Study programme competencies |
Code
|
Study programme competences / results
|
A4 |
FB4 - Capacidade para comprender e aplicar os principios de coñecementos básicos da química xeral, química orgánica e inorgánica e as súas aplicacións na enxeñaría. |
B1 |
CB01 - Que os estudantes demostren posuír e comprender coñecementos nunha área de estudo que parte da base da educación secundaria xeral e adoita encontrarse a un nivel que, aínda que se apoia en libros de texto avanzados, inclúe tamén algúns aspectos que implican coñecementos procedentes da vangarda do seu campo de estudo |
B2 |
CB02 - Que os estudantes saiban aplicar os seus coñecementos ao seu traballo ou vocación dunha forma profesional e posúan as competencias que adoitan demostrarse por medio da elaboración e defensa de argumentos e a resolución de problemas dentro da súa área de estudo |
B3 |
CB03 - Que os estudantes teñan a capacidade de reunir e interpretar datos relevantes (normalmente dentro da súa área de estudo) para emitiren xuízos que inclúan unha reflexión sobre temas relevantes de índole social, científica ou ética |
B4 |
CB04 - Que os estudantes poidan transmitir información, ideas, problemas e solucións a un público tanto especializado como leigo |
B5 |
CB05 - Que os estudantes desenvolvan aquelas habilidades de aprendizaxe necesarias para emprenderen estudos posteriores cun alto grao de autonomía |
B6 |
B3 - Ser capaz de concibir, deseñar ou poñer en práctica e adoptar un proceso substancial de investigación con rigor científico para resolver calquera problema formulado, así como de comunicar as súas conclusións –e os coñecementos e razóns últimas que as sustentan– a un público tanto especializados como leigo dun xeito claro e sen ambigüidades |
B7 |
B5 - Ser capaz de realizar unha análise crítica, avaliación e síntese de ideas novas e complexas |
C1 |
C3 - Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C2 |
C4 - Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C4 |
C6 - Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C5 |
C7 - Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Capacity to comprise and apply the principles of basic knowledges of the general, organic and inorganic chemistry and his applications in the engineering.
|
A4
|
B1 B2 B3 B6 B7
|
C5
|
Handle the basic laws that regulate reactions: kinetic thermodynamics and equilibrium. |
|
B5
|
|
Solve exercises and problems in a complete and reasoned way. |
|
|
C5
|
Properly apply theoretical concepts in the laboratory through correct and safe use. |
A4
|
B1 B3 B7
|
C2 C4
|
Use rigorous language in chemistry. Present and interpret data and results |
|
B4
|
C1 C2 C4
|
Contents |
Topic |
Sub-topic |
The following lessons develop the established contents in the Verification Memory, that are: |
I.- Structure of the matter. Energy and kinetical of the chemical reactions
II.- Chemical equilibrium: types and applications
III.- Applications of the electrochemistry. Principles of instrumental analysis
IV.- Bases of the industrial chemistry. Balances of matter
V.- Organic and inorganic chemistry applied to the engineering
|
Lesson 1.- Basic concepts of General Chemistry: |
Fundamental Principles of Chemistry. The atom: quantum mechanical description. Periodic table and periodic properties. Chemical link: types of link. |
Lesson 2.- Thermochemistry: |
Introduction: first principle of thermodynamics. Heats of reaction, enthalpy. Thermochemistry: Law of Hess. Calorimetry. Second principle of thermodynamics: entropy. Third principle of thermodynamics: spontaneity of the reaction. |
Lesson 3.- Chemical Kinetics: |
The rate of reaction. The rate law. Determination of the rate of reaction. Order of reaction. The collisions and of the state of transition theories. Activation energy. Reaction mechanisms. Catalysis: Catalysts. |
Lesson 4.- Chemical equilibrium in gaseous phase: |
Nature of the chemical equilibrium. The equilibrium constant: applications. Heterogeneous equilibria. Factors that affect chemical equilibrium: Le Châtelier’s principle. Relation between equilibrium constants. Effect of changes in the temperature on the equilibrium constant. |
Lesson 5.- Acid-base equilibria: |
Acid-base definitions. Autoionization of water. Concept of pH: determination. Dissociation of acids and bases. Acid-base properties of the salts. Acid-base reactions. Buffer solutions. Acid-basic titrations: indicators. |
Lesson 6.- Oxidation-reduction (redox) equilibria: |
Methods of balancing redox equations. Electrochemical foundations: galvanic cells. Free energy and voltage of the battery. The Nernst equation. Redox titrations. |
Lesson 7.- Applications of the electrochemistry: |
Primary commercial cells and accumulators. Fuel cells. Electrolytic cells. Industrial applications of the electrolysis: electrodeposition. Metallic corrosion. |
Lesson 8.- Principles of Instrumental Analysis: |
Analytical Chemistry: concept and division. Classification of quantitative analytical methods. Instrumental analytical methods: classification. Parameters of validation of an analytical method. Evaluation of results. |
Lesson 9.- Principles of Organic Chemistry: |
Functional groups. Homologous series. Isomery. Determination of molecular structures. |
Lesson 10.- Saturated, unsaturated and aromatic hydrocarbons: |
Classification. Saturated hydrocarbons: naming, sources, synthesis and properties. Alkenes and alkynes: structure, nomenclature, synthesis and properties. Aromatic compounds: structure, nomenclature, obtaining and properties. Benzene.
|
Lesson 11.- Other organic compounds: |
Compounds of functional groups with simple link: alkyl halides, alcohols, phenols, ethers and amines. Compounds of functional groups with multiple links: carbonyl group compounds, carboxylic acids and his derivatives. |
Lesson 12.- Bases of the Industrial Chemistry. Balances of matter: |
Introduction to the balance of matter. Processes without chemical reaction. |
Lesson 13.- Organic Chemistry applied to the engineering: |
Oil. Natural gas. Biomass. Natural and synthetic polymers.
|
Lesson 14.- Inorganic Chemistry applied to the engineering: |
Metallurgy. Semiconductors. Industrial synthesis of an inorganic compound (industry of the chloride of sodium). |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Laboratory practice |
A4 A4 B3 B5 B3 C5 |
10 |
5 |
15 |
Mixed objective/subjective test |
A4 A4 B1 B2 B5 B1 |
4 |
6 |
10 |
Guest lecture / keynote speech |
A4 A4 C1 C2 C4 C2 C4 |
30 |
39 |
69 |
Problem solving |
A4 A4 B2 B4 B5 |
18 |
18 |
36 |
Supervised projects |
A4 B6 B7 B7 C1 |
2 |
16 |
18 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Laboratory practice |
Understanding reading of the practice. Realise the experimental work. Pose and resolve the numerical calculations associated as well as the questions that pose. Examine and value the results. Draft and present the final report of the practices. |
Mixed objective/subjective test |
Tests written used for the evaluation of the learning of the student. |
Guest lecture / keynote speech |
Has a expositive function complemented with the use of audiovisual means and the introduction of some questions headed to the students, with the purpose of transmit knowledges and facilitate the learning. The student takes aim, poses doubts and questions.
|
Problem solving |
Presentation and resolution of exercises bulletins. The student, of individual form or in group, poses doubts and /or questions, participating of active form in the classroom.
|
Supervised projects |
It involves the realization of directed studies that each group must expose in the classroom and deliver to the teacher for correction.
|
Personalized attention |
Methodologies
|
Problem solving |
Supervised projects |
Laboratory practice |
|
Description |
In the personalized attention will treat to amend possible deficiencies in the previous chemical training of the student and to resolve doubts and punctual questions that, usually, prevent him the general follow-up of the matter.
It will realize a follow-up of the work of the student in the laboratory, will take in consideration his suggestions and will loan him help to clear the doubts.
In the problem solving and seminar sessions in small group will loan them help to clear concepts and resolve possible doubts.
In the preparation of the supervised projects will facilitate them the assistance that require for his preparation and exhibition.
The student with recognition of part-time dedication and academic dispensation of attendance exemption will be attended in tutoring hours (by appointment).
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Mixed objective/subjective test |
A4 A4 B1 B2 B5 B1 |
In the middle of the term there will be an eliminatory partial exam of the subject taught up to that moment (theory and problems). At the end of the four-month period, a second partial exam will be held to eliminate the rest of the subject that has not been included in the first partial exam (theory and problems). Students who have not passed the partial exam(s) will be able to be examined in the global exam of January of first opportunity (theory and problems). |
70 |
Problem solving |
A4 A4 B2 B4 B5 |
Resolution of exercise reports, questionnaires and ability to explain them in the classroom. |
10 |
Supervised projects |
A4 B6 B7 B7 C1 |
Realization and exposition in the classroom of two directed activities, one in the Inorganic Chemistry part and the other in the Organic Chemistry part. |
10 |
Laboratory practice |
A4 A4 B3 B5 B3 C5 |
Completion, active participation in the internship, delivery of the report. Ability to work collaboratively.
|
10 |
|
Assessment comments |
In order to be evaluated, students must have completed at least 75% of the practical laboratory classes. The evaluation of the subject will have two independent parts, Organic Chemistry (QO) (from topic 9 to topic 14) and Inorganic Chemistry (QI) (from topic 1 to topic 8), each part will have a maximum score of 5 points, the score of the subject will be the sum of the QO qualification and QI qualification, to pass the subject it will be necessary to pass each part (2.5 points). The approval of each part will be kept in successive calls.
In the QO part, to add the score of the QO activities it is necessary to reach a minimum of 1.25 points in the QO exam. In the QI part, to add the score of the QI activities it is necessary to reach a minimum of 1.25 points in the QI exam. For the evaluation of the second opportunity, the same continuous evaluation activities can be carried out as during the course, except for the laboratory practices, and in their place, questionnaires via Moodle and/or exams can be taken. The student with recognition of part-time dedication and academic dispensation of exemption from attendance will be evaluated by the grade obtained in the final exam (80%) and the completion of tutored work (20%). Advance call (December): It will be evaluated in the same way as the rest of the calls (January and July). Implications of plagiarism: the fraudulent performance of the tests or evaluation activities will directly imply the grade of "0" in the subject in the corresponding call, thus invalidating any grade obtained in all evaluation activities for the extraordinary call. Anuncio anticipado (diciembre): Se evaluará de la misma forma que el resto de anuncios, excepto que no se contabilizará la actividad "resolución de problemas". La prueba objetiva se evaluará con 8,0 puntos y se requerirá una nota mínima de 3,5 puntos para sumar las notas del resto de actividades (prácticas de laboratorio y proyectos tutelados).
Implicaciones del plagio: la realización fraudulenta de las pruebas o actividades de evaluación implicará directamente la calificación de "0" en la materia en la convocatoria correspondiente, invalidando así cualquier calificación obtenida en todas las actividades de evaluación para la convocatoria extraordinaria.
|
Sources of information |
Basic
|
BERMEJO, F.; PAZ, M.; BERMEJO, A.; PAZ, A. (1996). 1000 Problemas Resueltos de Química General y sus Fundamentos Teóricos. Madrid Paraninfo, S. A.
RECLAITIS, G. V. (1991). Balances de materia y energía. México. McGraw-Hill/Interamericana
QUIÑOÁ, E.; RIGUERA, R. (2004). Cuestiones y Ejercicios de Química Orgánica. Madrid. McGraw-Hill/Interamericana de España, S. A. U.
VIAN, A. (1999). Introducción a la Química Industrial. Barcelona. Reverté, S. A.
SKOOG, D. A.; HOLLER, F. J.; NIEMAN, T. A. (2000). Principios de Análisis Instrumental. Madrid. McGraw-Hill/Interamericana de España, S. A. U.
CHANG, R.; GOLDSBY, K. A. (2017). Química. México. McGraw-Hill/Interamericana Editores, S. A. de C. V.
PETRUCCI, R. H.; HERRING, F. G.; MADURA, J. D.; BISSONNETTE, C. (2011). Química General. Principios y Aplicaciones Modernas . Madrid. Pearson Educación, S. A.
LINSTROMBERG, W. W. (1979). Química Orgánica. Barcelona. Reverté, S.A.
PRIMO, E. (1994). Química Orgánica Básica y Aplicada. Barcelona. Reverté, S.A
PETER, K.; VOLLHARDT, C.; SCHORE, N. E. (2000). Química Orgánica. Estructura y función. Barcelona. Omega. |
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Complementary
|
SKOOG, D. A.; WEST, D. M.; HOLLER, F. J., CROUCH, S. R. (2005). Fundamentos de Química Analítica. Madrid. Thomson
SOLOMON, T. W. G. (1999). Fundamentos de Química Orgánica. México. Limusa Noriega
LÓPEZ, J. A. (2000). Problemas de Química General. Cuestiones y Ejercicios. Madrid. Pearson Educación-Prentice Hall
BERMEJO, F.; BERMEJO, P.; BERMEJO, A. (1991). Química Analítica General, Cuantitativa e Instrumental. Madrid. Paraninfo, S. A.
COTTON, F. A.; WILKINSON, G. (1991). Química Inorgánica Básica. México. Limusa
VEGA, J. C. (2000). Química Orgánica para estudiantes de Ingeniería. México. Alfaomega.
WILLIS, C. J. (1993). Resolución de Problemas de Química General. Barcelona. Reverté, S. A. |
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Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
Calculus /730G03001 | Engineering Drawing/730G03002 | Physics I /730G03003 | Computting/730G03004 | Linear Algebra/730G03006 |
|
Subjects that continue the syllabus |
Materials Science/730G03007 | Thermodynamics /730G03014 | Environmental Engineering/730G03017 | Materials Engineering/730G03030 |
|
Other comments |
Given
that it is a subject that is taught in the first quarter of the first year of
the degree, it is essential that the student handle concepts and basic
knowledge of Mathematics, Physics and Chemistry in high school with ease.
Before taking the subject, it is considered very important to know the chemical
nomenclature (that is, to name and formulate the most common chemical elements,
inorganic and organic compounds). It
is recommended, especially for students who have not taken the subject of
Chemistry in the Baccalaureate, to attend the course "0" that is
taught in the month of September. To help achieve a sustained immediate
environment and meet the objective of action number 5: "Healthy and
sustainable environmental and social teaching and research" of the
"Green Campus Ferrol Action Plan": 1.- The delivery of documentary
works that are carried out in this matter: 1.1. It will be requested in virtual
format and/or computer support. 1.2. It will be done through Moodle, in digital
format without the need to print them. 1.3. In case of being done on paper: -
Plastics will not be used. - Double-sided prints will be made. - Recycled paper
will be used. - The printing of drafts will be avoided. 2.- There must be a
sustainable use of resources and the prevention of negative impacts on the
natural environment. An
attempt will be made to convey to students the importance of ethical principles
related to the values ??of sustainability so that they apply them not only in
the classroom but also in personal and professional behavior. The
gender perspective must be incorporated in this matter, so the work delivered
by the students and the material prepared must use non-sexist language.
The full integration of students who, for physical,
psychological or sociocultural reasons, experience difficulties in adequate,
equal and beneficial access to university life, will be facilitated. |
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