This is the link to the first SLiThEr (Supporting Learning with Interactive Teaching: a Hosted, Engaging Roundtable), presented by Kyle Grice and Hosted by Chip Nataro. The SLiThEr was recorded and posted on YouTube (see the web resources link).
The second SLiThEr (Supporting Learning with interactive teaching: a hosted, engaging roundtable) hosted by Chip Nataro reviewing changes to his course as a result of the pandemic of 2020.
In 2009, Flick Coleman at Wellesley whipped up a brilliant little web-based tool that showed how the electronegativity and energy difference of atomic orbitals leads to changes in the resulting molecular orbitals. I've used it every year. But it runs on Flash, Flash is about to die forever (no longer supported as of Jan 2021), and I don't think Flick is going to make us an HTML5 version. (And wow I know I can't do that. Does somebody else know how to do that?)
These are two "Livescribe Pencasts" I have used for inorganic chemistry. I made them with an Echo 2 Livescribe pen for my 10-week Junior/Senior Inorganic chemistry course. We teach with MFT and I use these as supplemental materials outside of class (both for f2f and online versions of this class).
Students first learn the basics of WebMO by building and optimizing 2 small molecules. They then calculate and visualize the molecular orbitals of two diatomic molecules (N2 and BF) and observe how going from a homonuclear to heteronuclear molecule changes the shape of different molecular orbitals.
As written this activity uses the WebMO demo server so no computational chemistry software/licences are required.
This literature discussion explores the physical structure, electronic structure, and luminescent properties of a lanthanide coordination complex (dysprosium) through discussion of “Synthesis, Structure, Photoluminescence, and Electroluminescence Properties of a New Dysprosium Complex,” Li et al. J. Phys. Chem.
When transitioning into inorganic chemistry from organic chemistry, students are surprised by the complexity of metal complexes. To ease this transition, students are asked to look at the crystal structure of a coordination complex [(+/-)cis-dichloro-bis(ethylenediamine)-cobalt(III) chloride monohydrate], make some observations about what they see, and provide a list of questions that they would like answered. Students usually note that there are atoms/ions that are "floating" and are seemingly unattached to anything else in the structure.
This is a great site for chemistry fun while you learn. They have multiple games, most free if you want to print your own.The card game that I am using is 18. It is played like 21 or blackjack but uses metal centers and ligands to get to 18. A fun way to teach 18 e- rule and familiarize students with ligands. My husband suggests using Dove squares instead of the optional benzene "chips" for "betting" which I think will make it very competitive.
Slap count also teaches counting 18 electrons.
We have developed a set of icebreaker activities that could be used at any course level, either in an online video chat or in a classroom. These are based on the popular Mad Libs game in which some words are left out of a story and players are asked to provide words to fill in the blanks without knowing much about the story. We've provided an introduction to the game, definition of typical parts of speech that are requested (ie, adverb, noun, adjective, etc), and three starter activities.
In 2019, the journal Inorganic Chemistry updated it's scope (https://pubs.acs.org/page/inocaj/about.html). This updated scope inspired me to update my first day of class activity for Inorganic (which was typically a version of the excellent first-day LOs from VIPEr).
I asked students to read the journal scope (web link or hard copy provided) and answer a few questions in small groups: