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Higher Education Diploma in Industrial Laboratory Technology
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Fiji’s student population from secondary schools continues to grow. With Fiji hastily moving
towards industrialization there is a need for better trained laboratory technicians.
The various industries in Fiji are a significant contributor to the local economy through
employment opportunities for several thousand people and export income. Most of these
industries have industrial laboratories where various tests are carried out at particular points in
the production line and also on the end product itself.
The program is designed to meet the needs of analytical and industrial chemical laboratories in
teaching, research, industrial chemical processes and quality control. The major fields of study
shall include basic organic, inorganic and physical chemistry, biochemical techniques, instrumental
methods of analysis and general industrial processes.
1.3 Rationale
The School of Applied Sciences recognized the importance of technical training and started
offering Diploma in Industrial Laboratory Technology (CILT) programme from 2004. There still
remained a need for higher qualification to further develop the knowledge and skills of students in
laboratory techniques and principles as well as laboratory research and problem solving skills in
order to meet the needs of the local industries. As per the demands of the industry, the Higher
education Diploma in Industrial Laboratory Technology Programme aims to put more emphasizes
on quality control concepts, modern industrial techniques and chemical safety both in theory and
via practical methods.
1.4 GraduateProfile
The graduates of this Programme will be able to:
Use their knowledge of food biochemistry, food microbiology, chromatography and
spectroscopy to prepare samples, analyze products and do laboratory demonstration.
Apply the knowledge of food processing technologies, biotechnological and
microbiological principles, as well as chemical and physical techniques to everyday life
Build electrical circuits and electronic devices with appropriate testing
Use statistical techniques to gather and analyze mathematical data and be proficient in
communication skills in the workplace including scientific language style
Identify and assess physical and chemical stress factors in the workplace
Learn the appropriate storage and handling of hazardous chemicals
1.5 ProgrammePhilosophy
The Higher Education Diploma in Industrial Laboratory Technology Program (HEDILT) is a two year programme. At the end of the second year of study the students will go for field/industrial attachment of six months. The field placement will be an opportunity for students to practice and
develop the analytical skills through work.
1.6 AimsandObjectives
1.6.1 Aim
This Programme aims to develop students’ knowledge and skills in specific areas of laboratory
analytical techniques (sampling, data analyses, and presentation) industrial hygiene and chemical
safety that is required in various industrial, teaching, research and quality control laboratories.
1.6.2 Objectives
Upon completion of the Programme students should be able to:
Demonstrate good laboratory practice and maintain high quality control & assurance of analytical measurements.
Use various communication techniques, academic and scientific writing styles in the workplace.
Gather, analyze and present data to management for decision making. Carry out modern chemistry laboratory analytical procedures in various research fields like
agriculture, biochemistry, medicine, etc.
Describe and apply concepts of Industrial hygiene and chemical safety
Learn the importance of personal protection equipment
Handle and maintain basic and modern equipments in teaching, research and quality control laboratories.
Participate in the general implementation of sustainable scientific and technological developments in teaching, research and quality control.
Plan and administer routine analysis and safety regulations in teaching, research and industrial environment.
Pursue further education.
2 PROGRAMMEREGULATION
2.1 EntryRequirementsThe minimum entry requirement for this programme is a pass (200 / 400) in Form Seven or
Foundation Science programme, with emphasis on Biology, Chemistry, and Physics.
2.2 CreditValue
1st year of Higher Education Diploma in Industrial Laboratory Technology is awarded at level 5.
With a total of ten units in the first year the total credit points is equal to 60.
2nd year of Higher Education Diploma in Industrial Laboratory Technology is awarded at level 6. At
the end of the two years, students should have accumulated a total of 120 credit points. At this
point students will be allowed to go for the six months of compulsory industrial attachments.
Upon completion of the above, students qualify to graduate with a Higher Education Diploma in
Industrial Laboratory Technology.
2.3 ProgrammeDuration
The duration of this Programme is two years of full‐time study and a further period of 6 months of industrial work experience or internship.
2.4 CrossCredits
Students have to apply for cross credits of individual units. The Board of Studies in accordance with
the Fiji National University Academic & Student Regulation would consider and deliberate on cross
credits.
2.5 Assessment
Formative and summative assessments consist of the following:
1.0 Welcome I welcome you to this Unit and hope that you will find it enriching and interesting. 1.0 Course Description
This course consists of two parts .The first part introduces students with the mathematical techniques in solving systems of linear equations. It also includes properties and applications of matrices and determinants. The second part of the course introduces elementary statistics which covers descriptive and inferential statistics, regression analysis, and other basic mathematical tools used in business and scientific environments to interpret results rationally.
1.1 Learning Targets/Outcomes As a result of successfully completing this unit the student will be able to:
a) Build a better understanding onto proofs and theorems in Linear Algebra.
b) Familiarize with algebra, analytical geometry and trigonometry.
c) Discover many of the solution methods involving arithmetic steps to avoid errors.
d) Differentiate the two general bodies of methods that together constitute the subject called
statistics: descriptive and inferential statistics
e) Understand the usage of graphical descriptive methods to summarise and describe sets of data
f) Understand the usage of numerical descriptive measures to summarise and describe sets of data
g) Manage the data collection and sampling process
h) Understand the basic concepts behind the rules and techniques
2.0 Resources *Elementary Linear Algebra by Larson Edwards (5th edition)
*Elementary Statistics by Allan G Bluman ( 6th edition)
2.1 Text
See details in section3.
2.2 Supplementary Materials
TBA during lectures
2.3 Class Shares Lecture handouts, Tutorial Sheets, Important announcements. Students are requested to regularly visit class shares.
2.4 Classroom Policies
Arrive on Time
Turn off your mobile phones……..OK, silent mode is fine!
Do not chat with neighbors or friends in the classroom.
Avoid any disruptive behavior.
3.0 Course Content and Reading References 3.1 Course Content
CONTENT
(a) Systems of Linear Equations
Introduction to systems of linear equations Gaussian Elimination and Gauss‐Jordon Elimination
Applications of systems of Linear Equations
(b) Matrices
Operations with Matrices Properties of Matrix Operations
The Inverse of a Matrix Elementary Matrices Applications
(c) Determinants
The Determinant of a Matrix Evaluation of a Determinant Using Elementary Operations Properties of Determinants
Applications of Determinants
(d) Introduction to Statistics
Describe two major branches of statistics Understand the key statistical concepts
Explore examples of practical application where statistics have a major role to play Understand how statistics are used by business managers Understand the basics of the computer spreadsheet package Microsoft Excel and its capabilities in aiding with statistical data analysis for large amounts of data
(e) Graphical Descriptive Methods
Describe different types of data Construct charts to summarise nominal data
Tabulate and construct charts and graphs to summarise numerical data
Use various graphical techniques to analyse the relationships between two variables Use graphs to analyse time‐series data
(f) Numerical Descriptive Measures
Calculate mean, median and mode and explain the relationships between them
Calculate range, variance, standard deviation and coefficient of variation Interpret the use of standard deviation through empirical rule Explain the concepts of percentiles, quartiles and inter‐quartile range and show their
usefulness through the application of a box plot
Obtain numerical measures to calculate the direction and strength of the linear relationship between two variables
Calculate an estimate of mean and variance in grouped data Understand the use of graphical methods and numerical measures to present reports
(g) Data Collection & Sampling
Differentiate between primary and secondary sources of statistical data
Explain the concepts of target and sampled population Explain the basic sampling designs Identify the appropriate sampling design for data collection in a particular experiment
Understand the main types of errors involved in sampling
3.2
Teaching Schedule (2012):
Elementary Linear Algebra by Larson Edwards (5th edition)Sect. 1.1‐1.3,2.1‐2.5,3.1‐3.5,pp1‐43,pp45‐
97,pp119‐163.
Elementary Statistics by Allan G.Blumann Sect1.1‐1.3,pp11‐15,Sect.2.2‐2.5 pp15‐52,Sect.3.1‐3.5,pp58‐
112,Sect.7.1‐7.5pp215‐22.
Lectures Self Directed
Learning
Resource
Week – 1
7th‐10th Feb
10
Introduction to systems of linear equations Gaussian Elimination
Section 1.1
&1.2
Pp1‐12
Week – 2
13th Feb –
Gauss‐Jordan Elimination Applications of systems of linear equations
Section
1.3,
17th Feb 10 pp14‐44
Week –
3/4.20thFeb ‐
2nd Mar
16
Operations with Matrices
Properties of Matrix Operations
The Inverse of a matrix
Elementary Matrices
Section
2.1‐
2.2,2.3,2.4
pp.
45‐83‐97
Week – 5
5th ‐9th Mar 10
Applications of Matrix Operations
Section
2.5,4.1
pp.
97‐117‐
Week
TEST ‐ 1
Week – 6,7
12th ‐23rd
Mar
20
Determinant of a Matrix
Evaluation of a determinant using elementary
operations
Properties of Determinants
Applications of Determinants
Section
3.1‐3.3,3.5
pp.
119‐163
Week – ,8
26th ‐30th
Mar
10
Describe two major branches of statistics
Describe key statistical concepts
Explore examples of practical applications of statistics
Section
1.1‐1.4
pp.
2‐14
Week –
9,10
2nd ‐13th
April
20 Describe different types of data. Constructing Charts to summarize nominal data Tabulate and construct charts and graphs to summarize numerical data. Use graphs to analyze time‐series data. Measures of central tendency Measures of Variation
Sections
2..1‐
2.4,3.1.3.2
&3.3
pp.
15‐55,58‐
101
Week
TEST ‐ 2
Week –
11,12
16th ‐ 27th
Apr
20
Measures of position – explain the concepts of
percentiles, quartiles and inter‐quartile range and show
their usefulness through application of a box plot.
Differentiate between primary and secondary sources of
statistical data
Describe the common sampling techniques
Other types of sampling techniques
Section
3.4,3.5&
7.1‐7.3
pp.
101‐
115,215‐
224
Week 13
STUDY BREAK
Week 14
FINAL EXAMINATION
3.3 Lecture and Tutorial Timing
Lectures Timing
Day Time Venue
Monday TBA
Tuesday TBA
Wednesday TBA
Thursday TBA
Tutorial Timing
Day Time Venue
TBA
4.0 Assessment 4.1 Assessment Methods
Assessment Weighting (%) Dates Room
Test1 15
Test2 15
Assignment 1 10 TBA
Assignment 2 10 TBA
Final Examination 50 TBA TBA
Total 100
4.2 Grades In order to be awarded a pass in this unit, students must ensure that they:
a) Attend at least 75% of all classes and 75% of the tutorials b) Achieve an overall mark of at least 50% in the unit c) Score a minimum of 40% in the continuous assessment and in final exam,
each. 4.3 Letter Grade Scale: The following grading scales would be used.
Table 1: Result Notations
Grade Marks Grade
Points
A+ 90‐100 High Distinction 4.5
A 80‐89 Distinction 4.0
B+ 75‐79 High Credit 3.5
B 65‐74 Credit 3.0
C+ 60‐64 Pass 2.5
C 50‐59 Pass 2.0
D 40‐49 Fail 1.0
E Below 40 Fail 0
W Withdrawn from Unit 0
CT Credit Transfer Cross credit (CT) 0
NV Null & Void for Dishonest
practice
0
I Result withheld/Incomplete
assessment
0
X Continuing course 0
DNC Did Not Complete 0
Aeg Aegrotat Pass 0
PT Pass Terminating 0
5.0 Dissatisfaction with Assessment Should a student be dissatisfied with the assessment of a particular piece of work, either absolutely or relative to other student's assessments, two steps may be taken;
1. In order to rule out the possibility of error, the work may be referred back to the course Lecturer for checking/reassessment; and change in the grade, whether up or down, will then stand.
2. If there is dissatisfaction with the assessment, then a student may appeal to the College Academic Appeals Committee through the Dean for decision .If still dissatisfied, the student may appeal further to the Students Appeals Committee through the Registrar.
6.0 Special Assessments
Special equivalent assessment to be carried out only on satisfactory reasons of absence, which
may include:
Sudden ill health or injury of the student as certified by an approved medical practitioner.
An adverse event relating to the student, a family member or close associate of the student.
Curtailed period of time for an assessment task, such as late arrival at an examination, through no fault of the student.
Less than optimal conditions while attempting an assessment task that significantly disadvantaged the student, where these conditions could not be improved.
If absence is not covered by an acceptable reason, a result of ZERO will be recorded for
that assessment.
7.0 Plagiarism and Dishonest Practice Regulations
Plagiarism, copying materials from other sources without proper referencing and acknowledge of
the source is a serious offence and will be dealt with severely. In the FNU UASR Book Section
40.1.3 of the Dishonesty during Assessment defines plagiarism as “submitting or presenting
someone else’s work (writing, invention or other creative work, etc.) as one’s own”. If the lecturer
is satisfied that a student has plagiarized, he/she shall report the matter in writing to the head of
the academic section who may warn the student, or authorize an appropriate reduction in the
marks; or if he/she considers the matter to be serious, refer it to the Chair of the student’s
academic discipline committee.
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1.0 Welcome
I welcome you to this Unit and hope that you will find it enriching and interesting. This unit will
introduce you to General Chemistry offered by School of Applied Sciences.
2.0 Unit Description
General chemistry course is designed to cover the needs of a wide variety of students by offering
a broad introduction to chemical concepts. The course serves not only as a sound foundation in
chemistry, but also as a useful and necessary background for those whose main interests lie in
education, engineering, geology, physical, food or biological sciences. The emphasis is on
developing knowledge and understanding of a basic set of chemical concepts and facts. Where
possible, chemical principles are illustrated by applications to industrial, biological or natural
systems.
3.0 Learning Targets/Outcomes
On successful completion of this unit, students will be able to:
1. Consolidate a factual background in the basic concepts involving concentrations, reaction types and stoichiometry.
2. Discuss the basic concepts of atomic structure, bonding, energy and entropy, and the kinetic theory of reactions.
3. Evaluate how various structural features determine the main reactivity patterns of simple chemical compounds.
4. Discuss on the characteristics of matter in different physical state.
5. Discuss on energy changes that drive chemical reactions.
6. Distinguish between aliphatic and aromatic carbon compounds.
7. Apply problem‐solving skills, both qualitative and quantitative.
Unit Content and Reading Reference
Topic 1: Basic Concepts, Chemical Reactions and Stoichiometry.
1. Describe chemical reactions using appropriate balanced chemical reactions 2. Explain chemical reactions in terms of atomic structures and periodicity 3. Determine amounts of reactants consumed/ products made using Stoichiometry
Reading Resource Material:
1. Lecture Notes 2. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry (2008),
John Wiley & Sons. 3. http://chemwiki.ucdavis.edu/Analytical_Chemistry/Chemical_Reactions/Stoichiometry_and_
Topic 2: Atomic Structure: Subatomic Particles, Quantization of Energy Levels and Quantum Numbers, Electron Distribution and Shapes of Atomic Orbitals, Electron Configuration of Atoms and Ions; Periodicity in Electron Configuration and Properties of Atoms; Structure of Periodic Table.
Discuss the basic concepts of atomic structure, bonding, energy and entropy, and the kinetic
theory of reactions.
Performance Criteria
1. Identify the principal sub‐atomic particles together with mass, relative mass and charge 2. Relate the shell/energy level structure of an atom to its electron configuration in the
ground state 3. Explain the structure of the modern periodic table 4. Identify the relationship between the electronic configuration of an atom and its position
in the periodic table
5. Identify atomic property trends in the periodic table 6. Identify stable electron configurations with reference to atoms of the noble gases and use
this model to predict likely gain or loss of electrons for main group metallic and non‐metallic atoms
7. Explain ionic, covalent and metallic bonding using common examples and predict the likely nature of bonding in elements and binary compounds
8. Use the concept of electronegativity to identify polar covalent bond 9. Use electron dot diagrams to represent the transfer of electrons in ionic bonding 10. Use electron dot and dash diagrams to represent the bonding in and structure of simple
molecules 11. Use the nature of bonding in an element or compound to predict or account for some of
their physical properties
Reading Resource Material:
1. Lecture Notes 2. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 3. http://www.sparknotes.com/chemistry/
Topic 3: Chemical Bonding: Ionic Bonding, VSEPR, Shapes of Molecules, Nature of Covalent
Evaluate how various structural features determine the main reactivity patterns of simple chemical
compounds.
Performance Criteria
1. Use solubility rules to predict the solubility of ionic compounds. 2. Identify and write balanced chemical equations for acid/base, double replacement and
single replacement reactions. 3. Write ionic equations for reactions occurring in solution. 4. Draw the Lewis structure for an ionic compound. 5. Describe lattice energy. 6. Use a Born Haber cycle to analyze the thermodynamic factors involved in the formation of
an ionic crystal. 7. Describe the VSEPR Model and use it to predict electron pair geometry, molecular
geometry and bond angles. 8. Apply VSEPR to central atoms with steric number 6 or less. 9. Use the VSEPR Model to predict the molecular polarity of a structure.
10. Use the hybridization model to explain sigma and pi bonds. 11. Predict whether any central atom is sp‐, sp2‐ or sp3‐ hybridized. 12. Draw orbital box diagrams for central C, N and O before and after hybridization. 13. Draw orbital overlap diagrams clearly indicating sigma and pi bonds.
Reading Resource Material:
1. Lecture Notes 2. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 3. http://www.beyondbooks.com/psc92/3.asp 4. http://www.visionlearning.com/library/module_viewer.php?mid=55
Topic 4: Intermolecular Forces: Ion ‐ Dipole Forces; Dipole ‐ Dipole Forces; London
Dispersion Forces and Hydrogen Bonding; Comparison of Intermolecular Forces.
The student shall be able understand and distinguish intermolecular forces of attraction and its
implication on physical and chemical properties of compounds.
Performance Criteria
1. Describe each of the following intermolecular forces: dispersion force, dipole‐dipole force, H‐bonding.
2. Describe the effects of increasing dispersion forces on boiling and melting points. 3. Describe the effects of dipole forces on boiling and melting points. 4. Describe the effect of hydrogen bonding on the boiling point and melting point. 5. Describe the unique physical properties of water. 6. Compare and contrast intermolecular bonds
Reading Resource Material:
1. Lecture Notes 2. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 3. http://chemed.chem.purdue.edu/genchem/topicreview/bp/intermol/intermol.html 4. http://en.wikibooks.org/wiki/General_Chemistry/Intermolecular_bonds
Topic 5: Gaseous State and Gas laws; Properties of Condensed Phases: Liquids and Solids; Phase Changes, Structure of Solids: Amorphous and Ordered Crystal Arrangements; Crystal Imperfections. BondIng In Solids: Molecular Solids, Covalent‐Network Solids, Ionic Solids and Metallic Solids
The student shall be able to discuss on the characteristics of matter in different physical state.
Performance Criteria
1. Define a perfect gas. 2. State Boyles Law. 3. State Charles Law. 4. Show Boyles Law and Charles Law on a pV diagram. 5. Combine Boyles Law and Charles Law and states that for a perfect gas pV/T = a constant. 6. Derive the Characteristic Gas Equation pV = mRT. 7. Derive the units of the Characteristic Gas Constant R from the units of pressure, volume,
temperature and mass. 8. Describe structures of solid; crystal imperfections 9. Describe bonding forms in solids: molecular solids, covalent network solids, ionic solids
and metallic solids
Reading Resource Material:
1. Lecture Notes 2. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 3. http://en.wikibooks.org/wiki/General_Chemistry/Properties_of_Matter/Basic_Properties_of
_Matter
Topic 6 Chemical thermodynamics: Concepts of Enthalpy, Entropy and Free Energy; Chemical Equilibria, Relationship of Gibb’s Free Energy with Equilibrium Constant, Effects of Temperature, Pressure and Concentration on Equilibrium Constant. Solutions and Solubilities.
1. The student shall be able to discuss on energy changes that drive chemical reactions.
Performance Criteria
1. Describe enthalpy, entropy and free energy 2. Define chemical equilibrium 3. Relate Gibbs free energy with equilibrium constants 4. Describe the effects of temperature, pressure and concentration on equilibrium constant. 5. Define chemical equilibrium and the equilibrium position. 6. Distinguish between reversible and essentially irreversible processes. 7. Define the equilibrium constant, K, and the reaction quotient, Q. 8. Quantitatively apply Le Châtelier's principle. 9. Describe the species present when these compounds dissolve in water. 10. Write formulas for basic chemical substances – chemical nomenclature. 11. Count amounts of substance present, using the 'mole' concept. 12. Define molarity and molality. 13. Describe how to prepare solutions of specific molarity from pure substances and from other
solutions (dilution). 14. Recognize and classify various irreversible processes, specifically electron transfer and
double replacement reactions. 15. Write balanced chemical equations representing the processes described above: 'net ionic
equations'. 16. Define: limiting and excess reactant, theoretical, actual and percent yield.
Reading Resource Material:
1. Lecture Notes 2. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 3. http://www.journals.elsevier.com/the‐journal‐of‐chemical‐thermodynamics/ 4. http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch21/chemical.php
Topic 7: Acids and Bases: Theories, pH Scale, Strengths of Acid and Bases and its Molecular Basis.
The student shall be able to understand acids and bases and would be able to demonstrate
understanding on principles associated with it.
Performance Criteria
1. Rank simple acids in order of increasing or decreasing acid strength. 2. Describe the importance of charge delocalization in stabilizing the conjugate base of an
acid. 3. Rank simple bases in order of increasing or decreasing base strength. 4. Describe how to measure the pKa of a weak acid or the pKb of a weak base. 5. Describe the pH scale 6. Distinguish between weak and strong acids in terms of their reactions with water, and
relate to conjugate pairs. 7. Define pH and pOH, and Kw. 8. Solve problems concerning the pH of aqueous solutions by analyzing the acid/ base
equilibria of particles in solution. 9. Demonstrate an awareness of the approximations used in pH calculations and the
limitations of the methods. 10. Demonstrate an awareness of the species present at any stage of an acid/ base situation
and the factors that control the pH. 11. Recognize why salts may have a non‐neutral pH, and explain the pH in terms of the
reaction of the salts with water. 12. Estimate and calculate the pH of salts.
Reading Resource Material:
1. Lecture Notes 2. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 3. http://www.chemtutor.com/acid.htm
of Reaction Rates, Mechanism of Chemical Reactions, Catalyzed Reactions.
Lecture Hrs: 3 Lab Hrs: 3 Tutorial Hrs: 1 SDL: 8
Learning Outcome:
The student shall be able to demonstrate understanding of chemical kinetics.
Performance Criteria
1. Describe a chemical reaction in terms of collisions between reacting particles. 2. Discuss rate of reaction in terms of rate of collisions, rate of effective collisions, and the
energy of activation, as described by collision theory. 3. Interpret and discuss a simple reaction progress diagram, showing the relative energies of
reactants and products, and the energy of activation. 4. Discuss the effect on the rate of reaction of concentrations of reactants, energy of
activation, temperature and a catalyst. 5. Use the Arrhenius equation to relate the rate of a reaction to the temperature and the
activation energy. 6. Define rate of reaction in terms of the rate of disappearance of reactants and the
appearance of products. 7. Write the general rate law for a given reaction. 8. Define and interpret 'order' of reaction and 'rate constant' of a reaction. 9. Design experimental methods to determine rate of reaction. 10. Use simple zero‐, first‐ and second‐ order integrated rate laws to determine the order of
reaction and the rate constant. 11. Use a 'swamping' technique to collect kinetics data for a multi‐reactant reaction. 12. Define and use the concept of 'half‐life'. 13. Explain ‘reaction mechanism’; Rate laws, elementary steps, reaction intermediates
rate determining steps and overall reaction rate laws
Reading Resource Material:
4. Lecture Notes 5. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 6. http://www.chm.davidson.edu/vce/kinetics/RateOfReaction.html
Topic 9: Organic Chemistry: Structure and Reaction of Alkanes, Alkenes, Alkynes and Aromatic
Hydrocarbons, alcohols, carboxylic acids, ketones, Aldehydes, amines and amides.
The student shall be able to draw structures of organic compounds and demonstrate clear
understanding of reactions of each of the organic compounds.
Performance Criteria
1. Draw structures of organic compounds. 2. Differentiate the types of reactions for organic compounds 3. Identify types of reactions for each of the organic compounds 4. classify and name organic compounds by functional group 5. relate the structure, bonding, and geometry of organic compounds to properties, such as
polarity and reactivity 6. identify common nucleophiles and electrophiles 7. understand and apply reactivity principles and trends 8. relate structure and reactivity to stereochemistry 9. apply and relate to predict conditions and products of organic reactions, e.g., the
conversion of one functional group to another 10. design syntheses of organic compounds 11. describe organic reaction mechanisms by type, identify common organic mechanistic
processes, and use curved arrows to show bonds breaking and forming 12. perform organic laboratory techniques to separate, isolate, and identify organic
compounds
Reading Resource Material:
7. Lecture Notes 8. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 9. http://library.thinkquest.org/3659/orgchem/ 10. http://en.wikibooks.org/wiki/Organic_Chemistry
Topic 10: Electrochemistry: introduction, application of standard electrode potentials and
The student shall be able to apply problem‐solving skills, both qualitatively and quantitatively.
Performance Criteria
1. Describe electrochemistry 2. Perform simple balancing of redox reactions 3. Use standard reduction potentials to calculate cell potentials 4. Perform Stoichiometry calculations for redox titrations 5. Identify oxidation and reduction reactions. 6. Determine the products of electrolysis, and identify the oxidizing agent and the reducing
agent. 7. Examine and distinguish between electrolytic and voltaic cells. 8. Calculate standard cell potentials.
Reading Resource Material:
11. Lecture Notes 12. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry
(2008), John Wiley & Sons. 13. http://en.wikibooks.org/wiki/General_Chemistry
Recommended text book:
1. Allan Blackman, Steve Bottle, Siegbert Schmid, Mauro Mocerino, Uta Wille; Chemistry (2008), John Wiley & Sons.
5. Assessment
6.1 Grades
(a) The overall mark for the unit depends on performance during the semester (50%) and performance in the final examination (50%).
(b) Assessment Minimum number required Weighting (%)
Tests 2 20
Laboratory 10 20
Tutorial/Quiz 2 10
Dates
Short Test 1: Week 5
Short Test 2: Week 10
Laboratory: Due every week
Tutorial/Quiz: Surprise quizzes conducted during tutorials
Continuous Assessment 50%
Final Examination 50%
Total 100%
To pass a unit, one must have minimum of 50% in the final exam
(a) In order to pass the unit, that is, to obtain a grade of C or better, it is necessary to score at least 50% (ie 50/100) in the final examination. It is highly recommended that students attend all tutorials/labs/workshops.
(b)In order to pass the unit, the student needs to obtain 75% attendance through attendance in
lectures/labs and tutorials.
Software Requirements
MS Office: Word, Excel, PowerPoint, Access.
6.3 Letter Grade Scale The following grading scales would be used:
Grade Marks
A+ 90‐100
A 80‐89
B+ 75‐79
B 65‐74
C+ 60‐64
C 50‐59
D 40‐49
E Below 40
W Withdrawn from Unit
CT Credit Transfer
NV Null & Void for Dishonest practice
I Result withheld/Incomplete assessment
X Continuing course
DNC Did Not Complete
Aeg Aegrotat Pass
PT Pass Terminating
6. Programme Regulations and Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office and
familiarize themselves with all academic matters.
Should a student be dissatisfied with either the internal or external assessment, they can take the
following steps to get redress of their grievance.
Internal Assessment: The student can refer the work back to the unit coordinator for checking and
reassessment. Following this reassessment, if the student is still dissatisfied, the student may refer
the work to the HOD. The HOD will then appoint another lecturer to examine the work and result
will then stand.
Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in the
UASR.
7. Plagiarism and Dishonest Practice Regulation
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases defined
as dishonest practices in academic work and to also know the penalties associated with these
kinds of practices.
BIO 50
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biology such as genetics, molecular biology, and biochemistry.
4.0 Learning Targets/Outcomes
Upon the successful completion of this unit the student should be able to:
1. Explain the difference between prokaryotic and eukaryotic cells. 2. Explain the role of various biomolecules. 3. Explain the role of various cell organelles. 4. Discuss the basic concepts underlying how cells function. 5. Demonstrate knowledge of microbes and their diversity.
5.0 Unit Content and Reading Reference
Reading:
1. N. A. Campbell et al. Biology, 8th ed. Pearson‐Benjamin‐Cummings, 2008
Topic 1: Chemical Context of life
Lecture Hrs: 3 SDL: 14
Tutorial Hrs: 1
Lab Hrs: 3
Learning Outcome:
The student should able to identify and discuss the basic chemical composition of cells.
Performance Criteria
Identify and discuss the common chemical elements and compounds of living organism.
Discuss the elements that are common additives to food and water
Discuss how elements combine to form compounds
State the chemical bond within the water molecule.
Discuss the importance of water as a solvent of life.
Distinguish between the ionic bond and covalent bond `
Discuss how the chemical bond influence the properties of water
Discus how chemical reactions make and break bonds, changing the composition of matter
Reading Resource Material:
8. Lecture Notes 9. Text Chapter 2: The Chemical basis of life, pp. 17‐30.
Topic 2: Structure and function of macromolecules
Lecture Hrs: 6 SDL: 28
Tutorial Hrs: 2
Lab Hrs: 6
Learning Outcome:
The student shall be able to identify and discuss the structure and functions of the
macromolecules.
Performance Criteria
Polymer principles
Discuss the life’s molecular diversity based on the properties of carbon
Explain how characteristic chemical groups help in determining the properties of organic compound.
Discuss the properties of carbohydrates
Differentiate between monosaccharide, disaccharides and polysaccharides
Discuss what are lipids and state their importance
Explain how proteins are made from amino acids
Discuss the essential of proteins to the structures and life functions.
Discuss how protein specific shape is determines functions
Distinguish the four structures of protein
Discuss what are nucleic acid
Reading Resource Material:
4. Lecture Notes 5. Text1 Chapter 3: The molecules of cell, pp. 33‐48.
Topic 3: The cell
Lecture Hrs: 6 SDL: 28
Tutorial Hrs: 2
Lab Hrs: 6
Learning Outcome:
The student will be able to differentiate and discuss between prokaryotic and eukaryotic cells and
also state the functions or the different organelles
Performance Criteria
Study of cells.
Discuss the role played by microscopes in terms of the study of cells
Differentiate between Prokaryotic and Eukaryotic cells
State and discuss the functions of all cell organelles
Discuss how Mitochondria harvest chemical energy from food.
Discuss how Chloroplast convert solar energy into chemical energy
Discuss how Mitochondria and chloroplast evolved by endosymbiosis
Explain how the cell’s internal skeleton external support system
Discuss how Eukaryotic cell structure can be grouped.
Reading Resource Material:
1. Lecture Note
2. Text1 Chapter 4: A tour of the Cell, pp. 51‐70.
Topic 4: Cellular metabolism
Lecture Hrs: 6 SDL: 28
Tutorial Hrs: 2
Lab Hrs: 6
Learning Outcome:
The student shall be able discuss the process that occurs in cellular metabolism.
Performance Criteria
Discuss the membrane and structure function of the cells including the different types of cell transport
Explain how cells transform energy as they perform their work
Explain the two laws that govern energy transformations
Discuss how ATP shuttles chemical energy and drives cellular work.
Discuss how enzymes functions.
Discuss the stages of cellular respiration and fermentation
Explain the interconnections between molecular breakdown and synthesis
Discuss the light reactions: converting solar energy to chemical energy
Discuss the Calvin cycle: converting CO2 to sugars
Cell communication
Reading Resource Material:
1. Lecture Notes
2. Text Chapter 5: The working cell, pp. 73‐85.
Chapter 6: How cells harvest chemical energy, pp. 90‐102.
Chapter 7: Photosynthesis: Using light to make food, pp. 106‐116
Topic 5: Cell division
Lecture Hrs: 6 SDL: 28
Tutorial Hrs: 2
Lab Hrs: 6
Learning Outcome:
The students will have an understanding on the processes that occurs in cell division and discuss
the importance of cell division
Performance Criteria
The cell cycle
Discuss the connection between cell division and reproduction
Sate and discuss the different stages in mitosis
Discuss what is the continuum concept
Differentiate between the Cytokinesis stages in plant and animal cells
Discuss how Anchorage, cell density and chemical growth affect cell division.
Discuss how the growth factors signals the cell cycle control system
Discuss the different stages in Meiosis
Discuss the chromosome homologous pairing system
Discuss how Meiosis reduces the chromosome number from diploid to haploid.
State and discus the similarities and differences between mitosis and meiosis
Discuss the independent orientation and random fertilization
Explain how crossing over increase genetic variability
Discus issues related to alteration of chromosome number and structure
Discus chromosomal basis of inheritance
Reading Resource Material:
1. Lecture Notes
2. Text Chapter 8: The cellular basis of reproduction and inheritance, pp. 125‐149.
Topic 6: Molecular genetics
Lecture Hrs: 6 SDL: 28
Tutorial Hrs: 2
Lab Hrs: 6
Learning Outcome:
The student shall be able to understand process occurring within molecular genetics.
Performance Criteria
Discuss Mendel’s law segregation and the variations on Mendel’s law
Discuss the Chromosomal basis of inheritance
Discuss the structure of the genetic material i.e. DNA and RNA as polymers of nucleotide
Discuss what is DNA replication
State the different stages involve in DNA replication
Discuss the flow of genetic information from DNA to RNA
Discuss the application of Microbial genetics
DNA structure and replication
Review the flow genetic information from DNA to RNA to protein
Discuss Protein synthesis
Discuss the organization and control of eukaryote genomes
Reading Resource Material:
1. Lecture Notes
2. Text Chapter 9: Patterns of inheritance, pp. 153‐174.
Chapter 10: Molecular biology, pp. 181‐205
Topic 7: Prokaryotic cells.
Lecture Hrs: 2 SDL: 14
Tutorial Hrs: 1
Lab Hrs: 3
Learning Outcome:
The student shall be able to understand the origin and evolution of Prokaryotes.
Performance Criteria
Discuss the origin and diversity of prokaryotes and widespread
Discuss bacteria and Archaea as the main branches of prokaryotic evolution
Discuss the variety of shape in prokaryotes
Discuss the various structural features that contribute to success of prokaryotes and ways they obtain their nourishment
Discuss the extreme environment in which Archaea thrives in.
Distinguish the diverse assemblages of bacteria related to prokaryotes
Discuss the relationship/connection between Bacteria and disease, biological weapons and chemical recycle.
Structure and function of a bacterial cell
Microbial growth and nutrition
Fungal growth and diversity
Reading Resource Material:
1. Lecture Notes
2. Text Chapter 16: The origin and evolution of microbial life: Prokaryotes and Protists, pp.
320‐329.
6.0 Assessment
ASSESSMENT PROCEDURES
Assessment Minimum Number Required Weighting (%)
Tests 2 20
Laboratory 10 20
Assignments 1 10
Tutorials & Quiz 10 N/A
Final Examination One 3 hour paper 50
6. TIMETABLE ‐ TRIMESTER PLAN:
Week Topic Textbook Reading Lab/Test/Assignment
(Topics)
1 Chemical Context of life Chapter 2 Lab 1
2 Structure and function of macromolecules Chapter 3 Lab 2
Assignment 1
3 Structure and function of macromolecules Lab 3
4
The cell
Chapter 3 Lab 4
TEST 1
5 The cell Chapter 4 Lab 5
6 Cellular metabolism Chapter 4
Lab 6
MID SEMESTER EXAM
Assignment 1 Due
Mid Trimester Break
7 Cellular metabolism Chapter 7 Lab 7
8 Cell division Chapter 8 Lab 8
Assignment 2 Due
9 Cell division Chapter 8 Lab 9
10 Molecular genetics Chapter 9 Lab 10
TEST 2
11 Molecular genetics Chapter 10 Lab 11
12 Prokaryotic cells. Chapter 16 Lab 12
13 Study Break
Final Exam
Software Requirements
MS Office: Word, Excel, PowerPoint, Access.
7. Letter Grade Scale
The following grading scales would be used:
Grade Marks
A+ 90‐100
A 80‐89
B+ 75‐79
B 65‐74
C+ 60‐64
C 50‐59
D 40‐49
E Below 40
W Withdrawn from Unit
CT Credit Transfer
NV Null & Void for Dishonest practice
I Result withheld/Incomplete assessment
X Continuing course
DNC Did Not Complete
Aeg Aegrotat Pass
PT Pass Terminating
7.0 Programme Regulations and Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office and
familiarize themselves with all academic matters.
Should a student be dissatisfied with either the internal or external assessment, they can take the
following steps to get redress of their grievance.
Internal Assessment: The student can refer the work back to the unit coordinator for checking and
reassessment. Following this reassessment, if the student is still dissatisfied, the student may refer
the work to the HOD. The HOD will then appoint another lecturer to examine the work and result
will then stand.
Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in the
UASR.
8.0 Plagiarism and Dishonest Practice Regulation
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases defined
as dishonest practices in academic work and to also know the penalties associated with these
kinds of practices.
PHY506
UNIT C
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1.0 Welcome
I welcome you to this Unit and hope that you will find it enriching and interesting. This unit will
introduce you to the basic concepts and principles in Physics.
2.0 Unit Description
This unit introduces the basic concepts and principles of physics to students who are pursuing
studies in sciences other than physics. It is designed to provide students with a general knowledge
of basic classical mechanics, Energy and Work, Waves, Fluids, Thermodynamics, Electrostatics and
Electricity and perform analysis on the aforementioned topics.
In the delivery of this unit, emphasis will be placed on the conduct of practical experiment and
demonstration of safe and accurate use of apparatus and chemicals, developing skills in using
scientific methods of solving problems, understanding of common chemical principles and their
application to a range of everyday situation and technology.
3.0 Learning Targets/Outcomes
On successful completion of this unit, students will be able to understand the following:
1. Discuss the concepts and principles of classical physics, Energy and Work, Waves, Fluids, Thermodynamics, Electrostatics and Electricity.
2. Analyze a variety of problems relating to the above topics using the concepts and skills presented in the course.
3. Carry out experiments demonstrating various concepts and principles of physics. 4. Discuss, differentiate and experiment the concepts and principles learnt to real life
To obtain a passing grade in a unit, one must have minimum of 50% in the final exam
(b) In order to pass the unit it is necessary to score at least 50% (ie 50/100) in the final examination. It is highly recommended that students attend all tutorials/labs/workshops.
6.4 Letter Grade Scale The following grading scales would be used:
Grade Marks
A+ 90‐100
A 80‐89
B+ 75‐79
B 65‐74
C+ 60‐64
C 50‐59
D 40‐49
E Below 40
W Withdrawn from Unit
CT Credit Transfer
NV Null & Void for Dishonest practice
I Result withheld/Incomplete assessment
X Continuing course
DNC Did Not Complete
Aeg Aegrotat Pass
PT Pass Terminating
7.0 Programme Regulations and Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office and
familiarize themselves with all academic matters.
Should a student be dissatisfied with either the internal or external assessment, they can take the
following steps to get redress of their grievance.
Internal Assessment: The student can refer the work back to the unit coordinator for checking and
reassessment. Following this reassessment, if the student is still dissatisfied, the student may refer
the work to the HOD. The HOD will then appoint another lecturer to examine the work and result
will then stand.
Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in the
UASR.
8.0 Plagiarism and Dishonest Practice Regulation
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases defined
as dishonest practices in academic work and to also know the penalties associated with these
kinds of practices.
CIN506
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This unit offers students an understanding of the most important topics in information technology,
including computer hardware, software, and the Internet, e‐mail, Information systems and
database concepts. No prior computer experience with these topics is assumed.
You will first be presented with an overview of the text and accompanying Web sites and
multimedia elements, followed by an introduction to Computer, internet, web and e‐mail Basics.
You will then learn about computer hardware, software, operating systems, and file management,
virus protection and backup. We’ll then move on to Internet and LAN technology, then Web, e‐
mail and e‐commerce before we move on to look at information systems. We wrap up the course
with database concepts. By the close of this course, you should have a well‐rounded
understanding of the most important topics in computer concepts and the IT industry.
9.0 Learning Targets/Outcomes
On successful completion of this unit, students will be able to understand the following:
Part A: (Theory)
5. Understand computer and digital basics. 6. Understand computer hardware components and explain the purpose each component
serves. 7. Understand the different types of software categories, software installation and Copyright. 8. Understand the importance of OS and be able to demonstrate skill in file management and
identify strategies to safeguard data. 9. Understand LAN and WLAN technology 10. Understand the Internet technology, internet services and security. 11. Understand the Web technology, search engines, e‐commerce activity and e‐mail access
on the Web. 12. Understand Information System Analysis and Design and its specification. 13. Understand the Database concept.
Part B: (Practical)
14. Develop business documents using Word Processing Software. (Word or Open Source) 15. Develop spreadsheet applications using Spreadsheet Software. (Excel or Open Source) 16. Develop simple database applications using Database software. (Access or Open Source) 17. Develop slide show presentations using Presentation Software. (PowerPoint or Open
Source)
10.0 Unit Content and Reading Reference
Part A: (Theory)
Topic 1: Computers and Digital Basics
The student shall be able understand the basic of Computer and Digital Technology
Lecture Hrs: 4 SDL: 14
Performance Criteria
Examine how technology is fueling digital revolution.
Discuss what convergence is and how does it apply to digital devices we use every day.
Evaluate ways digital technology affect society.
Analyze how computers work with input, processing, storage and stored programs.
Differentiate between an operating systems and application software.
Differentiate between personal computers, servers, mainframes and supercomputers.
Compare and contrast between PDAs, portable players and smart phones with other computers.
Discuss why microcontrollers are the computer no one sees.
Compares and contrast data and information?
Differentiate between analog and digital?
Discuss how digital devices use 1s and 0s to work with numbers, text, images and sound?
Interpret the differences pertaining to bits and bytes?
Describe how hardware components manipulate the bits that represent data?
Discuss why computers need programs?
Translate how a microprocessor’s ALU and control unit work?
Discuss how do hackers steal passwords?
Determine how secure passwords can be created?
Reading Resource Material:
1. Lecture Notes 2. Text1 Chapter 1: Computer and Digital Basics, pp. 1‐53. 3. Eric McHenry (2002). “The Digital Revolution's New Bounty ‐ Technology Can Now Tailor
Lessons to Every Classroom Learner”, June 1, 2002, Ed Magazine‐Harvard Graduate School of Education http://www.infoweblinks.com/content/digitalrevolution.htm
4. Kevin Sullivan (2006). “For India's Traditional Fishermen, Cellphones Deliver a Sea Change”, Washington Post Foreign Service ‐ Sunday, October 15, 2006. http://www.washingtonpost.com/wp‐
5. Mary Jordan (2006). “Going Mobile: Text Messages Guide Filipino Protesters”, Washington Post Foreign Service ‐ Friday, August 25, 2006 http://www.washingtonpost.com/wp‐
The student shall be able to identify computer hardware components and understand the purpose
each component serves.
Performance Criteria
2.1. Examine the components of a typical personal computer system. 2.2. Discuss what a computer form factor is. 2.3. Analyze some of the best ways to select a computer. 2.4. Evaluate the compatibility issue between PCs and Macs. 2.5. Discuss the pro and cons of upgrading an old computer. 2.6. Describe how a microprocessor works. 2.7. Explain why some computers are faster than the others. 2.8. Justify why a computer need memory. 2.9. Identify the best type of storage for my data. 2.10. Examine factors that affect a computer’s screen display. 2.11. List features for each type of printers especially ink jet printers’ laser printers. 2.12. Discuss some better ways to add devices to a computer system. 2.13. Explain how computer system can be protected from theft and damage. 2.14. Identify guidelines for troubleshooting hardware and software problems.
The student shall be able interpret the role of OS and to be able to demonstrate skill in file
management and identify strategies to safeguard data.
Performance Criteria
Discuss what system resources are.
Differentiate between multitasking, multithreading, and multiprocessing work.
Discuss memory leak.
Discuss when users interact with the operating system.
Contract GUIs from command line interfaces. 4.6 Categorize the boot process. 4.7 Discuss which operating systems are typically used on personal computers, on servers, and
on handheld devices. 4.8 Translate what virtual machine is. 4.9 Discuss the file naming convention. 4.10 Determine file specification or path. 4.11 Discuss native file format. 4.12 Examine the guidelines for managing files so that they are easy to locate and backup. 4.13 Analyze what happens behind the scenes when a computer stores a file. 4.14 Discuss how to devise a backup plan. 4.15 Analyze the best backup device. 4.16 Interpret how backup software work. 4.17 Discuss how do restore points, bare‐metal restore, disk imaging, virtual machines, boot
disks, and recovery disks relate to backup.
Reading Resource Material:
1. Lecture Notes
2. Text1 Chapter 4: OS and File Management, pp. 182‐243.
12.13 Enhance Your Reports: Using the Reports Control Group, Adding Graphic Details, Working
with White Space and Report Width
12.14 Prevent Data Entry Errors: Using the Lookup Wizard, Data Validation, Working with Combo
Boxes, Working with List Boxes
12.15 Use Advanced Table Design: Field Properties, Using Input Masks, Using the Datasheet Total
Row, Using Rich Text in the Memo Field
12.16 Use Advanced Query Design: Creating a Calculated Field, Creating a Crosstab Query
12.17 Use Advanced Report Design: Creating Groups and Total Reports, Working with Total
Fields, Adding Calculated Controls to a Report
12.18 Use Expertly Designed Forms: Creating a Lookup Field
12.19 Use Expertly Designed Reports: Adding Graphics
Lab Tutorial Resource Material:
1. Tutorial Task 2. Text3 Chapter: Access Introduction 3. Text3 Chapter: Access Intermediate 4. Microsoft Office Online Tutorials: http://www.officeskills.org/microsoft‐office‐tutorials.html 5. Microsoft Word 2007 Tutorial—Free & Online: http://www.baycongroup.com/wlesson0.htm 6. Microsoft Office 2007 free tutorial: http://www.youtube.com/watch?v=c7pRb2Sy1zo
Topic 13: Presentation Software
Tutorial/Lab: 2hrs SDL: 14
Learning Outcome:
The student shall be able to develop slide show presentations using Database Software.
Performance Criteria
13.1 Get Started with PowerPoint: Launching PowerPoint 2007, Touring the PowerPoint
Window, Using the Office Menu, Using the Quick Access Toolbar, Getting Help, Opening &
Closing Files
13.2 Create a New Presentation: Creating a New Presentation from a Template, Creating a New
Presentation from Scratch, Using the Home Tab, Adding & Editing Text, Undo, Redo &
Repeat, Save vs. Save As, File & Folder Management, Exiting PowerPoint
13.3 View Presentations: Navigating Through a Presentation, Presentation Views, Using Slide
Show View
13.4 Modify an Existing Presentation: Slide Basics, Choosing a Design Theme, Working with Text
Boxes, Formatting Text, Using Bullets & Numbering, Working with Indents & Line Spacing,
AutoCorrect
13.5 Prepare a Presentation for Delivery: Using Spell Check, Using the Thesaurus & Research
Panes, Working with Speaker Notes, Adding a Header & Footer, Printing Presentations and
Handouts
13.6 Work with Outlines: Adding & Editing Slides in Outline View, Formatting Slide Text in
Outline View, Exporting a PowerPoint Outline
13.7 Work with Pictures and Shapes: Using the Insert Tab, Inserting ClipArt & Pictures, Working
with AutoShapes, Using the Format Tabs, Grouping & Ungrouping Objects, Layering
Objects
13.8 Work with Presentation Colors: Using the Design Tab, Applying Themes, Creating Custom
Themes
13.9 Work with Animation: Using the Animations Tab, Adding Entrance & Exit Animation,
Adding Emphasis, Using Motion Paths, Assigning the Order of Animation Effects
13.10 Organize & Enhance Your Presentation: Duplicating & Deleting Slides, Hiding Slides,
Rearranging Slides, Adding Slide Transitions
13.11 Work with Tables: Adding a Table to a Slide, Using Table Contextual Tabs, Navigating &
Selecting in a Table, Inserting & Deleting Columns and Rows, Formatting a Table, Inserting
a Microsoft Excel Table
13.12 Work with Charts: Creating a Chart, Using the Chart Tab, Adding & Removing Chart Data,
Formatting & Resizing Charts
13.13 Use Advanced Presentation Delivery Options: Working with Action Buttons, Annotating a
Presentation, Using Slide Timings, Slide Show Options, Adding a Hyperlink to a Slide
Lab Tutorial Resource Material:
1. Tutorial Task 2. Text3 Chapter: PowerPoint Introduction 3. Text3 Chapter: PowerPoint Intermediate 4. Microsoft Office Online Tutorials: http://www.officeskills.org/microsoft‐office‐tutorials.html 5. Microsoft Word 2007 Tutorial—Free & Online: http://www.baycongroup.com/wlesson0.htm 6. Microsoft Office 2007 free tutorial: http://www.youtube.com/watch?v=c7pRb2Sy1zo
11.0 Recommended Text book
Recommended text book:
1. Text1: New Perspectives on Computer Concept 2011 (Introductory), by June Jamrich Parsons and Dan Oja, Course Technology, Cengage Learning, 2011 (ISBN: 0‐538‐74482‐0) or Later Version
2. Text2: New Perspectives on Computer Concept 2011 (Comprehensive), by Parsons and Oja, Course Technology, Cengage Learning, 2011 (ISBN: 0‐538‐74481‐2) or Later Version
3. Text3: Microsoft Office 2007 or Later Version
Supplementary textbook:
1. New Perspectives on Computer Concepts 2010 Edition, by June Jamrich Parsons and Dan Oja, Course Technology, Cengage Learning, 2010 (ISBN: 0‐324‐78084‐2)
2. New Perspectives on Computer Concept 8th Edition (Introductory), by June Jamrich Parsons & Dan Oja, Course Technology, 2008. (ISBN: 0‐619‐26764‐X) ‐
12.0 Assessment
6.1 Grades
(b) The overall mark for the unit depends on performance during the trimester (60%) and performance in the final examination (40%).
To pass a unit, one must have minimum of 40% in the final exam
(c) In order to pass the unit, that is, to obtain a grade of C or better, it is necessary to score at least 40% (ie 20/50) in the final examination. It is highly recommended that students attend all tutorials/labs/workshops.
6.2 TIMETABLE ‐ TRIMESTER PLAN:
Week Topic Textbook Reading Lab/Test/Assignment
(Topics)
1 Computers and Digital Basics Chapter 1 Ms Word
2 Computer Hardware Chapter 2 Ms Word
3 Computer Software Chapter 3 Ms Word
4 Computer Software Chapter 3 Ms Word
5 Operating Systems and File Management Chapter 4 MS Excel
6 Operating Systems and File Management Chapter 4 MS Excel
Mid Trimester Break
7 LANs and WLANs Chapter 5 MS Excel
8 The Internet Chapter 6 MS Access
9 The Web and Email Chapter 7 MS Access
10 The Web and E‐mail TBA MS Access
11 Information System Analysis and Design Chapter 10 PowerPoint
12 Database Chapter 11 PowerPoint
Study Break
Final Exam
Software Requirements
MS Office: Word, Excel, PowerPoint, Access.
6.5 Letter Grade Scale The following grading scales would be used:
Grade Marks
A+ 90‐100
A 80‐89
B+ 75‐79
B 65‐74
C+ 60‐64
C 50‐59
D 40‐49
E Below 40
W Withdrawn from Unit
CT Credit Transfer
NV Null & Void for Dishonest practice
I Result withheld/Incomplete assessment
X Continuing course
DNC Did Not Complete
Aeg Aegrotat Pass
PT Pass Terminating
13.0 Programme Regulations and Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office and
familiarize themselves with all academic matters.
Should a student be dissatisfied with either the internal or external assessment, they can take the
following steps to get redress of their grievance.
Internal Assessment: The student can refer the work back to the unit coordinator for checking and
reassessment. Following this reassessment, if the student is still dissatisfied, the student may refer
the work to the HOD. The HOD will then appoint another lecturer to examine the work and result
will then stand.
Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in the
UASR.
14.0 Plagiarism and Dishonest Practice Regulation
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases defined
as dishonest practices in academic work and to also know the penalties associated with these
SELF DIRECTED LEARNING: Determined by the student: 4Hours per week recommended
UNIT COORDINATOR: TBA
TUTORS: TBA
CONSULTATION TIME: Walk‐in: TBA (in class in week1)
Or through appointment with the Dept secretary
PREREQUISITE: The student must have passed Form7/Foundation chemistry
E‐INFORMATION: All pertinent information relating to the unit shall be posted on
Moodle and Class share. Students are required to check their
emails regularly for communication from the lecturer. Check the
announcements on the Moodle or/and class share.
TOTAL LEARNING HOURS: Contact Hours 84
Lectures 36
Tutorials 12
Labs/Workshops 36
Analytical Exercise 3
Self Directed Learning (during term) 78
Self Directed Learing (Mid‐Term Break) 13
Self Directed Learning (Study & Exam Weeks) 15
Total Recommended Learning Hours 193
3.0 Welcome
I welcome you to this Unit and hope that you will find it enriching and interesting. This unit will
introduce you to fundamentals of analytical chemistry, and common analytical techniques
employed.
2.0 Unit Description
This unit provides students with a basic knowledge of the various analytical techniques used to
analyze samples both quantitatively and qualitatively in industrial laboratories. The analytical
techniques include titrimetry, gravimetry, spectrometry and separation & purification techniques.
Statistical treatment of laboratory data also forms an integral part of this course. The laboratory
component will develop hands on experience with sample preparation, treatments and analytical
procedures. It begins with introduction to the basic tools in analytical chemistry; coverage of three
most common titrimetry (Acid/base, Complexometric and Redox titration) is in detail, with
emphasis on gravimetry in chemical analysis and introduces basic separation & purification
techniques. The final chapter elaborates on introduction to spectroscopy and its application in
quantitative analysis.
15.0 Learning Targets/Outcomes
CONTENT
1.0 Basic Tools and Operations of Analytical Chemistry Lecture Hrs: 6 Lab Hrs: 6 Tutorial Hrs: 2Hr SDL: 11
Define analytical chemistry and the elements of an analytical process.
Describe the following four main steps prior to an analysis and list the important factors in each; 1. Technique to be used 2. Sampling and sample preparation 3. Proper application of the method 4. Data analysis and reporting
Define following types of analysis, quantitative and qualitative, macro and meso analysis.
The analytical process and factors affecting choice of analytical methods.
Define Errors in analytical chemistry: Classification of errors Minimization of errors
Differentiate between random and systematic (determinate) errors.
Describe ways in which systematic errors can be detected and eliminated in an analytical task.
Carry out stoichiometric calculations: concentration of solution in ppm, ppb, ppt, molality, molarity and normality.
Prepare stock solution and working standard solutions and demonstrate accurate preparations in different quantity.
Explain the importance of calibration and develop skills in calibration of laboratory glass wears & instruments
Demonstrate and implement Good Laboratory Practice: Chemical Hazards; Laboratory Safety and Quality Assurance of Analytical Measurements.
Carryout the statistical analysis of Laboratory data: mean, standard deviation, mode median, mean error, RSD, Confidence interval, Q‐test and T‐test
Reading Resource Material:
10. Lecture Notes: Analytical Chemistry‐ Basic tools of analytical chemistry
11. Text 2 Skoog, West, Holler and Crouch (2004) Fundamentals of Analytical Chemistry, 8th ed Thompson Chapter 1 & 2 pp 1‐52
Chapter 4, 5, 6, 7 pp 71‐170
12. Analytical Chemistry Laboratory Manual
2.0 General Concepts of Chemical Equilibrium and Acid‐Base Equilibrium
To pass a unit, one must have minimum of 40% in the final exam
(d) In order to pass the unit, that is, to obtain a grade of C or better, it is necessary to score at least 40% (ie 20/50) in the final examination. It is highly recommended that students attend all tutorials/labs/laboratory sessions.
4.2 TIMETABLE ‐ TRIMESTER PLAN:
Wk Lecture Lab
1
Basic tools and operations of
Analytical Chemistry 1. Calibration of Volumetric Glassware
2.
Basic tools and operations of
Analytical Chemistry 1. Calibration of Volumetric Glassware
3. Acid base equilibria 2. Acid‐base Titration 1
4. Titrimetry‐ acid‐Base 3. Determination of Acid Content of Vinegars
5. Titrimetry‐ EDTA 4. Determination of metals in alloy Using EDTA
6. Test 1 ; Titrimetry ‐Redox 5. Determination of the Hardness of water
7 Mid‐trimester. Break
8. Titrimetry‐ Redox 6. Gravimetric Determination of sulfate
9. Gravimetry 7. Spectroscopy 1
10 Gravimetry 8. Spectroscopy 2
11 Spectro‐Analytical Methods
9. Water analysis by Atomic Absorption
Spectroscopy
12 Test 2 ; Spectro‐Analytical Methods
10. Metal analysis by Atomic absorption
spectrophotometer
13 Basic Separation Techniques 12. Distillation of ethanol from brewery samples
4.3 Letter Grade Scale The following grading scales would be used:
Grade Marks
A+ 90‐100
A 80‐89
B+ 75‐79
B 65‐74
C+ 60‐64
C 50‐59
D 40‐49
E Below 40
W Withdrawn from Unit
CT Credit Transfer
NV Null & Void for Dishonest practice
I Result withheld/Incomplete assessment
X Continuing course
DNC Did Not Complete
Aeg Aegrotat Pass
PT Pass Terminating
17.0 Programme Regulations and Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office and
familiarize themselves with all academic matters.
Should a student be dissatisfied with either the internal or external assessment, they can take the
following steps to get redress of their grievance.
Internal Assessment: The student can refer the work back to the unit coordinator for checking and
reassessment. Following this reassessment, if the student is still dissatisfied, the student may refer
the work to the HOD. The HOD will then appoint another lecturer to examine the work and result
will then stand.
Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in the
UASR.
18.0 Plagiarism and Dishonest Practice Regulation
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases defined
as dishonest practices in academic work and to also know the penalties associated with these
kinds of practices.
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research skills. It will help you grow proficiency in the four macro‐skills – listening, speaking,
reading and writing – sufficient to enable you to participate effectively in an academic and
business environment.
1.1 Course Description
This unit offers learners the opportunity to grasp various components of English for research and business communication purposes. It begins with visiting core grammatical constituents. Learners will be exposed to the mechanics of the planning and writing processes, honing the skills of data collection, and acknowledging sources of literature and ideas in referencing. Students will learn to plan, prepare and present proposals/seminars. This unit makes students aware that plagiarism is unacceptable and it ends with a session on ethics of research and business communication.
1.2 Learning Targets/Outcomes
On successful completion of this course, students will be able to understand the following:
1. Take well‐organized notes from relevant spoken and written information. 2. Write summaries, essays, reports, proposals, memos, letters and answer discussion
questions. 3. Answer questions that require recall, analysis or synthesis of material learned in class. 4. Understand and use relevant concepts and vocabulary in particular content areas. 5. Utilize research tools (e.g. Library and Internet) to find supporting information. 6. Citation to an author/source in written or spoken text and a reference list. 7. Present seminars to class in a clear, well‐organized and visually attractive manner. 8. Utilize technological tools to support in‐class and out‐of‐class work.
6.0 Resources a. Thomson, A.J., 2009, A Practical English Grammar, New York, OUP b. Choy, T.W., 1997, English the basics: a practical handbook c. Alice, O. & Hogue, A., 1997, Writing Academic English (3rd ed.), White Plains, NY,
Addison‐Wesley Longman d. Davis, J. & Liss, R., 2006, Effective Academic Writing 3, NY, Oxford University Press e. Beglar, D. & Murray, M., 2002, Contemporary Topics, (2nd ed.) White Plains, NY,
Addison‐Wesley Longman f. Pinner, D & Pinner, D., 2004, Communication Skills (4th ed.), New Zealand, Pearson
6.1 Text Please refer to section 3.0 for text readings for individual topics.
6.2 Supplementary Materials As advised on class shares.
6.3 Class Shares
List full details on class shares
a. Lecture notes b. Resources c. Assignments d. Trimester plan e. Course descriptor f. Notices
7.0 Course Content and Reading References
CONTENT
Week 1
1.0 What is English for Academic Studies 2.0 Study skills 3.0 Goal setting: short and long term 4.0 Time management 5.0 Active and passive Listening 6.0 Note‐taking 7.0 Summary writing
Week 2
1.0 Critical thinking skills 2.0 Research question 3.0 Collection of data 4.0 How to choose a research topic 5.0 Organizing information for a research paper
Week 3
1.0 Basic academic research skills 2.0 Retrieving information effectively 3.0 Use of Internet 4.0 Use of Library 5.0 Use of textbooks 6.0 Use of reference books 7.0 Use of dictionary 8.0 Use of thesaurus
Week 4
1.0 Introduction to research project 2.0 Formulating academic research questions 3.0 Thesis statement/Abstract 4.0 Choosing topics for research project 5.0 Questionnaire and interviews
Week 5
1.0 Academic writing: essay, report and proposal 2.0 Grammatical correctness, clarity and precision 3.0 Quotation, paraphrasing and summarizing 4.0 Plagiarism 5.0 Graph interpretations
Week 6
1.0 Bibliography and referencing 2.0 Consistency in format and layout 3.0 Journals, magazines, newspapers, brochures 4.0 Books, articles, encyclopaedias, dictionaries 5.0 Websites, e‐books, email
Week 7
1.0 Proof reading and editing 2.0 Developing correct writing skills 3.0 Basic rules of correct writing 4.0 Common errors in writing
Week 8
1.0 Features of a good research project 2.0 Organization of final project 3.0 Editing, bibliography, appendix
Week 9
1.0 Project presentation skills 2.0 Using visuals 3.0 Oral presentation skills 4.0 Planning a written outline for oral presentation
Week 10
1.0 Oral presentations class practice for final exam
Week 11
1.0 Independent study and final research project presentation
Week 12
1.0 Revision 2.0 Exam writing techniques
Week 13
STUDY WEEK
Week 14
FINAL EXAM
8.0 Assessment
8.1 Grades (a) The overall mark for the course depends on performance during the trimester
(70%) and performance in the mid‐trimester examination (30%).
In Class Assessment:
Editing and proof reading: 5% Writing activity: 10%
Proposal: 10% Presentation: 20% Major Paper: 25%
Dates:
Editing and proof reading: Week 2 Writing activity: Week 5
Proposal: Week 6 Presentation: Week 9 Major Paper: Week 12
MID‐TRIMESTER EXAMINATION: 30%
Date: Week 7
(b) In order to pass the course, that is, to obtain a grade of C or better, it is necessary to score at least 40% (i.e. 12/30) in the mid‐trimester examination. It is highly recommended that students attend all tutorials.
8.2 Letter Grade Scale: The following grading scales would be used
Grade Marks Grade
Points
A+ 90‐100 High Distinction
4.5
A 80‐89 Distinction 4.0 B+ 75‐79 High Credit 3.5 B 65‐74 Credit 3.0 C+ 60‐64 Pass 2.5 C 50‐59 Pass 2.0
D 40‐49 Fail 1.0 E Below 40 Fail 0 W Withdrawn from Unit 0
CT Credit Transfer Cross credit (CT)
0
NV Null & Void for Dishonest practice
0
I Result withheld/Incomplete assessment
0
X Continuing course 0 DNC Did Not Complete 0 Aeg Aegrotat Pass 0 PT Pass Terminating 0
Reference: FNU University Academic & Student Regulations, page 34
9.0 Dissatisfaction with Assessment
Insert College procedure on grievance against assessment.
Should a student be dissatisfied with the assessment of a particular piece of work, either absolutely or relative to other student's assessments, two steps may be taken;
1. In order to rule out the possibility of error, the work may be referred back to the course Lecturer for checking/reassessment; and change in the grade, whether up or down, will then stand.
2. If there is still dissatisfaction with the assessment, then………..
Reconsideration of Assessment and Unit Grades, and Appeals
1. A student may apply for reconsideration of the final (end‐point) assessment. 2. Applications for reconsideration shall be made within three days of the result being sent
to the student if the student wishes to pursue a course to which the course(s) under reconsideration is a prerequisite, or 21 days of the date of postage of the results to the student otherwise. Applications need to be made by lodging a duly completed ‘Reconsideration of Assessment’ form, together with the necessary fees for the reconsideration, to the Academic Office, which shall submit the application to the respective Dean.
3. The Dean, or the Head of the Academic Section authorised by the Dean to deal with applications for reconsideration of grades shall determine whether the lecturer in charge of the course is to be asked to reconsider the assessment, or a lecturer other than the original marker in the section in which the programme falls would consider the application. Where neither of these is practicable, reconsideration of a unit grade shall be done by the Head of the relevant academic section.
4. Reconsideration of unit grades shall comprise a. a careful check that each examination question and part‐question was read by the
examiner and given an appropriate mark; b. a careful remarking of each examination question and part‐question; c. a careful check that the total examination mark has been accurately transposed within
the proportions (% coursework vs. % final examination) previously established by the examiner;
d. a careful computation of all the marks awarded for the coursework; and
e. a careful check that the coursework mark has been accurately transposed within the proportions previously established by the examiner.
5. The application shall be considered and a decision communicated to the Academic Office within three working days of the receipt of the application for reconsideration from the Academic Office if the course under reconsideration is a prerequisite to a course that the student is required to undertake in the term immediately following to complete his/her programme, or within ten working days otherwise.
6. The outcome of the reconsideration shall be communicated to the student by the Academic Office within two days of the receipt of the application from the Dean.
7. If the student is dissatisfied with the outcome of the application, the student may apply to the College Academic Appeals Committee for reconsideration of the grade/result. Appeals shall be made within five working days of the date of the notification of the outcome of the application for reconsideration. Applications shall be made by lodging a duly completed form prescribed for this purpose, to the Academic Office, which then shall be sent by the Academic Office to the College Appeals Committee within one working day of its receipt.
8. The College Academic Appeals Committee shall advise the student of its outcome within five working days from the date of the receipt of the application from the Academic Office if the course is a prerequisite to a course that the student would need to do in the term immediately following to complete a programme or within15 working days otherwise.
9. A grade may be unchanged, raised or lowered following reconsideration under this section.
10. A student who is dissatisfied with the award of the College Academic Appeals Committee may appeal further to the Students’ Appeals Committee for reconsideration of the decision of the College Academic Appeals Committee. This appeal must be lodged within two working days from the date of the notification if the course under reconsideration is a prerequisite to a course that the student is required to undertake in the term immediately following to complete his/her programme or within ten working days otherwise.
11. Appeals against the decision of the College Academic Appeals Committee shall be made by lodging the prescribed application form [‘Appeal: Reconsideration of Assessment’] to the Academic Office.
12. The Students’ Appeals Committee shall advice the student of the outcome of the appeal within ten working days of the date of the lodgement of the appeal if the appeal concerns a prerequisite to another unit that the student needs to do in the term immediately following to complete the programme or 20 working days otherwise.
13. A student may be given provisional admission into a unit if the unit whose grade is under reconsideration or is under appeal is a prerequisite. The admission would be confirmed if the student’s application succeeds. If the application fails, the student shall be deregistered from the unit, with no loss of fee paid for the unit.
14. Any fee paid for reconsideration of a unit grade shall be returned to the candidate, if, as a result of the reconsideration or appeals, the grade for the unit is raised.
15. The decision of the Students’ Appeals Committee shall be final.
10.0 Plagiarism and Dishonest Practice Regulations
Plagiarism is taking another person's words or ideas and using them as if they were your own. It
can be either deliberate or accidental. Plagiarism is taken very seriously in higher education. If
even a small section of your work is found to have been plagiarised, it is likely that you will be
assigned a mark of '0' for that assignment. In more serious cases, it may be necessary for you to
repeat the course completely. In some cases, plagiarism may even lead to your expulsion from the
university
ACTIONS THAT CONSTITUTE PLAGIARISM (Harris, 2002:14)
Downloading and turning in a paper from the Web including a Web page or a paper from an essay writing service.
Copying and pasting phrases, sentences, or paragraphs into your paper without showing a quotation and adding proper citation.
Paraphrasing or summarising a source’s words or ideas without proper citation.
Including a graph, table or picture from a source without proper citation.
Getting so much help from a tutor or writing helper that the paper or part of the paper is no longer honestly your own work.
Turning in previously written work when that practice is prohibited by your instructor.
Reference: Harris, R.A. 2002. Using Sources Effectively, Pyrezak Publishing, Glendale
Student Academic Integrity: Cheating or doing anything that may assist a person to cheat, in
relation to assessment such as, but not limited to:
1. Presenting copied, falsified or improperly obtained data as if it were the result of laboratory work, practical work (log books), field trips, workshop reports, or other investigatory work.
2. Including in the student’s individual work material, which is the result of significant assistance from another person without acknowledging such assistance or if that assistance was unacceptable according to the instructions or guidelines for that work.
3. Assisting another student in the presentation of that student’s individual work in a way that is unacceptable according to the instructions or guidelines for that work.
4. Speaking to or communicating with other students during an assessment where speaking or communicating is not permitted.
5. Being in possession of any textbook, notebook, or other written material, electronic or mechanical device (e.g. mobile phones) not authorised for use during the test or examination.
6. Leaving answer papers exposed to the view of, or attempts to read another student’s examination papers.
7. Being involved with others in obtaining knowledge of the contents of examination papers before the examination date.
8. Closely paraphrasing sentences or paragraphs from one or more sources without appropriate acknowledgment in the form of a reference to the original work or works.
9. Submitting work, which has been produced by others on behalf of the student as if it were the work of the student.
10. Copying computer files in whole or in part without indicating their origin. 11. Submitting work that has been wholly or partially derived from another student’s work by
a process of mechanical transformation, for example, changing variable names in computer programs.
12. Making a false representation as to a matter affecting the student. 13. Making a false statement in order to gain credit towards an assessment. 14. Using falsified documents to gain entry to the University.
The unit provides students with an understanding of ethics, ethical behaviour and practice and equips them
with skills and guidelines for making ethical judgments and decisions. It provides an overview of values, norms
and laws governing human behaviour in different historical/social contexts, considers a range of ethics
philosophies and theories, and looks at the application of ethics in a range of relevant contemporary contexts,
including in commerce, industry and public life.
LEARNING OUTCOMES
Upon completing this unit, students will have acquired:
- the ability to define and demonstrate understanding of ethics, values and governance - familiarity with universal ideas, values and norms in relation to ethics, ethical behaviour and
practice - an understanding of individual responsibility & self governance - ability to discern ethical issues in a variety of real‐life scenarios - skills in interrogating positions or arguments in situations requiring ethical judgment - a framework for making ethical decisions - greater self‐awareness and some practice in self‐regulation - the basis for developing a personal ethical compass
PERFORMANCE CRITERIA
In both their oral and written work, and in their performance of group work, students will be expected to
demonstrate the following:
- commitment to meeting certain undertakings which will be agreed upon in a ‘learning contract’ written up and adopted by each tutorial group in week two of the unit
- evidence of self‐learning - application of ethical reasoning - media monitoring for reports of ethical/unethical practices
Unit objectives and assessment. Why study ethics? Defining ethics, morality, values and governance.
Introduction to ethical reasoning. Five steps to ethical decision‐making.
Week 2 – Religious Ethics
What is the relationship between religion and ethics? Does one have to believe in God to be ethical? Right and
wrong in Hinduism, Buddhism, Confucianism, Christianity and Islam; religion Vs spirituality; secularism,
religious freedom and religious extremism.
Week 3: Ethical Theories
Are we born with an innate moral sense? Is ethics taught or caught? Virtue ethics, consequentialism (egoism,
utilitarianism, altruism), deontology (duty theory), situation ethics, ethic of response/care.
Week 4: Ethics and Human Rights
Origins and significance of human rights. The UDHR and other International HR Treaties and Conventions ‐
ICCPR, ICESCR, Geneva Conventions, the Convention on Genocide, ILO conventions, CERD, CEDAW, and the
International Criminal Court. Challenges to HRs.
Week 5: Prejudice, Discrimination and Ethics
Understanding prejudice, stereotyping and discrimination. Racism, xenophobia, sexism, casteism, homophobia
and discrimination based on other ‘social markers’ (disability, age, illness etc)
Week 6: Ethics, Law and Governance
Rule of law, law enforcement, political governance and accountability systems. Limitations of law ‐ it may not
be illegal, but is it ethical? Ethics and law in public and private spheres of life.
Week 7: Ethical Controversies over Life and Death
Euthanasia (voluntary/involuntary and non‐voluntary), abortion, capital punishment.
Week 8: Environmental Ethics
How ought we live with the earth? Anthropocentrism, eco‐centrism, biocentrism and environmental
responsibility; limits to growth and ‘sustainable development’; the ‘precautionary principle’ and the ‘Triple
Bottom Line’ (people, planet, profits).
The challenges of climate change.
Week 9: Ethics in Business and the Professions
The profit motive vs social responsibility, corporate crime, white‐collar crime and whistle‐blowing’, ethics in
advertising and marketing; ethical investment.
Week 10: Work Ethics
Work ethics, duty of care and due diligence, professional codes of practice; unprofessional conduct,
malpractice and conflict of interest; labour laws, worker rights
equal opportunity and non‐discrimination in the workplace.
Week 11: Applying ethics in professions and trades
Guest lecturer from a relevant field e.g. ethics in engineering.
Week 12: Ethics in Public and Private Life
Responsibilities of public office, leadership codes, disclosure of private interests, conflict of interest and abuse
of office. Developing a personal ethical compass, self‐regulation and personal integrity; life‐long learning and
personal transformation.
ASSESSMENT PROCEDURES
Students will be assessed on the following:
Course Work
Students will earn up to 50% for course work, which will include the following:
1. A vanguard sheet poster on a case of unethical practice covered in a new story from one of the
local newspapers. The poster should focus on the case selected, clearly identify why the issue raised by the case is a matter of ethical concern, point out the wider consequences in the case, and suggest ethical solutions or ways of addressing or resolving the issue. Students will be given an assignment guideline to ensure that they confine themselves to discussing the issue and avoid any judgment of persons involved in the case. They will be encouraged to adopt a creative and visual approach (Coursework value: 20%)
2. EITHER: a written essay of 800/1000 words analyzing the ethical issue/s and/or dilemma in a chosen scenario and proposing and defending an ethical decision or course of action. Students will be given three scenarios of discrimination on the basis of social markers to choose from. They will be required to use ethical reasoning and to draw on their readings to support their arguments. (Coursework value: 20%); OR a debate on an ethical controversy where students will be individually assessed on the basis of their research, argumentation, performance, and written summary of arguments and rebuttal points (Coursework value: 20%);
3. Participation in a debate or a role‐play that highlights the conflicting perspectives on a global ethical controversy covered in the course. Students will be organized into tutorial‐based groups for this last assignment, will decide themselves on the issue or scenario for debate or role play, and will be given some time during tutorials to prepare for their presentations in Week 12 (Coursework value 10%).
Examination
Students can earn up to 50% on the final examination. The examination will be based on a number of real‐life
scenarios involving ethical dilemmas and will aim to test students’ grasp of the ethical issues involved, and
their capacity and skills in ethical reasoning and judgment.
TEACHING AND LEARNING STRATEGIES
Students will have 2 one‐hour lectures and 1 two‐hour tutorial each week. Lectures will include time for
discussion of material presented. Tutorials will be used to both clarify and deepen students’ understanding of
ideas and theories and to consider scenarios involving ethical issues and decision‐making choices. Tutorials
will be organized to encourage equitable participation and maximally benefit students.
TEACHING AND LEARNING RESOURCES
This unit uses a mix of power‐point lectures, scenario‐based tutorial exercises, and films. A Study Guide and
Workbook provides students with a short introduction to each week’s topic, the allocated reading for the
week, one or two tutorial exercises, and a set of questions on each of the films shown. Lecture notes are
posted on class share. FNU Libraries hold a number of books, including a copy of each of the texts listed below.
Hugh Mackay (2005) Right and Wrong, Hodder, Sydney
James Rachels (2007) The Elements of Moral Philosophy, McGraw Hill
Hand‐outs:
Additional tutorial exercises and other resources will be posted on class share.
Selected Films:
Gandhi, The Kite Runner, To Kill a Mockingbird, Mooladé, Mississippi Burning, An Inconvenient Truth, The End
of Poverty?, If These Walls Could Talk, Primary Colors.
FDT504
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LECTURES: TBA (on FNU Homepage)
LABS: TBA (in class in week 1)
CONSULTATION TIME: Walk‐in: TBA (in class in week1)
Or through appointment with the Dept secretary
PREREQUISITE: BIO 508
E‐INFORMATION: All pertinent information relating to the unit shall be posted on
Class share. Check the announcements on the class share.
1.0 Welcome
I welcome you to this Unit and hope that you will find it enriching and interesting. This unit will
introduce you to Food Biotechnology offered by School of Applied Sciences.
2.0 Unit Description
This course will provide students introduce students to standard recombinant DNA techniques
used in molecular biology research and to discuss the applications of this technology in the food
industry. Molecular biology is used to increase production, provide alternative food products and
also used as a diagnostic tool. Application of enzymes in the brewing, meat, dairy and other
industries, probiotics and genetically modified foods together with ethical and environmental
concerns of biotechnology are discussed.
3.0 Learning Targets/Outcomes
On successful completion of this unit, students will be able to:
Part A: (Theory)
1. Describe the role of biotechnology in food science. 2. Relate the principles of several standard recombinant DNA techniques. 3. Discuss on the production of foods using biotechnological methods. 4. Relate the production of transgenic plants and animals for food. 5. Relate enzymatics to its uses in the meat, baking, brewing and dairy industry. 6. Explain the application of probiotic microbes to food.
Part B: (Practical)
1. Demonstrate the production of foods using biotechnological methods. 2. Analyze food samples prepared using biotechnological methods.
4.0 Unit Content and Reading Reference
Topic 1: Introduction to food biotechnology
The student shall be able explain what biotechnology is and how biotechnology is applied to
1. Lee, B.H.1996. Fundamentals of Food Biotechnology. CHIPS BOOKS. Australia
2. Text 2: Aehle,W.(ed).2004. Enzymes in Industry: Production and Applications 2nd Edition.
3. Text 3: Salminen. K., Sherwood, S. & Gorbach,C. 1999. Handbook of Probiotics
Additional References
1. Tucker, G.A. & Woodsed, L. F. J. Enzymes in Food Processing 2nd Edition. CHIPS BOOKS. Australia.
6.0 Assessment
6.1 Grades
(a) The overall mark for the unit depends on performance during the trimester (50%) and performance in the final examination (50%).
(b) Assessment Minimum number
required
Weighting (%) Due Date
Short Tests 2 10 Wk 4,7
Laboratory 5 10
Assignments 1 10 Wk 3
Project 1 20 Wk 7
Continuous Assessment 50%
Final Examination 50%
Total 100%
To pass a unit, one must have minimum of 50% in the final exam
(a) In order to pass the unit, that is, to obtain a grade of C or better, it is necessary to score at least 50% (ie 50/100) in the final examination. It is highly recommended that students attend all tutorials/labs/workshops.
(b) In order to pass the unit, the student needs to obtain 75% attendance through attendance in
lectures/labs and tutorials.
6.2 TIMETABLE ‐ PENSTER PLAN:
Week
Topic
Textbook Reading
Lab/Test/Assignment (Topics)
1 Introduction to food biotechnology
Chapter 1: Text 1 Lab 1
2 Nucleic acids and Gene Expression
Chapter 2: Text 1 Lab 2
3 Gene Transfer methods. Chapter 3: Text 1 Lab 3 / Assignment 1
4 Principles of recombinant DNA technology
Chapter 3: Text 1 Lab 4/Short Test 1
5 Applications of Biotechnology to
food science Chapter 4, 5, 6: Text 1
Lab 5
6 Industrial cell culture and enzyme production
Chapter 3‐4: Text 2 Lab 6
7 Genetically Modified Foods Chapter 11, Text 1 Short Test 2/ Project
Study Break
6.3 Letter Grade Scale The following grading scales would be used:
Grade Marks
A+ 90‐100
A 80‐89
B+ 75‐79
B 65‐74
C+ 60‐64
C 50‐59
D 40‐49
E Below 40
W Withdrawn from Unit
CT Credit Transfer
NV Null & Void for Dishonest practice
I Result withheld/Incomplete assessment
X Continuing course
DNC Did Not Complete
Aeg Aegrotat Pass
PT Pass Terminating
7.0 Programme Regulations and Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office and
familiarize themselves with all academic matters.
Should a student be dissatisfied with either the internal or external assessment, they can take the
following steps to get redress of their grievance.
Internal Assessment: The student can refer the work back to the unit coordinator for checking and
reassessment. Following this reassessment, if the student is still dissatisfied, the student may refer
the work to the HOD. The HOD will then appoint another lecturer to examine the work and result
will then stand.
Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in the
UASR.
8.0 Plagiarism and Dishonest Practice Regulation
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases defined
as dishonest practices in academic work and to also know the penalties associated with these
kinds of practices.
FIJI NATIONAL UNIVERSITY College of Engineering, Science and Technology School of Applied Sciences Department of Chemistry LECTURER: TBA
CHM612 Trimester 1 Title: Industrial Chemistry Credit Points 7.0 LECTURES: TBA in week 1 TUTORIALS: TBA in week 1 WORKSHOPS: TBA in week 1 LABS: TBA in week 1 CLINICALS.. ETC. None
SELF DIRECTED LEARNING Determined by the student: Hours per week recommended CONSULTATION TIME TBA in week 1
PREREQUISITE: The student must have passed CHM502 or CHM503
E-INFORMATION:
All pertinent information relating to the unit shall be posted on Moodle and Class share. Students are required to check their emails regularly for communication from the lecturer. Check the announcements on the Moodle or/ and class share.
TOTAL LEARNING HOURS: TOTAL LEARNING HOURS: Contact Hours 84
Lectures 36
Tutorials 12
Labs/Workshops 21
Field Trip(s) 15
Self Directed Learning (during term) 96
Self Directed Learing (Mid-Term Break) 10
Self Directed Learning (Study & Exam Weeks) 15
Total Recommended Learning Hours 205
1.0 Welcome
I would like to welcome you to this Unit and hope that you will be able to broaden your
knowledge with regards to the importance of chemistry in our local industries. This unit will
introduce you to Industrial Chemistry offered by the School of Applied Sciences.
1.1 Course Description
Industrial Chemistry is the development, optimization and monitoring of fundamental chemical processes
used in industry for transforming raw materials and precursors into useful commercial products for society.
In this unit a number of classes of substances which are of importance to society today are examined
from several viewpoints: synthesis/extraction, chemical treatment, chemical and biological importance
in relation to their structure and the social and environmental effects which have arisen from the
introduction of these materials. Processes, which are of industrial importance, form an integral part of the
module.
1.2 Learning Targets/Outcomes
On successful completion of this course, students will be able to understand the following a) Appraise and list the raw materials used in the manufacturing of industrially important compounds. b) Associate the properties of industrially important compounds to their usage. c) Evaluate the synthesis of industrially important classes of compounds.
d) Elucidate the chemistry behind important industrial processes.
e) Formulate chemical equations that lead to the formation of such industrially important compounds.
f) Compare and perform various analytical tests for purity of such important class of compounds.
All lecture notes, tutorial sheets and important notices will be placed in the class shares
3.0 Course Content and Reading References
Topic 1: Introduction to the Chemical Industry: An Overview
Contact Hours : 4 SDL Hours : 5
Lecture 3 Tutorial 1 Lab 0
Performance Criteria
Identify different sources of organic & inorganic chemicals
Recognize the top 50 chemicals
identify top polymers
Discuss Employment in the chemical industry
Rate Research and Development activities
Judge technological economics Readings
1. Lecture Notes 2. Text1 Chapter 1: pp. 1‐22. 3. Kent, J.A. Riegel's Handbook for Industrial Chemistry, 9th ed.; Van Nostrand
Reinhold: NewYork, 1992. pp. 1‐14. 4. Wittcoff, H.A.; Reuben, B.G. Industrial Organic Chemicals; John Wiley: NewYork,
1996.pp. 13‐45. Topic 2: Chemistry of Cement
Contact Hours : 7 SDL Hours : 8
Lecture 3 Tutorial 1 Lab 3 Learning Outcome:
The student shall be able to understand cement history and characteristics as well as evaluate
the role of chemistry behind the cement manufacturing and setting. Performance Criteria
Appraise Cement history and characteristics of cement.
Identify the Raw materials used in manufacturing of Cement. Agrillaceous and Calcareous materials.
Evaluate the sequence of operations in the manufacture of Portland cement. 2Assess the processes involved in cement manufacturing. Dredging; Proportioning of
Raw materials; Grinding; Filtering; Burning; Cooling; Final Grinding and Storage and Dispatch.
Discuss the chemistry behind cement manufacturing.
Understand the processes that lead to the setting of cement
Discuss Pozzolanous materials and cement setting.
judge the impact of Cement manufacturing on the environment. Reading Resource Material:
1. Lecture Notes 2. Text1 Chapter 1: pp. 54‐117. 3. Douglas C. MacLaren and Mary Anne White, (2003). Cement: Its Chemistry and
Properties, Journal of Chemical Education, Vol 80 (6), pp. 623‐635. 4. What is cement? Available at URL:
http://services.eng.uts.edu.au/~johnd/MaterialsHandling/Cement.pdf Topic 3: Brewing of Beer
Contact Hours : 7 SDL Hours : 8
Lecture 3 Tutorial 1 Lab 3 Learning Outcome:
The student shall be able understand the importance of chemistry behind the beer making
process and be able to evaluate the chemical analysis and quality control techniques. Performance Criteria
Identify the raw materials used in beer production.
State the process of malting barley.
Rate the Fermentation of Wort.
Filtration and storage process of the final product.
Compare the properties and quality of different types of beer
Rate the Stability of beer
Evaluate the Analysis and quality control tehniques Reading Resource Material:
1. Lecture Notes 2. Hans Michael Eßlinger. Handbook of Brewing: Processes, Technology, Market. Wiley‐VCH,
The student shall be able interpret the role of chemistry in surfactants, soaps and detergents.
Performance Criteria
o Introduction to the industry o Understanding soaps and detergents. o Identify basic soap components. o Evaluate how soaps are made. o Compare how soaps and detergent works o Identify how water hardness affects cleaning action. o Explicate Commercial soap manufacturing. o Identify surfactants o Identify detergent builders
Page 140
Reading Resource Material:
1. Lecture Notes
2. Text1 Chapter 24, pp. 461 ‐ 472
3. Kent, J.A. Riegel's Handbook for Industrial Chemistry, 9th ed.; Van
Nostrand Reinhold: NewYork, 1992. pp. 1012‐1049.
4. Wittcoff and Reuben, Industrial Organic Chemicals in Perspective. Part
Two: Technology, Formulation, and Use, pp. 182‐212.
Topic 5: Polymer Chemistry
Contact Hours : 14 SDL Hours : 17
Lecture 6 Tutorial 2 Lab 6 Learning Outcome:
The student shall be able to evaluate Basic polymer chemistry and rate the environmental
The student shall be able to evaluate the environmental impact of the chemical industry and
judge how the evolution of green technologies can reduce environmental pollution. Performance Criteria
o The environment and human interactions o Sources of pollution o Health and safety at work and hazards of the chemical industry o Future of the chemical industry o Need for green chemistry
either the internal or external assessment, they can take the following steps to get redress of
their grievance. Internal Assessment: The student can refer the work back to the unit
coordinator for checking and reassessment. Following this reassessment, if the student is still
dissatisfied, the student may refer the work to the HOD. The HOD will then appoint another
lecturer to examine the work and result will then stand. Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in
the UASR.
7.0 Plagiarism and Dishonest Practice Regulations
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases
defined as dishonest practices in academic work and to also know the penalties associated with
d other discreteprobabilitydistributions. 7. Evaluatetheimportanceofnormal distributionanditspractical usage. 8. Compare numericaldescriptive statistics and probability distributions to statistical 9. inference. 10. Designtherelevanceofestimatingpopulationparametersandhowtheyaretestedin
decisionmakingforsinglepopulations. 11. Compare therelationship between two variables. With emphasison numerical and
ordinal data. 12. Evaluatethecompositionof a time‐series andsimpleforecasting.
MSOffice:Excel,MINITAB Dates: In‐class test 1: Week 3 of term In‐class test 2: Week 9 of term Written Assignment 1 due: Week 6 of term Written Assignment 2 due: Week 11 of term 6.6LetterGradeScale Thefollowing gradingscales would beused:
I welcome you to this Unit and hope that you will find it enriching and interesting. This unit will
introduce you basic environmental physics concepts offered by School of Applied Science.
2.0 Unit Description
This unit will introduce students to the physical processes on Earth that are closely associated with
life systems, especially the transfer of energy and water. This unit aims to provide students with a
clear and logical presentation of the basic concepts and principles of Environmental Physics, and to
strengthen the understanding of the concepts and principles of Environmental Physics through a
broad range of interesting applications to the real world. Practical models will be used to enhance
the theoretical concepts studied in lectures.
3.0 Learning Targets/Outcomes
As a result of successfully completing this unit the student will be able to:
a) Describe energy flow in the solar system and the biosphere. b) Discuss mass and momentum transfer c) Identify and explain the different mechanisms of heat transfer. d) Analyze the radiation balance of different surfaces and objects e) Describe the heat flow in soil and the annual temperature changes in soil. f) Apply their knowledge on environmental physics to crop micro‐meteorology g) Explain the fundamental concepts and laws of environmental physics
CONTENT
Topic 1: The essentials of Environmental Physics
Lecture hours: 8
Tutorial hours: 2
SDL: 11 hours
Learning Outcome:
The students should be able to understand the basis essentials of environmental physics
1.1 understanding the economic system 1.2 familiarizing with the solar system 1.3 measuring the solar radiation 1.4 understanding the solar spectrum 1.5 understanding ozone and UV light
Reading Resource Material:
1. Lecture Notes
2. Recommended Text, Chapter 1: Properties of Gases and Liquids, pp: 4‐24
Topic 2: Interaction of light with matter
Lecture hours: 8
Tutorial hours: 2
SDL: 11 hours
Learning outcome
The students should be able to understand relevant laws that govern the environmental
parameters.
Performance criteria
2.1 understand multiple scattering and attenuation in the atmosphere
2.2 familiarize with attenuation of parallel beam‐Beer’s law
2.3 Understand blackbody radiation
2.4 understand and perform relevant calculations for Planck’s law, Stefan Boltzmann law
SELF DIRECTED LEARNING: Determined by the student: 8Hours per week recommended UNIT COORDINATOR: TBA TUTORS: TBA CONSULTATION TIME: Walk‐in: TBA (in class in week1)
Or through appointment with the Dept secretary PREREQUISITE: The student must have passed CHM502 Analytical Chemistry
E‐INFORMATION: All pertinent information relating to the unit shall be posted on
Moodle and Class share. Students are required to check their
emails regularly for communication from the lecturer. Check the
announcements on the Moodle or/and class share.
TOTAL LEARNING HOURS: Contact Hours 84
Lectures 36
Tutorials 12
Labs/Workshops 36
Assignment 10
Self Directed Learning (during term) 105
Self Directed Learing (Mid‐Term Break) 13
Self Directed Learning (Study & Exam Weeks) 15
Total Recommended Learning Hours 227
1.0 Welcome I welcome you to this Unit and hope that you will find it enriching and interesting. This unit will
introduce you to common instrumental analytical techniques employed in chemical analysis.
a) Describe the types of chromatographic techniques used in separation of compounds: thin layer chromatography, column chromatography, Gas chromatography and high performance liquid chromatography.
b) Perform thin layer chromatography, column chromatography Gas chromatography
and high performance liquid chromatography. c) Perform quantitative and qualitative analysis of samples using the
chromatograms. d) Calculate column resolution, number of theoretical plates, plate height Selectivity factor and capacity factor. e) Define column resolution, mobile phase, stationary phase, and
normal/reverse HPLC. f) Describe ways of improving column resolution. g) Define column bleeding and state ways of improving column bleeding. h) Draw calibration curves using chromatographic data and calculate concentrations of analytes.
The overall mark for the unit depends on performance during the trimester (60%) and performance in the final examination (40%).
.
Continuous Assessment 50%
Final Examination 50%
Total 100%
Dates
Short Test 1: Week 6
Short Test 2: Week 12
Assignment 1: Week 13 *Note wek 7: Mid trimester break
To pass a unit, one must have minimum of 40% in the final exam In order to pass the unit, that is, to obtain a grade of C or better, it is necessary to score at least 40% (ie 20/50) in the final examination. It is highly recommended that students attend all tutorials/labs/laboratory sessions.
5.0 Programme Regulations and Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office
and familiarize themselves with all academic matters. Should a student be dissatisfied with either the internal or external assessment, they can
take the following steps to get redress of their grievance. Internal Assessment: The student can refer the work back to the unit coordinator for checking
and reassessment. Following this reassessment, if the student is still dissatisfied, the student
may refer the work to the HOD. The HOD will then appoint another lecturer to examine the
work and result will then stand. Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in
the UASR. 6.0 Plagiarism and Dishonest Practice Regulation
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of cases
defined as dishonest practices in academic work and to also know the penalties associated with
I welcome you to this Unit and hope that you will find it enriching and interesting. This unit will
introduce you to an analytical technique and carrying out a research project using this analytical
technique
2.0 Unit Description
This course is 100% research based continuous assessment. It will provide students with the in‐
depth knowledge of a particular analytical technique, designing and managing a research project.
Students will undertake mostly self‐directed research projects, which is similar in nature to work
carried out in the local industries. The course also provides an ideal platform for students to
interact with industries and pursue any research and development topics of interest to the
industries. The course will encourage students to exercise independent learning and source
information from the Library and the internet. The purpose of this course is to also enable students
to demonstrate the ability to plan and prioritize task involved in a project. The students will be
required to present scientific report.
19.0 Learning Targets/Outcomes
On successful completion of this unit, students will be able to understand the following:
1. Design a research project, carefully selecting the appropriate analytical method and data analysis
2. Evaluate the progress of a research project by recording the logical and sequential steps completed within the specified time and according to specified objectives stated in the project proposal.
3. carry out field work/research on the chosen topic within the deadline
4. carry out relevant literature search on chosen project topic 5. prepare and present an oral report in a seminar environment, to FNU staff and students, 6. produce comprehensive, documented reports of all stages of the project, using computer
based tools to present any text and graphical information
20.0 Unit Content and Reading Reference
Part A (theory)
Topic 1: Research Question and Proposal Writing
The student shall be able to evaluate and transform an idea into research question and develop a
research question.
Lecture Hrs: 6 SDL: 6
Performance Criteria
1.1 Develop a research question.
1.2 Evaluate different elements of a good proposal.
1.3 Developing research idea into a proposal.
1.4 Undertaking extensive literature search.
Reading Resource Material:
13. Lecture Notes 2. O’Leary, Z., 2010. The Essential Guide to Doing Your Research Project, SAGE Publications
FIJI NATIONAL UNIVERSITY College of Engineering, Science and Technology School of Applied Sciences Department of Chemistry LECTURER: TBA
CHM614 Trimester 2 Title: Industrial Hygiene and Chemical Safety Credit Points 8.0
LECTURES: TBA in week 1
TUTORIALS: TBA in week 1
WORKSHOPS: TBA in week 1
LABS: TBA in week 1
CLINICALS.. ETC. None
SELF DIRECTED LEARNING Determined by the student: Hours per week recommended
CONSULTATION TIME TBA in week 1
PREREQUISITE: The student must have passed CHM502 or CHM503
E‐INFORMATION:
All pertinent information relating to the unit shall be posted on Moodle and Class share. Students are required to check their emails regularly for communication from the lecturer. Check the announcements on the Moodle or/ and class share.
I would like to welcome you to this Unit and hope that you will be able to broaden your
knowledge with regards to the importance of industrial hygiene and chemical safety. This
unit is largely based on inquiry based assessments and places exuberant emphasis on
industrial visits. Such an approach will prepare you for real life employment situations
where the knowledge of industrial hygiene and chemical safety will be imperative not only
for your personal safety but as well as the safety of your colleagues. Students will attain
the self confidence they need to be Industrial laboratory technicians and build on their
leadership qualities through this unit.
1.2 Course Description
The Chemical industry one of the fastest growing industries in the country. However,
industrial activities involving hazardous chemicals have the potential to cause occupational diseases,
injuries, and even death, besides pollution to the environment, if effective safety measures in
the use of chemicals at workplace are not observed. This makes the study of Industrial Hygiene,
Health and Chemical Safety aspects of the industrial processes and operations at the workplace very
important for industrial personnel, academicians and researchers. This unit will provide students
with the necessary background knowledge and skills that will enable them to implement and
maintain effective industrial hygiene and chemical safety programs.
1.2 Learning Targets/Outcomes
On successful completion of this course, students will be able to understand the following 1. Evaluate and apply concepts of Industrial hygiene and chemical safety 2. Assess physical and chemical stress factors 3. Evaluate occupational diseases and provide control measures 4. Judge the importance of personal protection equipment 5. Appraise and implement the appropriate storage and handling of hazardous chemicals
6. Comprehend the importance of laboratory safety for a chemistry student
The academic conduct of the students is governed by the University Academic and Students
Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office
and familiarize themselves with all academic matters. Should a student be dissatisfied with
either the internal or external assessment, they can take the following steps to get redress of
their grievance. Internal Assessment: The student can refer the work back to the unit
coordinator for checking and reassessment. Following this reassessment, if the student is
still dissatisfied, the student may refer the work to the HOD. The HOD will then appoint
another lecturer to examine the work and result will then stand. Final Exam: The student can apply for re‐check of the grade as per the procedures laid down
in the UASR.
7.0 Plagiarism and Dishonest Practice Regulations
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized.
Students must read the relevant section of UASR to understand the various types of
cases defined as dishonest practices in academic work and to also know the penalties
associated with these kinds of practices.
B+ 75‐79
B 65‐74
C+ 60‐64
C 50‐59
D 40‐49
E Below 40
W Withdrawn from Unit
CT Credit Transfer
NV Null & Void for Dishonest practice
I Result withheld/Incomplete assessment
X Continuing course
DNC Did Not Complete
Aeg Aegrotat Pass
PT Pass Terminating
Higher Education Diploma in Industrial Laboratory Technology
B+ 75‐79 NV Null & Void for Dishonest Practice B 65‐74 I Result withheld/ Incomplete Result C+ 60‐64 X Continuing Course
C 50‐59 DNC Did Not Complete
D 40‐49 Aeg Aegrotat Pass
E Below 40 PT Pass Terminating
6.0 Dissatisfaction with Assessment
The academic conduct of the students is governed by the University Academic and Students Regulation (UASR). All students must obtain a copy of the UASR from the FNU academic office and familiarize themselves with all academic matters.
Should a student be dissatisfied with either the internal or external assessment, they can take the following steps to get redress of their grievance.
Internal Assessment: The student can refer the work back to the unit coordinator for checking and reassessment. Following this reassessment, if the student is still dissatisfied, the student may refer the work to the HOD. The HOD will then appoint another lecturer to examine the work and result will then stand.
Final Exam: The student can apply for re‐check of the grade as per the procedures laid down in the UASR.
7.0 Plagiarism and Dishonest Practice Regulations
Plagiarism and dishonest practices are serious offences for which offenders shall be penalized. Students must read the relevant section of UASR to understand the various types of cases
Higher Education Diploma in Industrial Laboratory Technology