2/610G01022 |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
Inorganic Chemistry 4/610G01024 | Advanced Inorganic Chemistry/610G01025 | Materials Science/610G01035 |
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