THE UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
FACULTY OF SCIENCE AND AGRICULTURE
DEPARTMENT OF CHEMISTRY

COURSE OUTLINE DOCUMENTATION

Course Code CHEM 3162
Course Title Chemistry of Metal-Catalyzed Transformations
Level
Undergraduate Level III
Number of Credits Three
Semester
One
Pre-requisites
CHEM 2160 (Main Group Chemistry)
Course Assessment
Coursework = 50 %
Final Exam = 50 %
Pass in both components required

COURSE DESCRIPTION
This course will survey the chemistry of the heavier metals in the periodic table with emphasis on
their fundamental similarities derived from electronic configuration and their applications in
industry and chemically significant transformations with a focus on some processes of local
significance such as the synthesis of ammonia and petrochemicals. The course will not explore
extensively topics on the petrochemical industry of Trinidad since many of these are already
covered in the course CHEM 3569, Industrial Chemistry. It will be presented over 12 weeks in
four modules. The first module is fundamental and will focus on the electronic structure and
bonding in the heavier metals of elements of the periodic table. The second module will present
applications of metals and their compounds to industrially significant catalysis. A brief treatment
of general polymerization steps, thermodynamic and kinetic principles in catalytic transformations
and catalyst terminology will precede examples that illustrate one of four major themes: proximity
effects in reactant activation (including stereoselectivity), activation of the carbon hydrogen bond,
activation of unsaturated functional groups and metathesis/ring-opening polymerization reactions.
In module three, students will be introduced to process control variables in catalytic
transformations. Homogeneous, heterogeneous and phase transfer catalysis fundamentals will be
presented to highlight the similarities and differences arising from surface effects, interfacial
phenomena and solute chemistry. A treatment of the parameters which impact product selectivity,
separation and catalyst reuse will be thematically presented and illustrated with organic
transformations based on Lewis-Acid/base activation by lanthanide complexes. Module four will
explore biological catalysis. A survey of the active sites of metalloenzymes will serve to illustrate
the role of the metal, the nature of its immediate chemical environment and substituent effects in
light harvesting molecules, oxygen transport, nitrogen fixation and electron transfer processes.

PURPOSE OF COURSE
Students reading advanced chemistry may currently complete the core requirements of the degree
with only a cursory introduction to the chemistry of elements in second and third transition series,
and minimal exposure to the lanthanides. The elective course CHEM 3168 (Advanced Topics in
Inorganic Chemistry) presently attempts to address these deficiencies but the content is sufficiently
disparate to muddle any thematic underpinnings and, at best, limit the pedagogical goals of
analysis, synthesis and evaluation. CHEM 3162 will be a replacement for CHEM 3168 aimed at
reinforcing fundamental chemical themes that govern the chemistry of the heavier metals of the
periodic table and demonstrating the effects of these concepts in reactions of industrial, chemical
and biological significance.

INSTRUCTOR INFORMATION
Lecturer Location Email
Dr. Richard Fairman C4 Building Richard.Fairman@sta.uwi.edu
Dr. Arvind Kumar C3 Building Arvind.Kumar@sta.uwi.edu

The lecturers operate an open door policy however, the main form of out-of-class
communication will involve:
Office consultation; office hours available on Departments notice board
Email, mainly using MyElearning
Online Discussion Forum

LETTER TO THE STUDENT
Dear Student,

Welcome to the course, Chemistry of Metal-Catalyzed Transformations, CHEM 3162. We are
pleased that you have enrolled in this course which is a new and exciting level III elective. Since
the course is at the advanced level it requires all fundamental knowledge in chemistry, inclusive
of concepts of periodicity, acidity, basicity, charge density, polarizability, and the chemistry of the
first row transition elements are covered in prerequisite courses Main Group Chemistry, CHEM
2160.

This course comprises several topic modules to be covered through varied and interesting teaching
learning strategies which are employed to afford you the opportunity to engage comprehensively
the concepts of the course material. Since much of the course involves varied modes of engagement
and assessment throughout the semester you are encouraged to be most diligent with your approach
in managing your study in this course.

You will be able to access course material and other resources from day one available on
MyElearning and will be constantly updated throughout the course period. The main form of
communication (including announcements) will be via MyElearning.

We aim to operate in a student focused environment. Your lecturers are very approachable and are
available for consultations based on available office hours or through email appointments. We look
forward to working with you during this course and wish you a very successful semester.

COURSE CONTENT
Module 1: Structure and Bonding in Metals (3 Lectures)
1. Electronic Configuration
2. Atomic and Molecular Orbital Theory for the heavier Elements
3. Trends in atomic and ionic radii, charge density
4. Bonding modes; ligand and pH effects; cluster coordination geometries
5. Lanthanide contraction
Module 2: Industrially Significant Catalysis (10 Lectures)
Topic 1: General Principles of Catalysis
Topic 2: Homogeneous Catalysis
1. The Catalytic Cycle (Taught using an example in individual processes)
2. Hydrogenation and Hydroelementation of Olefins
Hydrogenation of Alkenes using Wilkinson's catalyst
Hydrosilyation of Olefins using Wilkinson-Osborn catalyst
Hydrocyanation of Olefins: DuPont Nylon manufacture process
3. Transformations of Alkenes
Zeigler-Natta-Type Olefin Polymerization
Alkene Metathesis
Ring Opening Metathesis Polymerisation (ROMP)
Isomerization of alkenes
The SHELL HIGHER OLEFIN PROCESS (SHOP)
4. Carbonylation of Alkenes
Hydroformylation
Acetic Acid Synthesis by the BASF, Monsanto and Cativa Processes
Carbonylation of Alkenes in the presence of a nucleophile
5. Oxidation of Olefins
Ethylene Oxidation to Acetaldehyde: The Wacker Process
Epoxidation of Olefins
6. C-H Activation of Alkanes
Introduction
Functionalization of Alkanes via activation by Pt(II) (Shilov Chemistry)

Module 3: Variables in Catalytic Transformations (5 Lectures)
1. Introduction to Heterogeneous Catalysis
General Principles
The Water-gas Shift Reaction
Ammonia Synthesis
Phase Transfer Catalysis
2. Lanthanides in Organic Synthesis
Lanthanide Electronic Configuration
Variation in oxidation states and radii
Metallic Lanthanide Catalysis
Catalysis with monovalent, divalent, trivalent and tetravalent ions
Enantioselective Catalysis

Module 4: Biological Catalysis (6 Lectures)
1. Protein Structures
Nomenclature in amino acid polymers;
Biological origin and structural features of the porphyrin scaffold
2. Role of Metals Ions in Enzymes
Structural anchors of catalysis
Active centres of catalysis
3. Iron in biological oxygen transport
haemoglobin, myoglobin, transferin and siderophores
4. Biological electron transfer mechanisms:
Cytochromes
5. Light harvesting biomolecules
Energy transfer in chlorophyll: photosystem I and II
6. Biological organometallic chemistry:
Vitamin B12 and nitrogenase


GOALS/AIMS
The overall aims are in keeping with those of the Chemistry programme and include:
To engender such qualities as will be needed by our students for them to become the next
generation of outstanding research chemists and teachers of chemistry.
To stimulate in our students a deep interest in chemistry as a rich academic discipline in its
own right, and an appreciation of how modern chemistry underpins a vast range of science,
technology and medicine.
To provide intellectual development, skills development and academic challenge for the
best and brightest of students in this country and region, so as to equip them for a wide
range of careers and roles in society.

GENERAL OBJECTIVES
To develop students ability to correlate trends in physical and chemical properties to their
electronic origins.
To present a phenomenological framework for relating the chemistry of the heavy elements
and their compounds to their natural and synthetic applicability.
To familiarize students with process control variables that afford or limit industrial scale
catalytic transformations.
To familiarize students with endogenous industrial syntheses (some of local importance)
and transformations which are made feasible through catalysis.
To prepare students for possible graduate research programs in inorganic, materials and
environmental chemistry through their utilization of the scientific literature and practice of
writing for scientific publication.
To highlight the biological parallel to chemical transformations which are common in
plants and animals.
To illustrate the significance of weak interactions to biological function where metal ions
play a structural or directly facilitating role.
MODULE LEARNING OUTCOMES/OBJECTIVES
Module 1: Structure and Bonding in Metals (3 Lectures)
At the end of this module, students will be able to:
Relate atomic and ionic radii to electronic configuration.
Relate solution chemistry to charge density and polarizability.
Classify and exemplify common polydentate ligands.
State the factors which affect the stability of a particular oxidation number.
Describe ligand/solution/pH effects on the stability of oxidation states.
Describe metal to metal bonding in terms of orbital overlap and draw an energy level
diagram for these.
Evaluate experimental evidence in support of metal to metal bonding.
Sketch common geometries in cluster complexes.
Calculate electron distribution among metals in clusters.
Relate chemical reactivity to the bonding in clusters.
Sketch atomic f-orbitals and relate photochemical properties of lanthanide elements to
electronic configuration.
Derive magnetic properties of lanthanides from their electronic configuration.


Module 2: Industrially Significant Catalysis (10 Lectures)
At the end of this module, students will be able to:
Topic 1: General Principles
Explain what is meant by: Catalyst, Homogeneous Catalyst, Heterogeneous Catalyst,
Catalyst Poison, Catalyzed reaction, Selective Catalyst.
Compare the main advantages and disadvantages of a homogeneous catalyst to that of
a heterogeneous catalyst.
Categorize a catalyst according to its application.
Explain what is meant by turnover frequency, N, and how N is related to the 'activity'
of a catalyst.
Determine whether it is feasible to design a catalyst for a given reaction based on the
G
o
criteria.
Use an appropriate energy profile diagram to compare a catalyzed reaction to an un-
catalyzed reaction.
List conditions that may decrease the lifetime of a catalyst.
Topic 2: Homogeneous Catalysis
1. Catalytic Cycle (Taught using an example in individual processes)
List the key features of a catalytic cycle for homogeneous catalysis.
For any given catalytic cycle:
Write a simplified equation which represents the overall reaction for the process.
Deduce and describe the type of mechanism at each step of the cycle and compute
the electron count of each species at each step.
Distinguish between the 'catalyst precursor' and 'active catalyst' where applicable.
Identify the step(s) in which each of the starting materials enter the cycle and the
step in which the catalyst is regenerated.
Identify and rationalize which step(s) would be mostly affected by altering any
particular reaction condition (e.g. temperature, pressure, concentration, type of
reagent).
2. Hydrogenation and Hydroelementation of Olefins
Hydrogenation of Alkenes using Wilkinsons Catalyst
Draw a catalytic cycle for the Hydrogenation of Alkenes using Wilkinson's catalyst and
apply skills for describing a catalytic cycle to this cycle.
Explain why Rhodium-alkylphosphine complexes are inactive as catalysts for this
process.
Explain why sterically hindered alkenes are not catalyzed by Wilkinsons catalyst for
this process.
Write a mechanism for which L-DOPA may be synthesized from a prochiral alkene
using a rhodium(I) phosphine catalyst that contain a chiral phosphine ligand and
explain why L-DOPA is the major product formed.
Hydrosilyation of Olefins using Wilkinson-Osborn Catalyst
Draw a catalytic cycle for the Hydrosilyation of Alkenes using W-O catalyst and apply
skills for describing a catalytic cycle to this cycle. (R)
Hydrocyanation of Olefins: DuPont Nylon Manufacture Process
Use chemical equations to outline how Nylon 6, 6 is synthesized from buta-1,3-diene.
Draw a catalytic cycle for the Hydrocyanation of buta-1,3- diene to adiponitrile via the
DuPont process. (R)
Compare the use of alternative feedstocks (such as benzene, propylene) for the
synthesis of adiponitrile. (R)
Zeigler-Natta-Type Olefin Polymerization
Explain what is meant by the terms monomer, oligomer and polymer and identify the
initiation, propagation and termination steps in a general polymerization process.
Explain what is meant by 'Tacticity' and categorize polymers according to their chain
tacticities.
List and explain the advantages of using metallocenes as polymerization catalysts over
traditional heterogeneous catalysts.
Outline the mechanism by which Zirconocene based catalysts can be used to produce
atactic and isotactic polypropylene and describe the features of the catalyst that favors
one tacticity over the other.
Describe the composition of methylaluminoxanes (MAO's) and explain the role of
MAO's as co-catalysts with Zirconocenes in the polymerization of ethylene and
propylene.
Alkene Metathesis
Give general examples, including catalysts involved, for the following five types of
alkene metathesis: Cross Metathesis, Ring Closing Metathesis, Acyclic Diene
Metathesis Polymerization, Ring Opening Metathesis Polymerization and Ring
Opening Cross Metathesis.
Draw the catalytic cycle proposed by Chauvin for alkene cross metathesis and apply
skills for describing a catalytic cycle to this cycle.
Ring Opening Metathesis Polymerisation (ROMP)
Identify the general type of catalyst used Ring Opening Metathesis Polymerisation
(ROMP) and describe a general mechanism for the ring-opening process.
Explain what is meant by 'living polymerization' and how 'block copolymers' may be
formed.
I somerization of Alkenes
In drawing catalytic cycles for the Alkyl and Allyl mechanisms list the criteria for and
apply skills for describing a catalytic cycle to this cycle.
TheSHELL HI GHER OLEFI N PROCESS (SHOP)
Draw a catalytic cycle for the oligomerization of ethylene to terminal olefins and
apply skills for describing a catalytic cycle to this cycle.
Demonstrate by means of exemplified equations, how the various processes of
oligomerization, isomerization, metathesis, hydroformylation* and hydrogenation are
utilized by the SHOP process to produce detergent alcohols. (R)
Hydroformylation
In explaining what is meant by Hydroformylation draw a catalytic cycle for this process
using Co2(CO)8 catalyst and apply skills for describing a catalytic cycle to this cycle.
Explain why a significant portion of branched aldeyhdes are also formed in this
process.
Explain why the addition of an alkyl phosphine gives higher selectivity for linear
aldehydes and why linear aldehydes are preferred over branched aldehydes.
Compare the reactivities of Rhodium-based catalysts to Cobalt-based catalysts for this
process.
Acetic Acid Synthesis by the BASF, Monsanto and Cativa Processes
Draw a catalytic cycle for each of the above processes and apply skills for describing a
catalytic cycle to these cycles.
Compare and contrast the older BASF process to the Monsanto process with respect
to: The type of catalyst used, metal concentration employed, temperature, pressure and
selectivity.
Discuss the advantages and disadvantages of having high water content for the
Monsanto process and also advantages of the 'low water' modification to the Monsanto
process.
List and rationalize the advantages of the Cativa process over the Monsanto process.
Carbonylation of Alkenes in the presence of a Nucleophile
Draw a catalytic cycle for the Repp Reaction and apply skills for describing a catalytic
cycle to this cycle. (R)
Write equations for the processes developed by INEOS using ethylene and by SHELL
using propyne, for the synthesis of methyl methacrylate (MMA). (R)
Ethylene Oxidation to Acetaldehyde: The Wacker Process
Draw a catalytic cycle for the Wacker Process and apply skills for describing a catalytic
cycle to this cycle.
Write the rate law for the overall reaction of the Wacker process and explain why the
rate of consumption of ethylene may be dependent on the inverse square of the chloride
ion concentration.
Epoxidation of Olefins
Distinguish between the processes of oxidation and epoxidation.
Explain what is meant by an oxophilic Lewis acid and describe its role in epoxidation.
Compare and contrast the mechanisms of epoxidation using peracids as reagents, to
using transition-metal catalysts. (R)
Explain, with the aid of equations, why the epoxidation of allylic alcohols using [Ti(Oi-
Pr)4] often results in stereospecific/asymmetric products.
C-H Activation of Alkanes: I ntroduction
Explain what is meant by C-H bond activation and rationalize and compare the ease of
C-H bond activation in alkanes to other classes of organic functional groups.
Explain why the activation of alkanes by radical or electrophilic routes results in
substitution at the most substituted carbon atom and compare the
advantages/disadvantages to activation by organometallics.
Explain why selective terminal alkane functionization is challenging with respect to the
reactivity of reactants and products.
Compare and contrast the outer-sphere and inner-sphere C-H bond activation
mechanisms for the oxidation of cyclohexane to adipic acid using [Co(OAc)3] as
catalyst.
Functionalization of Alkanes via Activation by Pt(I I ) (Shilov Chemistry)
In writing general equations to represent the activation of linear alkanes using Pt(II)
complexes as discovered by Shilov in 1969 explain why two different Pt species are
used, describing the role of each species and draw a catalytic cycle for this reaction and
apply skills for describing a catalytic cycle to this cycle.
Draw a catalytic cycle for Catalytica's methane oxidation system using [PtCl2(bpym)]
as catalyst and apply skills for describing a catalytic cycle to this cycle.
Summarize Catalytica's reaction conditions, efficiency of the process and the catalysts
with respect to the yield of products, percentage conversion of methane, selectivity and
the turnover number and outline the major drawbacks of this process.
Compare Catalytica's process to Shilov's reaction with respect to their similarities and
differences in their general mechanisms, type of oxidant used, the side products
generated and the activation steps of the cycles.


Module 3: Variables in Catalytic Transformations (5 Lectures)
At the end of this module, students will be able to:
Topic 3: Introduction to Heterogeneous Catalysis
General Principles
Compare the main advantages and disadvantages of heterogeneous catalysts to
homogeneous catalysts and sketch the key features of a general catalytic cycle for
heterogeneous catalysis.
Explain what is meant by the terms promoter and poison with respect to
Heterogeneous catalysis.
Explain the role of adsorption in heterogeneous catalysis and illustrate this with a
general Enthalpy vs Extent of Reaction plot showing the activation energies involved
in each adsorption/desorption step.
Outline the main features of the chemisoption and physiosorption mechanisms of
adsorption in order to compare their differences and to rationalize their distinct roles in
the dissociation of a molecule as it approaches a metal surface.
Sketch an energy diagram showing how the potential energy varies in the dissociation
of a molecule as it approaches the metal surface.
Describe the common techniques used in studying surface sites.
Describe and compare the four main natural ways in which the energy at a surface is
minimized.
Describe the six common methods of changing the reactivity of catalytic surfaces and
for each, evaluate their probable effects, side effects and how such treatment can be
applied.
Describe the structural properties of zeolites which allow them to act as effective
heterogeneous catalysts with higher selectivity compared to transition-metal catalysts.
Draw the structure of the acidic zeolite, ZSM-5 and explain why it is acidic.
List the major advantage of using acidic zeolites for xylene isomerization and write a
mechanism for which m-xylene is converted to p-xylene using acidic zeolites. (R)
Describe with the aid of equations, how a catalytic converter in a car exhaust system
helps to reduce the gaseous pollution emitted by cars. (R)
The Water-gas Shift Reaction.
Describe and compare the different methods of producing syn gas from carbon
monoxide, methane and coal, with respect to their mechanisms and thermodynamics.
Explain how the water-gas shift reaction is altered in the Fischer-Tropsch process to
produce gas to liquid products.
Evaluate the accuracy of the original mechanism proposed by Fischer and Tropsch by
comparison to the modern mechanism proposed by Maitlis.
Analyze the evidence that lead to the Maitlis mechanism and demonstrate how the
proposed mechanism agrees with the evidence.
Compare the Emmet and Schulz mechanisms to each other and also to that of Maitlis.
Ammonia Synthesis
Write a simple equation that represents the Haber process and by identifying the
catalyst explain why a catalyst is required for the Haber process.
Explain, using a reaction scheme, the mechanisms involved in the Haber process and
identify the rate determining step.
Explain why high operating temperatures are necessary in the Haber process, taking
into account the thermodynamics that governs the reactions.
Phase Transfer Catalysis
Describe partitioning in immiscible phases and relate solvation thermodynamics to
partitioning effects.
Describe common host-guest interactions.
Define the chelate and macrocyclic effects.
Sketch crown ethers and cryptand complexes.
Exemplify hydrophilic/hydrophobic interactions in supramolecular complexes.
Illustrate fluorous phase separation technologies and catalysis.
Organic Transformations with the Lanthanides
Define the Lanthanide contraction.
Exemplify zero oxidation state catalysis such as the Barbier Reaction.
Discuss the benefits of lanthanide alternatives to transition metal reductions.
Illustrate and rationalize selectivity of lanthanide metal catalysts.
Explain the role of lanthanide catalysts in intramolecular rearrangements.
Exemplify stereoselectivity/enantioselectivity in catalysis with lanthanides.

Module 4: Biological Catalysis (6 Lectures)
At the end of this module, students will be able to:
Classify protein features as primary, secondary, tertiary and quaternary.
Parallel the chemical transformations effected by cells with organic analogies.
Highlight the differences between chemical and biological catalysis.
Exemplify the chemical foundations of catalysis by metalloenzymes.
Draw porphyrin complexes and describe the structure of haemoglobin highlighting the
local environment of porphyrin in haemoglobin.
Illustrate the steps which occur during Perutzs trigger.
Define cooperativity in dioxygen binding and prescribe a kinetic interpretation.
Describe the function of myoglobin and compare its structures with that of
haemoglobin.
Relate the functions of ferritin, transferin and siderophores to their structural
similarities.
Identify the components of the cytochrome redox chain.
Highlight the structural similarities of the iron porphyrin centres in cytochromes.
Describe electron transfer by cytochromes.
Describe electron transfer by ferrodoxins.
Describe the metabolism of sulfur as facilitated by iron containing proteins
(rubredoxins).
Describe biochemical nitrogen activation.
Sketch the iron-sulfur molybdenum active centre of nitrogenase.
Schematically represent the structure of the active site of vitamin B12.
Exemplify the varied types of electron transfer effected by vitamin B12.
Illustrate the main structural features of chlorophyll.
Describe the different roles of photosystem I and II in photosynthesis.

NB: (R) See Course Assessment.
COURSE CALENDAR
Semester Week
Topics
Lecture (Day 1) Lecture (Day 2)
1
Electronic configuration; Atomic and
Molecular orbital theory for the heavier
elements
Trends in atomic and ionic radii;
charge density; bonding modes; ligand
and pH effects; cluster coordination
geometries
2
Lanthanide contraction; actinides in
solution
General Principles of Catalysis
3
Hydrogenation of Alkenes using
Wilkinson's catalyst
Zeigler-Natta-Type Olefin
Polymerization
4
Alkene Metathesis
Ring Opening Metathesis
Polymerisation (ROMP)
Isomerization of alkenes
The SHELL OLEFIN HIGHER
PROCESS
5 Hydroformylation
Acetic Acid Synthesis by the BASF,
Monsanto and Cativa Processes
6 Oxidation of olefins C-H Activation of alkanes
7 C-H Activation of alkanes
General principles of Heterogeneous
Catalysis
8
General principles of Heterogeneous
Catalysis
The Water-gas Shift Reaction
9 Ammonia synthesis
Host Guest Interactions and Phase
Transfer Catalysis
Lanthanide Catalysts
10
Protein structures; nomenclature in
amino acid polymers; biological origin
and structural features of the porphyrin
scaffold
A survey of the role of metals ions in
enzymes ranging from structural
anchors to active centres of catalysis
11
Iron in biological oxygen transport;
similarities and differences in
haemoglobin, myoglobin, transferin
and siderophores
Biological electron transfer
mechanisms with examples from the
Cytochromes
12
Light harvesting biomolecules, and
energy transfer in chlorophyll including
a modular treatment of Photosystem I
and II
Biological Organometallic chemistry
as illustrated by Vitamin B12 and
Nitrogenase

MODULE READING ASSIGNMENTS
The requisite readings for each topic in the course are shown below. In some cases the
supplemental text (used alternatively) is shown with the main text. In order to provide access to
supplemental texts, the library will be asked to purchase online copies.

Semester
Week
Lecture (Day 1) Lecture (Day 2)
Text* Chapter/Section Text* Chapter/Section
1
ICW
AIC
8
19
ICW
AIC
5, 10, 11
23
2
ICW
AIC
1.10
20
OCC Introduction
3 OCC 14 OCC 15
4 OCC 15 OCC 15
5 OCC 18 OCC 18
6 OCC 16 OCC 17
7 OCC 17 OCC 20
8 OCC 20 OCC 20
9 OCC 20 ICW 4.10
10 BBT 3 ICW 5.10, 5.12
11
ICW
AIC
BBT
8.10
30
10
ICW
AIC
8.10
30
12 ICW 17
ICW
BBT
BBT
11.6, 11.9
Pg. 667-669
Pg. 611-613

*See Learning Resources for Textbooks









COURSE ASSESSMENT
The course weighting is: Coursework 50 % and Final Exam 50 %; Students must pass
coursework and final exam.
Course Component Description of Assessment/Assignment Weight/ 100 %

Two (2) on-line quizzes 20
Written in-course exam 10
Group presentation (powerpoint) of a research project
proposal
15
Two (2) Marked Tutorials 5
Final Examination**
A two-hour long-answer structured paper on all topics;
format shown below.
50

**Structure of the Final Exam Paper
The exam paper consists of a total of 6 questions; 25 marks for each question. Students are required
to answer any 4 questions.
Question
Number of Questions
to be answered
Total Marks
Module of Course
Outline
1-6 4 100 from 150 1-4


ASSESMENT/ASSIGNMENT CALENDAR
Week Tutorials and Assignments Online Coursework
1 Overview of Assessment Activities

2 No Tutorial
3 Problem Based Learning (PBL) Tutorial
4 PBL Tutorial
5 PBL Tutorial Online Quiz 1
6 Poster Presentation on SHOP Process
7 PBL Tutorial
8 PBL Tutorial Group Project
9 Poster Presentation on Research Topic
10 PBL Tutorial Online Quiz 2
11 PBL Tutorial Written Quiz
12 PBL Tutorial

COURSE EVALUATION
The feedback on components of the course including assignments/assessment activities will be
obtained as follows:
Online MyElearning form which students are required to complete and submit.
Online MyElearning Forum that will be made available for the different units to be covered
in the course.
Feedback on select assignments such as the Lab-based demonstrations and Group Project.
Two class representatives (selected by the class) to acquire information from the students
at any time during the course and representation made at the Department of Chemistry
student-staff liaison committee meetings held twice during the semester. Feedback will be
ascertained and communicated to the lecturers involved for follow-up action, if necessary.
It is important to note that feedback will be used to make any necessary adjustments in the course
if possible but will be considered to improve future classes of the course.




TEACHING STRATEGIES
A combination of multimodal teaching strategies will be employed to allow for a dynamic and
interesting learning environment for students with different learning styles and to ensure the best
possible engagement of the students. These include:
Lectures
o The primary mode of instruction. Every attempt will be made to make these lectures as
interactive as possible and will involve the use of multimedia based presentations, in-
class discussions and cooperative learning activities.
Tutorials
o A supplement to the lecture, will involve worked problem sheets based on fundamental
concepts as well as review, analysis and interpretation of principles and experimental
data of related topics from published journal articles or case studies.
o They will allow for discussion and immediate feedback to students.
o The learning environment will allow students to freely present and discuss their
solutions to problems and articulate their viewpoints accompanied by expert guidance
by the facilitator in these sessions.
o The tutorials may take individual or cooperative modes, including working in groups,
individual or group discussions or presentations; expected outcomes/objectives along
with guidelines of the specific method used will be included.

LEARNING RESOURCES
1. Text books:
Required:
o Organometallic Chemistry and Catalysis: Didier Astruc (OCC)
Supplemental (Some topics covered specifically by these):
o Inorganic Chemistry: Wulfsberg (ICW)
o Advanced Inorganic Chemistry: Cotton and Wilkinson (AIC)
o Biochemistry: Berg, Tymoczko, Stryer (BBT)
2. Online MyElearning Resources:
o Lecture material
o Video links
o Web-based links of additional reading material including websites, journal
articles, etc.


HOW TO STUDY FOR THIS COURSE
Attendance at lectures and tutorials are critical to providing students with an understanding
of the topics and concepts covered and also allow students to become engaged in the
process of developing their understanding of the material.
Students are encouraged to review lecture and other learning material and be prepared to
become engaged during the lecture. Available lecture slides will not be detailed and will
just have bullet point notes, illustrations, diagrams, etc. It is important not to use lecture
slides as the only source of information since they are just a guide for lecture discussions.
Textbooks are your main source of information and students are required to follow the
reading calendar; reading before attending lectures is highly encouraged.
Always attend tutorials and work on assignments prior to the session in order to have some
knowledge of the material to be discussed. This allows you to know what your weak areas
are so that they can be addressed in the tutorial sessions.
Regularly do exercises/assignments to enhance your ability to perform well in the course
and always prepare for quizzes and exams in advance.
Overall, students are advised to be deliberate, systematic, consistent and critical in their
readings and prepare for assignments and examinations from the beginning, on a day-to-
day basis rather than working just before the exam.
A study/work schedule (based on the course lecture and assignment calendars) would be a
good guide to ensuring you are on top of things as the semester progresses.
Always seek to engage the course lecturers as much as possible outside of class hours for
academic assistance.

ADDITIONAL INFORMATION
Enrolment/registration
Students must pass the pre-requisites for the course to be allowed to register for this course.
Registration is via the normal University online banner system and the normal procedures
such as add/drop process apply to this course.
Attendance
It is mandatory for students to be present during the lectures and tutorials. According to
University guidelines (faculty handbook) 75 % attendance is mandatory.
Attendance will be taken for each of the sessions in the course.
In absentia Medicals
Authorized medical reports must be submitted in cases where students are not present for
examinations and Lab demonstration assignments.
Please consult the Faculty of Science and Agriculture (FSA) and Department of Chemistry
handbooks for the process of submission.

Additional general information and further details are contained in the FSA and Department of
Chemistry handbooks and Chemistry notice boards.