Key words
Organic Chemistry
Objectives
The second year chemistry course deals with the organic or carbon chemistry.
Actual, living matter, some materials, drugs and a lot of other products are
built up by a carbon chain.
The basic knowledge of organic chemistry is imparted. The students must have
an understanding of the structure and the nomenclature of the different
classes of compounds, of the (organic) chemical principles and patterns, of
the basic conversion reactions between the classes. All of these are applied
in theoretical and practical exercises.
In the second part the students must become aware of the significance of the
organic chemistry in every day's life. This is supported by discussions
about current organic compounds in different professional fields. The
complexity of (organic) chemical matter is pointed out, from where the
specific compound can be isolated and identified only by enforced analytical
techniques.
Topics
Part 1: theoretical session
Hydrocarbons, functional groups and nomenclature; polarity, acid-base
behaviour, field and resonance effects; fundamentals and classes of organic
reactions, simple conversions; discussion of current organic compounds; a
survey of qualitative and quantitative (organic) analysis.
Part 2: theoretical exercises
The basics and the concepts of the organic chemistry, learned in the theoretical course, are further trained with many examples and theoretical exercises.
Prerequisites
The students must have a sufficient knowledge of the general and inorganic
chemistry. Nevertheless, the specific issues concerning organic chemistry
and molecules are imparted from the beginning.
Final Objectives
Core competence 1
To be able to handle correctly theoretical and practical insights from organic chemistry within engineering scientific problems (SCA1).
e.g.
Insight in the structure and the nomenclature of the different classes of compounds;
Having knowledge of the (organic) chemical principles and patterns;
Insight in the basic conversion reactions between the classes;
To be able to apply cited knowledge;
Insight of the significance of the organic chemistry in every day's life;
Insight in the complexity of (organic) chemical matter, from where the specific compound can be isolated and identified only by thorough analytical techniques.
General competence 1
To be able to think and to reason permanently in a critical and scientific way (AC1).
a.o.
To be able to act with chemical products environmentally aware, quality- and safety-conscious (AC6)
General competence 2
To be able to implement scientific-disciplinary insights on scientific problems, independently and in a team (AIC1).
a.o.
To be able to discuss and to solve (organic theoretical) problems as a team efficiently (AC5);
To be able to assimilate, to implement and to use relevant existing basic theories (e.g. during the exercises) (AIC2)
Materials used
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Teacher's course.
Additional notes and background information given during
the lectures, also belong to the examination subject.
Textbooks for optional background information:
* "Introduction to Organic Chemistry", Streitwieser; Publ. Mc Millen, 1992.
* "Organic Chemistry", Volhardt; Publ. Frieman, 1997.
* "Organic Chemistry", Solomons; Publ. Wiley & Sons.
* "A Text-Book of Practical Organic Chemistry", A. Vogel; Publ. Longman.
Study costs
Teacher's course: about € 2,70
Study guidance
After each chapter there are additional problems to make more clear the basics and the concepts of organic chemistry. Nevertheless, supplementary explanation can be obtained by appointment, individually or in group.
Teaching Methods
Contacting hours: lectures and theoretical examples and exercises.
Home study: It's expected that the students perform, on an individual basis,
the additional theoretical exercises, found after each chapter.
Assessment
Part 1: theoretical session: written examination (open questions on the
theory and the exercices concerning the course and the
additional notes) (84%);
Part 2: theoretical exercises: permanent evaluation and test (16%).
However, if a student gains a score of 7 or less on 20 on one of the different courses (parts of training items), he proves that his skill for certain subcompetencies is insufficient. Consequently, one can turn from the arithmetical calculation of the final assignment of quotas of a training item and the new marks can be awarded on consensus. Of course the examiners can judge that the arithmetic regulations mentioned in the study index card can also be used for 7 or less.
For each deviation a detailed motivation ought to be drawn up. In that case one should point out that the skill for this subcompetency is proven to be insufficient, if the student didn’t pass the partim that is considered to be important for certain subcompetencies.
Lecturer(s)
Paul Vanhee
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