Module proposal
UNIVERSITY OF WARWICK
Proposal Form for New or Revised Modules (MA1- version 3)
For consideration by the Undergraduate Studies Committee/Sub-Faculty or Graduate
Studies Committee only.
NB:
1.
If it is unclear whether or not a change to an existing module should be
proposed on this form, the Chair or Secretary of the Undergraduate
Studies Committee/Sub-Faculty or Graduate Studies Committee should
be consulted.
2.
In order to reduce printing costs please delete the text provided as
guidance in the body of the form before submission to the Faculty
Secretariat. However, all sections must be completed to the satisfaction of
the Faculty Undergraduate/Graduate Studies Committee.
1.
Title of Module:
CH3E8: Structures and Properties of Advanced Inorganic Materials
2.
New or Revised Module:
New module?
[X]
Revised module?
[]
Level: D (Doctorate)
M (Masters)
H (Honours)
I (Intermediate)
C (Certificate)
[ ]
[ ]
[X]
[ ]
[ ]
If this new module replaces an existing approved module specify the code and
title of the module to be discontinued and date on which change will occur:
If this is a proposal for a revised module, specify which sections have been
amended, and give an outline rationale for the changes:
3.
Date of Introduction of new module or revised version of existing module:
October 2010
4.
Department Responsible for Teaching:
Chemistry
If the module is taught by more than one department please indicate this (for
matrix purposes):
Department
Department
%
%
1
Module proposal
Name of Module Leader:
Dr R. I. Walton
If the module leader is not a member of Warwick staff and has not previously
been appointed as a module leader/tutor, please include a C.V with this form.
5.
Availability/Location of module within courses:
List the degree courses on which this module is available, indicating the year of
study, whether the module is core or an option and the credit weighting in each
case. Include any part-time or 2+2 degrees on which this module is available.
Degree Title
Code
F100
F101
F102
F105
F106
F107
F121
F122
F125
F126
F127
Year of
Core
study
Chemistry BSc
Chemistry BSc with Intercalated Year
General Chemistry BSc
Chemistry MChem
Chemistry MChem with Professional
Experience
Chemistry MChem with Intercalated
Year
Chemistry with Medicinal Chemistry
BSc
Chemistry with Medicinal Chemistry
with Intercalated Year BSc
Chemistry with Medicinal Chemistry
MChem
Chemistry with Medicinal Chemistry
with Professional Experience MChem
Chemistry with Medicinal Chemistry
MChem with Intercalated Year
3
4
3
3
3
Optional Option
list
core?
A,B or C
B
B
B
A
A
credits*
7.5
7.5
7.5
7.5
7.5
3 or 4
A
7.5
3
B
7.5
4
B
7.5
3
A
7.5
3
A
7.5
3 or 4
A
7.5
Visiting Students
7.5
*Credit should be in one of the following tariffs:
6, 12, 18, 24, 48 credits; or
7.5, 15, 30, 45, 60 credits; or
(for postgraduate courses only) 10, 20, 30, 40, 50,60 credits
6.
Consultation with other Departments:
It is important that any departments affected by the introduction of this
module are consulted before the module is considered by the relevant
Faculty committee.
Which other departments will be affected by the introduction/revision of this
module (i.e. other departments offering the module as an option in their degree
courses, including joint degree courses involving the department proposing the
module)? Please give details of any consultations undertaken and indicate
whether the other departments have approved the proposal.
Not Applicable
2
Module proposal
7.
Context:
Describe the relationship to any other modules with which the new module has a
close connection and any prerequisite relationships.
This module will build directly upon the material taught in the Year 2 module CH268
(Solid State Materials Chemistry) where various classes of solid materials were
introduced and some key properties were described. It will also extend the basics of
crystal structures that were introduced in CH167 to show how the structures of materials
are determined using diffraction methods, and other techniques.
Pre-requisites
CH268
8.
Module Aims:
These should identify the module’s broad educational purposes. Indicate how the
module will contribute to the achievement of the aims of the degree courses on
which it is available.
The study of inorganic solids is a key area of contemporary chemistry. The topic provides
some new illustrations of core ‘chemistry of the elements’ that illustrate the underlying
principles of chemistry. It is also a very topical area since it provides examples of many
materials for advanced technologies and applications from electronics, separation science
through to catalysis. The module will provide examples of real-life use of such materials and
also point out fields of current research. The module will also describe the basics of structure
determination using diffraction methods: this is of relevance to all areas of chemistry from
molecular to biological areas since crystallography remains a key structure determination
method for the elucidation of atomic arrangement in the solid-state.
9.
Learning Outcomes:
Successful completion of the module leads to the learning outcomes. The
learning outcomes identify the knowledge, skills and attributes developed by the
module. Learning Outcomes should be presented in the following format using
the table below:
By the end of the module students should be able to...
Learning Outcomes should include reference to subject knowledge and
understanding, key skills, cognitive skills and subject-specific practical and
professional skills and be clearly relevant to fulfilling the educational aims.
Learning Outcomes should be measurable by the assessment methods for the
module. Indicate how the module will contribute to the achievement of degree
course learning objectives.
(a)
Subject knowledge and understanding
The knowledge and understanding that a student will be expected to have
upon completion, such as : ‘a theoretical knowledge of the principles and
methods of archaeology’ or ‘a knowledge of the major types of chemical
reaction and the main characteristics associated with them.’
(b)
Key Skills
Communication (written, verbal, graphical...)
Numeracy
3
Module proposal
Use of information technology (e.g. WP, www, databases, spreadsheets,
specialist packages)
Ability to learn
Others (e.g. teamwork)
(c)
Cognitive Skills
For example: ability in critical analysis; the ability to formulate and test
concepts and hypotheses.
(d)
Subject-Specific/Professional Skills
For example: laboratory skills; scientific support writing; research skills
and methods.
4
Module proposal
LEARNING OUTCOMES
(By the end of the module the student should be able to....)
Which teaching and learning
methods enable students to
achieve this learning
outcome?
Interpret powder diffraction data to determine information about crystal symmetry
and atomic structure of simple solid materials, including use of the Bragg
equation, indexing of patterns and application of knowledge of systematic
absences.
Revision of CH268
Discuss the various experimental methods available for the study of the solid
state (in contrast to solution based methods) with detail of the technique and
what information can be obtained from its use.
Presentation of case studies of
real inorganic solid materials
and their application.
Select which methods are appropriate for yielding the information required to
describe the structure of a material, when presented with an example of a
materials characterisation problem.
Attempting problems on paper
with workshops to allow
question and answer sessions.
Describe qualitatively the structure of complex, three-dimensional solid structures
including the tetrahedral networks of zeolites (and zeotypes), mixed octahedraltetrahedral networks and metal-organic framework materials, and display a
knowledge of how they might be synthesised.
Directed and general reading,
including some selected review
articles of recent research,
Explain the properties and applications of porous (both nanoporous and
mesoporous) materials, including ion-exchange, separation and shape-selective
catalysis with real examples to illustrate structure-property relationships.
Which assessment
methods will measure
the achievement of
this learning
outcome?
Unseen exam. The
exam questions will be
problem based using
real examples of the
properties of materials
to test the students’
understanding of key
principles.
Problems based on past (or
specimen) exam questions
5
Module proposal
Account for the intercalation properties of layered materials by describing
structure properties relationships, illustrating these with examples electronic and
separation properties of clays, sulfides, borides, graphite and layered
hydroxides.
6
Exams Office
10.
Syllabus:
Give an outline of the syllabus for the module.
(1) Materials Characterisation
Revision of Crystal symmetry and the structures of simple inorganic
solids
Derivation of the Bragg Equation
Description the diffraction experiment: powder vs single crystal
Systematic Absences and crystal symmetry
The structure factor
Indexing of diffraction data and unit cell determination
X-ray vs neutron diffraction
Local structure probes: XAFS, Solid-State NMR
Basic Introduction to Electron Microscopy
(2) Examples of materials and their properties
Zeolites: silicates and alumino-silicates
Structure description
Synthesis: solvothermal crystallisation, the use of templates and
design of new materials
Zeotypes: AlPOs
Mixed tetrahedral-octahedral frameworks
Mesoporous silicates
Metal-Organic Frameworks: Structures and Synthesis
Ion-exchange properties of nanoporous materials
Separation (molecular sieving) by porous materials
Shape-selective catalysis
Layered materials: silicates, sulfides, hydroxides, graphite, borides
Intercalation chemistry and applications of layered materials
(3) Case studies with real examples
11.






Illustrative Bibliography:
List the core texts only. The illustrative bibliography should provide an
indication of the focus and level of the reading required by this module, rather
than the full range (this should not be more than half a page):
Inorganic Chemistry 5ed by Shriver and Atkins et al. (OUP) – standard text book
for earlier years. ‘Frontiers’ chapters of relevance here.
Inorganic Materials Chemistry (Oxford Chemistry Primers) (Paperback)
by Mark T. Weller. Good overview.
Basic Solid State Chemistry (Wiley) Anthony R. West . More detailed
introduction - the right level for this course.
Inorganic Materials Synthesis and Fabrication John N. Lalena, David A. Cleary,
Everett Carpenter, Nancy F. Dean (Wiley) More detailed background material.
Microporous Framework Solids (RSC Materials Monographs) by Paul A. Wright
In depth background material - available in the library
8
Exams Office
12.
Teaching:
Give the number of each type of teaching event per week and the length of
each session in hours.
Lectures/Discussion Classes
Revision Session
Total contact hours
Module duration (weeks, if applicable)
Self Study/Assessed Worl/Revision
13.
Assessment Methods:
Type of assessment
Examinations
Length % weighting
1.5 100%
hours
Visiting Students
14.
14 hrs in total
1 hr
15 hours
7
60 hrs per week
VA AO
Resources:
Are any resources required for this module which are not already available
from the Department’s own baseline resources (e.g. staff costs,
accommodation, equipment, minor works, library costs, audio visual and
computing facilities, vacation study requirements)? Is the module likely to
require high usage of centrally timetabled teaching rooms or specific slots
(e.g. for a module on a part time postgraduate course)?
Any additional requirements should be discussed with the appropriate Officer
(see list below) before submitting the proposal.
List any additional requirements and indicate the outcome of any discussions.
Signature of Module Leader:
Date
Signature of Chair of Department:
Date
9