Curricular Unit:			Code:
General Chemistry			827QGER
Year:	Level:	Course:	Credits:
1	Undergraduate	Civil Engineering	7 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	91
Learning Outcomes of the Curricular Unit:
At the end of the course unit the learner is expected to have the specific competences to: (i) Use the periodic table in exercises to apply chemistry concepts; (ii) Know the units of measurement of the international system, perform reductions; (iii) To understand and apply stoichiometric concepts; (iv) Distinguish acids from bases, precipitation from solubility, oxidation from reduction, and solve real problems; (v) To analyse the corrosion process and understand the possible protections; (vi) To connect knowledge obtained with every day materials, understand the differences and apply it to real situations (vii) Understand the chemical basis for the pathologies of building materials. and, at least, general competences of: (i) ability to understand and acquire new knowledge in the area of chemistry autonomously, using appropriate bibliography (ii) ability to write summaries on a given topic or reading, showing ability to understand, synthesise and organise ideas.
Syllabus:
1. Basic concepts of chemistry 1.1. Chemistry is the science that studies matter and its transformations. Classification of matter. 1.2. Atoms, molecules, ions. 1.3. The periodic table. 1.4. no. of Advogadro and molar mass. 1.5. Chemical formulas. 1.6. Introduction to the nomenclature of inorganic compounds. 2. Gaseous and liquid states. 2.1. 2.1 The perfect gas equation. 2.2. liquid solutions. Concentration. Dilution. 3. Chemical reactions. 3.1. Stoichiometric calculations. 3.2. Chemical equilibrium. Equilibrium constant. Le Chatelier's principle. 3.3 Acids and bases. 3.4. Precipitation reactions. Product of solubility. 3.5. oxidation-reduction reactions. 3.6. Electrochemistry. 4. Chemistry of building materials. 4.1. Types of materials. 4.2. Introduction to chemistry of cement. 4.3. Corrosion of metallic materials. 4.4. Corrosion of reinforced concrete reinforcement. 4.5. Paints and varnishes.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The first three chapters are intended to provide the future engineer with fundamental concepts about the structure and transformation of matter so that he acquires a microscopic view of matter, perceives how this microscopic structure is reflected in the macroscopic properties, and also understand how matter Is transformed via chemical reactions (notably reactions in aqueous media) and how these reactions can be used to produce products of interest and in chemical analysis. Chapter 4 deals with the chemistry of building materials, such as composition, chemical properties and corrosion, which are essential knowledge for good civil engineering practice.
Teaching Methodologies (Including Evaluation):
The teaching-learning methodology is expository, interrogative and demonstrative, during the TP lessons and study guide sessions, and practical, during the PL lessons. Problems, exercises and experimental works are proposed for resolution in group or individually, in the classroom and during study hours. The teaching of the UC is complemented with periods of attendance outside the classroom. The UC uses a continuous assessment model whose assessment elements are distributed between the TP lessons and the PL lessons. TP lessons: - 2 written tests for individual assessment; - Performance, considering assiduity, works/projects proposed for resolution in class. PL classes: - attendance - individual assessment test; - worksheets; - report. Final classification = 72% average of the PT tests + 8% performance PT + 1% attendance PL + 10% individual assessment test PL + 6% average of the PL reports + 3% PL report More information in CANVAS platform.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The lectures are intended to convey the complex knowledge that the area of Chemistry involves and to orient the study of the student. Problem solving and laboratory work enable the self-assessment of the learner and allow it to apply the theoretical knowledge acquired seeking to develop a critical and analytical way to deal with problems from a perspective of Problem-Based Learning.
Reading:
[1] Chang, R., Chemistry. McGraw-Hill. 11thEd.2012. Bib. UFP:BFP/CHA/37097 [2] Breck, W. E., Brown, R. J. C. and McCowan, J. D., Chemistry for Sciences and Engineering. McGraw-Hill Ryerson. 1988. Bib. UFP:BFP 54/BRE/19366 [3] Brady, J. E., Russell, J. W., Holum, J. R., Chemistry: The Study of Matter and Its Changes - John Wiley and Sons. 1993. Bib. UFP:BFP 54/BRA/87 [4] Callister, W. D., Ciência e Engenharia de Materiais: Uma Introdução. Livros Téc.Cient. Editora, 7ª ed., 2009 [5] Newell, J. A., Essentials of Modern Materials Science and Engineering, Wiley, 2009 [6] Smith, W. F., Princípios de Ciência e Engenharia dos Materiais. Mc Graw-Hill. 2000 [7] Pacheco Torgal, F., Jalali, S., A Sustentabilidade dos Materiais de Construção. Tec-Minho. 2010. [8] Souto, R.; Pimenta, A.; Catarino, R.; Manual Prático de Análise Química. Lusodidacta, 1ªed., 2018. Bib. UFP: BRR 543/SOU/97830 [9] M.Clara Gonçalves; Fernanda Margarido Ed.; Ciência e Engenharia Materiais de Construção. IST P, 2012