SEFAKO MAKGATHO HEALTH SCIENCES

UNIVERSITY

Department of Chemistry

CHEMISTRY 1B
and 1C
/STUDYGUIDE

2022
 TABLE OF CONTENTS

Section REGULATIONS AND PROCEDURES Page

1 COURSE TEAM RESPONSIBLE FOR THIS MODULE 3

2 CONTACT WITH THE LECTURER 3
3 ENQUIRIES 3
3.1 Departmental Matters 3
3.2 Administrative Matters 3
3.3 Addressing Of Enquiries 4
3.4 Assessment And Related Issues 4
4 SYLLABUS 4
5 TUTORIAL MATTER 4
6 PRESCRIBED TEXTBOOK 4
7 OTHER RECOMMENDED BOOKS 4
8 ASSESMENT 5
8.1 Components of Continuous Assessment 5
8.2 Class work 5

8.3 Assignments 6
8.4 Group work 6
8.5 Tests 6
8.6 Examinations 6
8.7 Exemption from Examinations 6
8.8 Re-examinations 6
8.9 Admission to the examination 6
8.10 Admission to the re-examination 6
8.11 Molecular Models. 7
9 PRACTICAL WORK 7
9.1 Practical Work 7
9.2 Exemption 7
10 LABORATORIES 7
10.1 Use of laboratories 7
11 ADVICE TO STUDENTS 7
11.1 Consistant Program of Study 7
11.2 Intermittent Reading And Self-Assessment Ahead Of Schedule 7
11.3 Molecular Models 8
11.4 Aim To Understand Concepts Enough To Be Able To Apply Them 8
12 STUDY PROGRAMME IN GENERAL 8
12.1 Module Purpose Statement 8
12.2 Embedded Knowledge And Skills 8

13 STUDY UNITS, THEIR PURPOSE, DESCRIPTION AND OUTCOMES 9

13.1 Study Unit I: Chemical Foundations 9
13.1.1 Purpose Statement 9
13.1.2 Study Unit Description 9
13.1.3 Outcome Of Study Unit 9
13.2 Study Unit 2: Chemical Behavior of Matter 10
13.2.1 Purpose Statement 10
13.2.2 Study Unit Description 10
13.2.3 Outcome Of Study Unit 10
13.3 Study Unit 3; Organic Chemistry & Physiogically important components 11
13.3.1 Purpose statement 11
13.3.2 Study unit description 11

13.3.3 Outcome of study unit 12

14 STUDY SKILLS 13
14.1 The desired learning outcomes 13
14.2 Effective participation in teaching and learning activities 13
14.3 Effective management of private study 13
14.3.1 Advantages of reading ahead of scheduled sessions 13
14.4 For consultations on private study problems 14
15 Course Content 14
16 Lectures 14
16.1 Reading list 14
16.2 Tutorial assessment list 14

16.3 Assignment assessment list

16.4 Class work assessment list 14
16.5 Group work assessment list 14
17 Epilogue 15
18 Proposed Scheduling for Class attendance 16
19 Proposed Scheduling for Tutorial, Assignment, Class Work and Group Work 16

1 COURSE TEAM RESPONSIBLE FOR THIS MODULE

Table 1: Course Team
Name Of Staff Member Role Of Staff Member Room Number Telephone Number
Ms MB Mosebo Course Coordinator NSB 126 012-521-3961
Ms MB Mosebo Lecturer/ Coordinator NSB 126 012-521-3961
Mr TJ Hlongoane Lecturer NSB 319 082-537-0069
Ms CJ Semenya Snr. Tech.Officer (Practicals) NSB Ground floor 022 012-521-4766
Mr ZI Masilela Snr Natural Scientist NSB Ground floor 018
Laboratory Assistant NSB Ground floor 012-521-4367
Mrs. MD. Moeletsi Secretary 314/5 012-521-5669

In the event that the lecturer is not available, please contact the secretary of the Department of
Chemistry, Ms.MD. Moeletsi. She can be contacted by telephone at (012) 521-5699 or e-mail:
[email protected]
Table.2: Telephone Numbers For Enquiries By Course Students
Enquiry Section/Staff Member Telephone Number
Registration And Exemptions Undergraduate Student Affairs 012-521-4979/6017
Prescribed And Recommended Books Science Book Shop 012-5213882
Teaching, Learning And Assessment Material Secretary, Department Of Chemistry 012-521-5699
Tutorials, Class And Group Work Secretary, Department Of Chemistry 012-521-5699
Practicals And Projects Undergraduate Laboratories

2 CONTACTS WITH THE LECTURER

Students who encounter any difficulties with their studies should not hesitate to contact the
lecturer concerned via e-mail, by telephone or by personal visit (after making an
appointment). Always bear in mind that the lecturer in charge knows more about matters
regarding this course than any other person, so please do not contact other people if you
experience problems with this course as you may not always get the necessary guidance that
you are entitled to. Your lecturer is always eager to help you.

3 ENQUIRIES

Students are discouraged from directing issues directly to the head of the department. All
issues should be raised first with the staff member in charge. All issues that must be directed to
the HOD must be channelled through the secretary. In order to facilitate follow up, student
names and numbers should always be given when making inquiries.

3.1 Departmental Matters

 Inquiries relating to studies and academic issues should be directed to the course coordinator
for the module. The name of the course coordinator is given in table 1.

3.2 Administrative Matters

All administrative matters should always be directed to the Head of the department via the
secretary. Particulars of the secretary are found in tables 1 and 2.

3.3 Addressing Of Enquiries

Inquiries by telephone should be directed to numbers listed in table 1

3.4 Assessment and Related Issues

Issues relating to assessment should be directed to the course coordinators. If necessary, the
course coordinator must bring issues to the attention of the HOD

4 SYLLABUS

The syllabus for this module is set out in section 15. Further details can be obtained from the
reading and the assessment lists, also set out in section 15

5 TUTORIAL MATTER

On enrolment an inventory for the current academic year will be received. This inventory will list
all the material required for the course as outlined in table 3

Table 3: Enrolment Inventory For The Current Academic Year

5.1 Study guide: Study Guide for CHEM 1B GENERAL CHEMISTRY
5.2 Study guide: Study Guide for CHEM 1B ORGANIC CHEMISTRY
5.3 Practical Manual: Practical Guide for CHEM 1B
5.4 Text book: CHEMISTRY FOR THE HEALTH SCIENCES-Sackheim & Lehman

6 PRESCRIBED TEXTBOOK

The prescribed textbook for this module is

1. Principles of General, Organic & Biological Chemistry Janice Gorzynski Smith Mc Graw
Hill, 2nd Ed. 2015
2. “chemistry: Introduction to general, Organic, and Biological Chemistry”, Karen C.
Timberlarke. Prentice hall, 11th edition, 2011; ISBN13:978-0321693457

The University does not provide copies of this book. Students are expected to obtain their own
copies from the book-shop, located on the basement of the NSB building. As most of the study
material for this module is included in this book, it is essential to have access to a copy.
Arrangements must therefore be made immediately to obtain a copy
7 OTHER RECOMMENDED BOOKS

As all the material required for this module is included in the tutorial matter and the prescribed
textbook no other books are specifically required. However, students are encouraged to consult
any general chemistry books for additional examples and a different way of presentation -
consult the index for the topics that you are interested in. A list of other recommended books is
given in table 4
Table 4: Other Recommended Books
7.1 General Chemistry—Whitten, Davis, Peck & Stanley
7.2 Fundamentals of Chemistry—Bradly & Holum
7.3 Chemistry – Zumdahl
7.4 Chemistry-The Central Science—Brown

8 ASSESSMENT

8.1 Components of Continuous Assessment

The course is assessed by means of continuous assessment, consisting of seven key elements
including class work, assignments, group work, tests, practicals, examinations and re-
examinations. General Chemistry and Organic Chemistry are assessed separately and the
two assessments are combined on a 50:50 basis to give the overall assessment. Learners are
required to attain at least 40% in either of these two assessments and to attain at least 50% for
the combined assessment mark. Each assessment consists of a 60:40 combination of the
continuous assessment marks and the examination or re-examination marks. The continuous
assessment mark consists of a 60:25:15 combinations of tests, practicals and tutorials
respectively. This is illustrated in figure 1 and table 5, where tutorials include class work,
assignments and group work

Table 5.0: Contributions From Each Of The Assessment Activities Towards Overall Assessment
Overall assessment (OA) 100%
Continuous assessment (CA) = 60% of OA Examination or Re-examination (EX) = 40% of OA
Test 60% of CA Practical 25% of CA Tutorial 15% of CA Examination or Re-examination (EX) = 40% of OA
Rating (FS, P, PD)
Subminimum (FS) 40%
Pass (P) 50%
Distinction (PD) 75%

To provide an overall view of assessment, the contributions from each of the assessment
activities towards overall assessment is summarized in table 5
Table 5.1: Contributions From Each Of The Assessment Activities Towards Overall Assessment
Number Activity Contribution to overall assessment
1 Tests 36% (60% CT = 60% of 60% = 36%)
2 Practicals 15% (25% CT = 25% of 60% = 15%)
3 Tutorials 9% (15% CT = 15% of 60% = 9%)
4 Examinations 40% (40% OA = 40%)
5 Total 100%
Legend: OA = Overall Assessment, CA = Continuous Assessment, TA = Tests, CW = Class Work, AS = Assignments
GW = Group Work, EX = Examinations, FS = Fail Sub-Minimum, P = Pass, PD = Pass With Distinction.
8.2 Class Work

The duration of the lecture period is 40 minutes. The first five of these will be used for class
work. Class work is open book assessment ordinarily consisting of one or two questions, the
theory of which will have been dealt with in the previous classes. Class work forms part of the
tutorial assessment, which contributes 15% to the year mark and 9% towards the overall
assessment as described in section 8.1

8.3 Assignments

Assignments are issued as part of tutorial assessment and must be completed and submitted
on or before the indicated due dates. Assistance with assignments can be obtained by
attending the scheduled tutorial sessions where tutors are on hand for the purpose.
Assignments also form part of the tutorial assessment, which contributes 15% to the year mark
and 9% towards the overall assessment as described in section 8.1.

8.4 Group Work

Some of the assignments are issued as group work. These must be completed in groups,
ordinarily with division of the work, but must submitted individually on or before the indicated
due dates. Assistance with group work can also be obtained by attending the scheduled tutorial
sessions where tutors are on hand for the purpose. Group work also forms part of the tutorial
assessment, which contributes 15% to the year mark and 9% towards the overall assessment
as described in section 8.1.
8.5 Tests

A number of 2-hour tests are written to consolidate assessment. There will be two semester
tests and one summative test in each section. The scope for the semester tests will be giving to
the students. The summative test will cover all the work done for General Chemistry and
Organic Chemistry. Assessment by tests contributes 60% to the year mark.

Table.6: Tests Dates Summary

Tests Date Venue
Sports complex/
Test 1 (Mon/Tues) To be announced in class Will be discussed in Class
Test 2 (Mon/Tues) To be announced in class Will be discussed in Class
Test 3 (Mon/Tues) To be announced in class Will be discussed in Class
Test 4 (Mon/Tues) To be announced in class Will be discussed in Class

8.6 Examinations

Final examination will take place in May/June. One three-hour paper covering all the work
done during the whole year will be written.

8.7 Re-examinations

Only students who fail to meet the examination and continuous assessment requirements will
be allowed to sit for a re-examination. One year-end re-examination will be scheduled for each
of General and Organic Chemistry modules. Assessment by re-examinations contributes 40%
 to the overall assessment, and is used to replace the examination mark when calculating the
overall assessment mark

8.8 Admission to the Examination

Not all students are entitled to write the standard examination, only students with a year mark
of 40% or higher will be admitted to the standard examination.

8.9 Admission to the Re-Examination

The results of the standard examination will be made available within a short time after the
examination. Only students who obtain a final mark of between 45% and 49% will be permitted
to write a supplementary re-examination

8.10 Molecular Models

The use of molecular models is highly recommended for tests and examinations.

9 PRACTICAL WORK
9.1 Practical Work

Practical work forms an essential part of all chemistry courses. The standard work-place and
further learning requirement for chemistry learners is that their knowledge and skills should be
demonstrable in practice. Theory is therefore taught and learned in order to provide a basis for
training in the practice of chemistry. Consequently all students have to take part in the
practicals and all their associated activities. Details of the practical component of the course
and the procedures are given in the practical study guide.

10 LABORATORIES

10.1 Use of Laboratories

The department of Chemistry runs several laboratories for the various modules. Students must
observe all the rules for the use of laboratories.

11 ADVICE TO STUDENTS

11.1 Consistent Program of Study

It is strongly recommended that you follow a consistent program of study. To assist you to
design such a program we have prepared a learning activity list, a reading list and an
assessment list. The teaching and learning activity list given in section 15 outlines the activities
of the lecture schedule, which the lecturer plans to follow. A matching reading list, which
outlines the reading that is considered to be essential for the course is given in section 15. The
 assessment lists given in section 15 outline typical assessment questions that are considered
to be appropriate for assessing the desired outcomes of the course. Why have we gone to the
enormous trouble of preparing these lists and how can you as the student best utilize them?
We have prepared these lists to help students to plan and execute their own effective private
and independent learning programs.

11.2 Intermittent Reading and Self-Assessment Ahead of Schedule

One of the most effective ways of learning chemistry involves intermittent reading and self-
assessment. This works best if the student learns manageable portions of the material, ahead
of the lecturing schedule used by the lecturer, and then applies the knowledge gained from
this learning, by answering appropriate self-assessment questions. We therefore recommend
that you utilize these lists to plan your reading and your self-assessment, ahead of the lecturing
schedule used by the lecturer. If you follow this approach, you will get maximum benefit from
lectures because you will already have a significant level of competence in the material when it
is dealt with during lectures. This will give you a tremendous advantage in following the logic
and arguments used by the lecturer in conducting his lectures. It will also give you the
opportunity to get clarification on those sections that you found difficult during your own reading
and self-assessment. The advice to read ahead of the lecturer comes from the combined
experience of many years of lecturing by a number of seasoned academics. Please do not take
it lightly.

11.3 Molecular Models.

The use of molecular models is highly recommended for effective study. A set of molecular
models may be purchased from the bookshop located at the basement of NSB. Alternatively,
learners may use molecular models in the chemistry laboratory.

11.4 Aim To Understand Concepts Enough To Be Able To Apply Them

Since the purpose of assessments is to provide a means of assessing both the amount of
knowledge acquired as well as the application thereof it is clear that attempting assessment
questions before the appropriate material has been studied is pointless and negates the
purpose of the assessment list. It must be emphasized that when studying chemistry it is more
important to understand the concepts enough to be able to apply them than to remember any of
them. The need for memorizing information is therefore minimal while the need to understand
the concepts is maximal. It is also important to note that the required evidence for having
understood the concepts is the ability to apply the knowledge in answering self-assessment
questions. This therefore means that for the vast majority of assessment questions, information
will be provided and the student will be required to apply concepts, using the information to
solve problems.
12 STUDY PROGRAMME IN GENERAL

This is a study of general chemistry which includes the basic knowledge of analytical, physical,
inorganic and organic chemistry. It covers the basic principles of chemistry and their application
in the field of medicine and dentistry. The module is subdivided into three units namely
CHEMICAL FOUNDATIONS, CHEMICAL BEHAVIOUR and ORGANIC CHEMISTRY.
 COURSE PURPOSE STATEMENT

The purpose of this module is to equip learners with a sound understanding and knowledge of
chemical foundations of matter, the development of the Periodic Table, the periodic trends of
elements, the molecular structure, the chemical reactions, theories of acids and bases, their
strength, titration graphs, preparation and application of buffer solutions, calculation of pH,
common ion effect, the gas laws, principles of chemical equilibrium, rates of reaction and
principles of electrochemistry which are essential for higher levels of chemistry and relevant
biochemistry, pharmacology, physiology, chemical pathology and pharmaceutical chemistry.
Learners will be equipped with enough understanding and knowledge of molecular structure
and bonding, IUPAC rules for nomenclature, chemical and physical properties of organic
compounds and be able to apply them for understanding biologically important molecules.

EMBEDDED KNOWLEDGE AND SKILLS

Learners are expected to have a knowledge of atoms, the nucleus, isotopes, writing molecular
formulae of compounds, writing of equations and balancing them, the types of reactions,
chemical bonding, knowledge to identifying reactions, calculations involving pressure,
temperature, volume, molarity, molar mass, molality etc. They must be able to write structures
of organic molecules from given names and vice versa; identify different functional groups, their
properties and applications. Learners are also expected to know the physiologically important
components, their function in the human body and their chemical and physical properties.

13 STUDY UNITS, THEIR PURPOSES, DESCRIPTIONS AND OUTCOMES

13.1. STUDY UNIT 1: CHEMICAL FOUNDATIONS

This unit is a study of knowledge of chemical foundations of matter, the development of the
Periodic Table, the periodic trends of elements, the molecular structure, and chemical reactions

13.1.1 PURPOSE STATEMENT

The purpose of this Study Unit is to provide learners with an understanding of the chemical
foundations of matter, the development of the Periodic Table, the periodic trends of elements,
the molecular structure, the chemical reactions.

Competence is required in illustrating electron configuration, electron and orbital energy levels,
periodicity of electronic properties for development of electronic structure and bonding theories
of molecules.

13.1.2 STUDY UNIT DESCRIPTION

The macroscopic and microscopic properties of matter, the atomic and molecular structure, the
formation of the molecules and ions, classification of matter, systematic procedures used to
name compounds, stoichiometry of chemical formulae, the periodic trends and the periodic
table, how chemical bonds are formed, the rules for filling electrons in orbitals, the Lewis
structures for compounds, the VSERP model theory, to predict the electronic and molecular
 geometry of molecules, the various types of chemical reactions, stoichiometry of chemical
reactions

13.1.3 OUTCOME OF STUDY UNIT

 Upon completion of this unit, the learners will be able to differentiate between physical and
chemical properties with supporting examples, draw electronic configurations and energy
diagrams of atomic orbitals, and write formula e of various compounds and ions.
 They should be able to discuss the trends of atomic radii, ionic radii, electronegativity and
electron affinity across different groups and periods in the periodic table.
 The learners should be able to explain and differentiate between ionic and covalent bond
formation, discuss the octed rule and deviations.
 Draw orbital energy diagrams to show the hybridization of atoms in certain compounds.
 Know the formation of single and multiple bonds.
 Discuss relative bond length and strength.
 Use VSEPR and Valence Bond Theories and concept of hybridization to the predict the
electronic and 3-dimentional molecular geometry of compounds.
 Learners will be able to determine the empirical and molecular formulae of chemical
compounds.
 They will be able to do composition stoichiometry.
 Learners should be able to identify various types of chemical reactions.
 Write balanced chemical equations.
 Deduce information from balanced equations.
 They will be able to use the mole ratio of balanced equations to perform calculations on mass
of reactants and products, % yield in chemical reactions.
 The learners will be able to determine the limiting reactant from data given and to calculations
accordingly.
 They will be able to do relevant stoichiometric calculations for re actions in solution.
 They are expected to report the concentration of a solution in different concentration units:
Molarity, molality, mole fraction and mole percent, % by mass, % by volume, and % mass by
volume.
 The learners are expected to apply the different theories of acids and bases.
 State the factors that influence the strength of acids and bases.
 Identify the conjugate acid-base pair.
 Differentiate between strong/weak; concentrated/dilute acids and bases.
 Calculate the pH of a solution and the percentage dissociation of weak acids and bases.
 Explain the use of indicators in titration.


13.2. STUDY UNIT 2: CHEMICAL BEHAVIOUR OF MATTER

This unit is about the theories of acids and bases, their strength, titration graphs, preparation
and application of buffer solutions, calculation of pH, common ion effect, the gas laws,
principles of chemical equilibrium, rates of reaction and principles of electrochemistry.

13.2.1 PURPOSE STATEMENT

 The purpose of this Study Unit is to provide learners with a sound understanding and
knowledge the theories of acids and bases, their strength, titration graphs, preparation and
application of buffer solutions, calculation of pH, common ion effect, the gas laws, principles of
chemical equilibrium, rates of reaction and principles of electrochemistry which are essential for
higher levels of chemistry and relevant biochemistry, pharmacology, physiology, chemical
pathology and pharmaceutical chemistry.

13.2.2 STUDY UNIT DESCRIPTION

This unit deals with the concepts of the Gas Laws, partial pressure and vapour pressure,
solubility of gases, properties of solutions, intermolecular interactions in solutions, colligative
properties of solutions, the solvation process, osmosis and reverse osmosis, rate of chemical
reactions, factors that affect reaction rates, chemical equilibrium, relationship between different
equilibrium constants, application of equilibrium, redox reactions for introduction to
electrochemistry, electrical conduction, the emf of electrochemical cells, voltaic and galvanic
cells, concentration cells, corrosion, Faradays Law of electrolysis, application of
electrochemistry.

13.2.3 OUTCOME OF STUDY UNIT

 After completion of this module students will know the gas laws and will have a sound
understanding of the physical behaviour of gases.
 The learners will know how to calculate pressure, temperature, volume, number of moles of
gases by using the appropriate gas laws.
 They will know how to deal with mixtures of gases and how to calculate the partial pressure of
individual gases from given data.
 To describe the solvation process.
 To know how to describe the properties of solutions.
 Know the colligative properties of solutions and intermolecular forces in solutions
 They will know how to describe the effect of addition of volatile and non-volatile solutes to the
boiling point and freezing points of a solvent
 They will be able to describe the process of osmosis and reverse osmosis
 Learners will be able to understand the concept of equilibrium and Le Chatelier’s principle
 They will be able to relate the principles of equilibrium to everyday life
 Formulate expressions for and calculate equilibrium constant and equilibrium concentrations of
reactants and products
 Identify factors affection equilibrium
 Identify the relationship between Kc and Kp
 Describe buffer solutions and their use
 Describe the effect of addition of a common ion to a buffer solution
 The learners are expected to define the rate of reactions and discuss the factors affecting
reaction rates
 The learners must be able to balance redox reactions and to identify the oxidizing and reducing
agents
 They will be able to predict the spontaneity of redox reactions
 Explain how to prevent corrosion
13.3 STUDY UNIT 3: ORGANIC CHEMISTRY & PHYSIOLOGICALLY
IMPORTANT COMPONENTS

13.3.1 PURPOSE STATEMENT

The purpose of this module is to develop a competence in organic chemistry sufficient to meet
the demands of studies in physiotherapy and nutrition. This includes the construction of
structures of organic compounds, molecular structures, application of the IUPAC rules for
nomenclature, explanation and prediction of chemical and physical properties of saturated and
unsaturated hydrocarbons and their derivatives. It also includes application of this knowledge in
understanding the molecular structures, physical and chemical properties of biologically
important molecules.

13.3.2 STUDY UNIT DESCRIPTION

This unit examines the nomenclature and physical properties of hydrocarbons and their
derivatives. Starting with alkanes, alkenes, alkynes and aromatic compounds as
representatives of the hydrocarbons, this is followed by a study of the derivatives of the four
classes of hydrocarbons, including substituted aromatic compounds, alkyl halides, alcohols,
ethers esters, amines, aldehydes, ketones carboxylic acids and the derivatives.

This unit is also an introduction to the chemistry of organic compounds that have biological
significance, including sugars and carbohydrates, amino acids and proteins, nucleic acids and
bases, steroids and steroid hormones, etc. These compounds are treated as special topics by
a discussion of their biological relevance and their biological activity in relation to the health
sciences.

13.3.3 OUTCOME OF STUDY UNIT

To recognize the importance of organic compounds

To compare properties of organic and inorganic compounds
To become familiar with the method of indicating covalent bonding in organic compounds
To understand and be able to draw structural formulas
To draw structures of isomers
To visualize the three-dimensional arrangement of bonds around the carbon atom
To draw structures for and name some alkanes and cycloalkanes
To draw structures for and name some alkanes and c To understand the properties and reaction of
alkanes
To understand the sources, properties and uses of hydrocarbons and their halogen derivatives
To distinguish between saturated and unsaturated hydrocarbons
To understand reactions of alkenes and alkynes
To recognize the structure of benzene
To name various substitution products of benzene
To recognize the structures of various aromatic compounds
To become familiar with the functional group present in alcohols
To name various alcohols
To become familiar with the uses of some alcohols
To distinguish between primary, secondary and tertiary alcohols
To distinguish between alcohols and thiols
To recognize the structure of and the importance of phenols and phenol derivatives
To recognize the structure and the importance of alcohol and phenol derivatives
To draw the structure of and name various ethers
To write the reaction for the formation of an ether
To become familiar with the uses of ethers
To become familiar with functional groups present in aldehydes, ketones and carboxylic acids
To write equations for the formation of aldehydes, ketones and acids
To distinguish between hemiacetals and acetals and between hemiketals and ketals
To recognize the biologic importance of various aldehydes, ketones and acids
To become familiar with the functional groups of esters, amines, amides and amino acids
To write equations for the formation of esters, amines and amides
To recognize the biologic importance of various esters, amines and alkaloids
To distinguish among primary, secondary and tertiary amines
To recognize the structure of amino acids
To understand the classification of carbohydrates
To become familiar with stereoisomerism
To draw the structures of and to indicate the reactions of several hexoses
To compare the structures and reactions of disaccharides
To become acquainted with the general properties of lipids and fatty acids
To understand the classification of lipids
To distinguish between soaps and detergents
To understand the role of phospholipids in cell membranes
To understand the sources and the needs for protein
To become familiar with the structures and reactions of amino acids
To indicate the classification of proteins according to solubility, composition, function and shape
To understand the significance of protein denaturation
To draw the structures of dipeptides
To describe the primary, secondary, tertiary and quaternary structure of a protein
To recognize the structure of nucleic acids
To understand the causes of genetic mutations
To become aware of various genetic diseases and their causes
To become familiar with oncogenes

14 STUDY SKILLS

Effective study is contingent upon three main elements including a clear understanding of the
learning outcomes required, effective participation in teaching and learning activities and
effective management of private and independent study.

14.1 THE DESIRED LEARNING OUTCOMES

The desired learning outcomes are described in section 13 of this study guide and learners are
encouraged to develop a working familiarity with them.

14.2 EFFECTIVE PARTICIPATION IN TEACHING AND LEARNING ACTIVITIES

 Important teaching and learning activities featured in this course include lectures, tutorials, and
practicals. Students are encouraged to listen carefully in order to follow the logical reasoning
and arguments used to develop the concepts, and partake actively in class exercises,
assignments, and group work. Learners are encouraged to listen and follow the lecturer's
teaching, and give this activity priority over the writing of notes, because the writing of notes
unavoidably distracts them from active listening. Students are also encouraged to take part in
all assessment activities including class work, assignments, group work, theory tests, practical
tests and examinations.

14.3 EFFECTIVE MANAGEMENT OF PRIVATE STUDY

The most important contribution to learning is private learning. This is the learning that takes
place outside the formal teaching and learning contact sessions such as lectures, tutorials and
practicals. Learners are therefore encouraged to develop an effective private learning strategy
and follow an effective private learning program of their own.

An effective private learning strategy that is recommended for this module involves intermittent private
reading and self assessment, ahead of the lecture schedule, guided by the activity, reading and assessment
lists provided in section 15.

14.3.1 ADVANTAGES OF THE STRATEGY OF READING AHEAD OF SCHEDULE

The study approach of intermittent reading and self assessment ahead of schedule that is
recommended for this course has several advantages for learning. Five of these advantages
are outlined in table 6. Learners will discover many more as they use it.

Table 6: Some advantages of intermittent reading and self assessment ahead of schedule
14.3.1.1 Using this strategy will help learners to develop independent learning skills - the ability to read and learn effectively on their own.
14.3.1.2 This will also help learners to develop the ability to comprehend and answer self-assessment exercises. This activity will prove
invaluable in formal assessment activities, namely tests and examinations.
14.3.1.3 Reading and self study ahead of the schedule will also ensure that learners utilize the scheduled teaching and learning contact sessions
more effectively, since they will already have a reasonable level of competence with the material when it is covered in these sessions.
14.3.1.4 It will therefore be easier for these learners to follow the arguments and logic of the lecturers and tutors since they will already have
read the material and successfully attempted some of the exercises.
14.3.1.5 The practice of reading and self-assessment ahead of scheduled teaching and learning sessions will greatly enhance the morale and
enthusiasm of learners, as they will feel so much more competent in their learning and the achievement of the desired learning
outcomes.

14.4 FOR CONSULTATIONS ON PRIVATE STUDY PROBLEMS

When seeking help with private study problems, the lecturer should be the first point of contact.
Your lecturer will almost always solve your private study problems. However, should these
problems prove to be beyond the lecturer's competence, learners will be referred to appropriate
authorities such as the HOD or student counselling services.

15 COURSE CONTENT

The content for the course is outlined in table 8. The topics that will be covered are listed in
column 2. Column 3 shows the lecture periods in series, during which the material will be
covered. The prescribed practical exercises that are related to these topics are shown in
 column 4. All these prescribed practical exercises will have to be completed. The reading lists
for each of these topics from the prescribed book are shown in column 5.

Learners are therefore encouraged to use table 7 as the main basis for preparing their private
and independent reading and self-assessment, ahead of the lecture schedule as recommended
in section 14.3.

16 LECTURES

16.1 Reading List (Target Learning Tasks)

The prescribed reading list is compiled from, and is therefore based on the prescribed book. It
is possible to use this reading list with earlier editions of the prescribed book provided an
accurate correlation of the relevant sections is performed between the two editions. Please
note that the reading list is intended to guide the learners to sections of the prescribed book
where the material is covered. Learners may find that the same material is explained better in
other sections of other books. Using the same logic therefore, it is possible to use this reading
list with other books, provided an accurate correlation is performed between the prescribed
book and the other books.

16.2 Tutorial Assessment List

The tutorial assessment questions are based on the prescribed book. It may be possible to use
this assessment list with earlier editions of the prescribed book provided as accurate correlation
of the relevant self-assessment problems is performed between the two editions. It is also
possible to use this assessment list with other books. When other books are used for reading,
it is recommended that the assessment list from the prescribed book be used. If problems
listed in other books are used for self-assessment, it is recommended that these problems are
first correlated with the assessment list.

16.3 Class Work Assessment List

The prescribed class work assessment list is not compiled from, and is therefore not based on
the self-assessment problems listed in the prescribed book. It is however, possible to use the
class work assessment list with the current or earlier editions of the prescribed book or with the
recommended or any other books.

16.4 Group Work Assessment List

The prescribed group work assessment list is also not compiled from, and is therefore not
based on the self-assessment problems listed in the prescribed book. In this case also, it is
possible to use the group work assessment list with the current or earlier editions of the
prescribed book or with the recommended or any other books.

18 Epilogue
A tentative lecture, tutorial and practical schedule is outlined in Table 7. This schedule shows
three 40 minute lecture slots and one tutorial slot on Thursday 12H15 and one practical slot on
Friday from 14h00 to 17h00 in the second semester.
 19 Proposed Scheduling

Although you have read the study guide through, you will need to refer back to it from time to
time. Whenever you need to do so, it is recommended that you use the table of contents to go
directly to the section you wish to review. Enjoy your studies.

Table 7: The Lecture, Tutorial and Practical Schedule Proposed for 2017

PERIOD MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Chemistry
07:45-08:25 MSCH011/
MCHY010
BMS N008

08:30-09:10

09:15-09:55

10:00-10:40

10:45-11:25
Chemistry
11:30-12:10 MSCH011/
MCHY010
NSB 016
Chemistry
12:15-12:55 MSCH011/
MCHY010
CP 1L001

13:00-13:55 LUNCH
Chemistry
14:00-14:40 MSCH011/
MCHY010
NSB LAB

14:45-15:25

15:30-16:10

16:15-16:55

19. Proposed scheduling

Table 8: The Practical, Reading, Tutorial, Assignment, Class Work and Group Work

LECT TUTORI PRAC ASSIG TEST GROUP

URE AL TICAL NMENT WORK
TARGET LEARNING TASKS
15.1 Understand the use of the SI system of measurement 1 1 1 1 1 1
15.2 Understand the use of significant figures 1 1 1 1 1 1
15 .3 Define the basic units and de derived units and use them in calculations 2 1 1 1 1 1
15.4 Measure the following physical quantities and give their common units: mass, 2 1 1 1 1 1
volume, density, temp and pressure
15.5 Differentiate between accuracy and precision 2 1 1 1 1 1
15 .6 Distinguish various forms of matter 3 1 1 1 1 1
15.7 Understand the properties and states of matter 3 2 1 2 1 2
15.8 Distinguish among elements, compounds and mixture 3 2 1 2 1 2
15.9 Draw the structure of an atom and identify its fundamental particles 4 2 1 2 1 2
15.10 Distinguish isotopes and draw their structures 4 2 1 2 1 2
15.11 Importance and use of the periodic table 5 2 1 2 1 2
15.12 Understand the symbol and formulas used in chemical bonding 5 2 1 2 1 2
15.13 Write electron-dot structure 5 2 1 2 1 2
15.14 Understand formation of ions and ionic bonding 5 2 1 2 1 2
15.15 Name ionic and covalent compound 5 2 1 2 1 2
15.16 Balance and interpret chemical reactions 6 2 2 2 2 2
15.17 Understand chemical reactions and factors affecting them 6 3 2 3 2 3
15.18 Understand significance of oxidation-reduction (redox) reactions 7 3 2 3 2 3
15.19 Balance oxidation-reduction reactions 8 3 2 3 2 3
15.20 Applications of oxidation-reduction reactions 9 3 2 3 2 3
15.21 Assign oxidation numbers to all species in a redox reaction 10 3 2 3 2 3
15.22 Identify oxidizing agent, reducing agent, oxidation half reaction and reduction 11 3 2 3 2 3
half reaction
15.23 Understand the kinetic molecular theory 12 3 2 3 2 3
15.24 State and understand the use of the various gas laws 13 4 2 4 2 4
15.25 Use the molar gas volumes in calculations 14 4 2 4 2 4
15.26 Understand the properties and reactions of water 14 4 3 4 2 4
15.27 Draw the structure of a water purification 14 4 3 4 2 4
15.28 Understand the nature of hydrogen bonding 15 4 3 4 2 4
15.29 Become familiar with methods of water purification 16 4 3 4 2 4
15.30 Become familiar with methods of water softening 17 4 4 4 1 4
15.31 Understand the causes of water pollution 18 5 4 5 1 5
15.32 Understand the importance and properties of solutions 19 5 4 5 1 5
15.33 Express the strength of solutions in different ways 20 5 4 5 1 5
15.34 Understand and compare the uses and properties of suspensions, emulsions 21 5 4 5 1 5
and colloids
15.35 Describes osmosis and dialysis 22 5 4 5 1 5
15.36 Distinguish between electrolytes and non-electrolytes 23 5 4 5 1 5
15.37 Become familiar with the theory of ionization 24 5 4 5 1 5
15.38 Distinguish between strong and weak electrolytes 25 5 4 5 1 5
15.39 Understand the importance of ions in the body 26 5 4 5 1 5
15.40 Become familiar with properties and uses of acids and bases 27 5 4 5 1 5
15.4 1 Understand the ionization of water 28 5 4 5 1 5
15.42 Become familiar with acid-base titration 29 5 4 5 1 5
15.43 Understand the use of pH I expressing the strength of acids and bases 30 5 4 5 1 5
15.44 Describe the tape of radiation produced during radioactive decay 31 5 4 5 1 5
15.45 Balance nuclear reactions 32 6 5 6 2 6
15.46 Be aware of the of the units of radiation and methods used to detect radiation 33 6 5 6 2 6
15.47 Understand importance of half-life 34 6 5 6 2 6
15.48 Become acquainted with the various radioisotopes used in medicine 35 6 5 6 2 6
15.49 Become aware of biologic effects of radiation 36 6 5 6 2 6
15.50 Understand nuclear fusion and fission 37 6 5 6 2 6
15.51 Recognize the importance of organic compounds 38 6 5 6 2 6
15 .52 Compare properties of organic and inorganic compounds 39 6 5 6 2 6
15.53 Be familiar with the method of indicating covalent bonding in organic compounds 40 6 5 6 2 6
15.54 Understand and be able to draw structural formulas 41 6 5 6 2 6
15.55 Draw structures of isomers 42 6 5 6 2 6
15.56 Visualize the three-dimensional arrangement of bonds around the carbon atom 43 6 5 6 2 6
15.57 Draw structures for and name some alkanes and cycloalkanes 44 6 5 6 2 6
15.58 Understand the sources, properties and used of hydrocarbons and their halogen 45 7 6 7 2 7
derivatives
15.59 Name and draw structures of alkanes and alkenes 46 7 6 7 2 7
15.60 Distinguish between saturated and unsaturated hydrocarbons 47 7 6 7 3 7
15.61 Understand reactions of alkenes and alkynes 47 7 6 7 3 7
15.62 Recognise the structure of benzene 48 7 6 7 3 7
15.63 Name various substitution of benzene 48 7 6 7 3 7
15.64 Recognise the structure of various aromatic compounds 48 7 6 7 3 7
15.65 Became familiar with the functional group present in alcohols 48 7 6 7 3 7
15.66 Name various alcohols 49 7 6 7 3 7
15.67 Become familiar with the uses of some alcohols 49 7 6 7 3 7
15.68 Distinguish between primary and tertiary alcohols 49 7 6 7 3 7
15.69 Distinguish between alcohols and thiols 50 7 6 7 3 7
15.70 Recognize the structure of and the importance of alcohol and phenol 50 7 6 7 3 7
derivatives.
15.71 Draw the structure of and name various ethers. 51 7 6 7 3 7
15.72 Write the reaction for formation of an ether. 51 7 6 7 3 7
15.73 Become familiar with the uses of ether. 52 8 6 8 3 8
15 .74 Become familiar with functional groups present in aldehydes, ketones and 52 8 7 8 3 8
carboxylic acids.
15.75 Write equations for the formation of aldehydes, ketone and acids. 52 8 7 8 3 8
15.76 Distinguish between hemiacetals, and acetals and between hemiketals and 53 8 7 8 3 8
ketals.
15.77 Recognize the biological importance of various aldehydes, ketones and acids. 54 8 7 8 3 8
15.78 Become familiar with the functional groups of esters, amines, amides and acids. 55 8 7 8 3 8
15.79 Write equations for the formation esters, amines and amide. 56 9 7 9 3 9
15.80 Recognize the biological importance of various esters, amines, alkaloids. 57 9 7 9 3 9
15.81 Distinguish among primary, secondary and tertiary amines. 58 9 7 9 3 9
15.82 Recognize the structure of amino acids. 58 9 7 9 3 9
15.83 Understand the classification of carbohydrates. 59 9 7 9 3 9
15.84 Become familiar with stereoisomerism. 60 9 7 9 3 9
15.85 Draw the structures of and indicate the reactions of several hexoses. 60 9 7 9 3 9
15.86 Compare the structures and reactions of disaccharides and polysaccharides. 61 10 8 10 4 10
15.87 Become acquainted with the general properties of lipids and fatty acids. 61 10 8 10 4 10
15.88 Understand the classification of lipids. 62 10 8 10 4 10
15.89 Distinguish between fats and oils. 62 10 8 10 4 10
15.90 Distinguish between soaps and detergents. 62 10 8 10 4 10
15.91 Understand the role of phospholipids in cell membranes. 63 10 8 10 4 10
15.92 Understand the role the eicosanoids. 63 10 8 10 4 10
15.93 Understand the sources and the uses of proteins. 63 10 8 10 4 10
15.94 Become familiar with the structures and reactions of amino acids. 64 10 8 10 4 10
15.95 Indicate the classification of proteins according to solubility, composition, 64 11 8 11 4 11
function and shape.
15.96 Understands the significance of protein denaturation. 65 11 8 11 4 11
15.97 Draw the structures of dipeptides. 65 11 8 11 4 11
15.98 Describe the primary, secondary, tertiary and quaternary structure of a protein. 65 11 8 11 4 11
15.99 Recognize the structure of nucleic acids. 66 11 8 11 4 11
15.100 Understand the roles of DNA and RNA. 67 11 8 11 4 11
15.101 Understand the causes of genetic mutations. 67 11 8 11 4 11
15.102 Become aware of various genetic diseases and their causes. 67 11 8 11 4 11
15.103 Become familiar with oncogenes. 68 11 8 11 4 11