This learning objective focuses on the enzyme aconitase. The iron-sulfur cluster is used to regulate iron in the cell and isomerize citrate for energy – two very different mechanisms. The activity consists of an introduction to the enzyme and a student discussion on the mechanism of the isomerization of citrate to isocitrate; starting in a small group setting followed by a class debriefing.
This is an in-class assignment designed to help students integrate their understanding of periodic trends and materials properties. Using the color of alum crystals as an example of octahedral coordination chemistry, students use their knowledge of electronic structure and periodic trends to predict which of the isomorphous alum crystals will be colored, and to qualtitatively rank the degree of crystal field splitting in a family of alum crystals.
This is the second part of a two-day class discussion on molecular and inorganic spectroscopy. In this activity, upper level students learn about spectroscopic tecniques used in inorganic chemistry and then devise an experiment to follow the progress of a hypothetical reaction. The activity also prepares students for the inorganic laboratory "Linkage isomerism of nitrogen dioxide" in which infrared spectroscopy is used to monitor changes to the N-O vibrational stretch upon coordination to a metal.
This learning object focuses on a recent publication (Acta Crystallographia 2014, C70, 260 -266) by the Collins research group in the Department of Chemistry at The College of Wooster. Specifically, the paper evaluates the coordination diversity of a N-donor ligand, 2-phenyl-1,10-phenanthroline(pnp) with three new pnp-metal complexes containing Au(III), Cu(II), and Pd(II) metal centers.
Anne asked the students in her junior/senior inorganic course to develop their own literature discussion learning objects and lead the rest of the class in a discussion of their article. Each student chose one article from a list of suggestions provided. Student Hayley Johnston chose this article describing a Mn-containing catalyst for carbon dioxide reduction (Jonathan M. Smieja, Matthew D. Sampson, Kyle A. Grice, Eric E. Benson, Jesse D. Froehlich, and Clifford P.
This set of slides is adapted from a presentation given at the ACS National Meeting in New Orleans Spring 2013 in the symposium "Undergraduate Research at the Frontiers of Inorganic Chemistry" organized by members of the VIPEr leadership council. The slides are from the introduction to the presentation that takes the audience through how catalytic cycles are depicted and then to the concept of concurrent tandem catalysis (CTC). At the end, there is a slide with references that gives an example of how CTC can be applied to aryl halide substrates to form new C-C and C-H bonds.
In this literature discussion, students are asked to read an article describing a series of uranyl halide compounds that contain an alkali counterion that interacts with one or more of the uranium's ligand atoms. This paper stands out as a great example of the binding preferences of acids and bases, and can be explained very well using simple HSAB concepts.
This is a literature discussion based on a paper titled “Generation and Structural Characterization of a Gold(III) Alkene Complex” (Angew. Chem. Int. Ed. 2013, 52, 1660 - DOI 10.1002/anie.201209140) that reports the first crystallographically characterized Au(III) alkene complex, [(cod)AuMe2] [BArF]. The synthesis and characterization of [(cod)AuMe2] [BArF] are presented. The structural properties are compared to those of the isoelectronic species (cod)PtMe2, and to free cod.
These slides provide an outline of the significance, bonding, properties, and reactivity of metal alkene, alkyne, and diene complexes appropriate for an upper division organometallics class. Animation is used to construct qualitative MO diagrams for olefins bound to octahedral metal centers that highlight specific bonding and antibonding interactions.
The chemdraw file used to create these slides is also provided.
The in-class game Jablinko was designed to make learning excited state transitions fun. To play, a student chooses an excited state by placing a game chip at the top of the board, then the chip can “vibrationally cool” by bouncing through the pegs, and finally “transition” to a lower energy state in the bottom row. The students then compete to be the first to name the transition (e.g. S1 to T1 is called intersystem crossing).