Nomenclature of Coordination Complexes using Automated Response Systems
A set of questions to intersperse in lectures OR to use as a means of student guided learning of nomenclature.
A set of questions to intersperse in lectures OR to use as a means of student guided learning of nomenclature.
This is the procedure for a Fe(III) catalyzed synthesis of aspirin, an alternative to the traditionally sulfuric acid catalyzed synthesis of aspirin. The prep compares and contrasts the Bronsted acid catalyzed esterification reaction with a Lewis acid iron (III) catalyzed pathway. This can be used in different courses at different levels, but is it written for a general/intro level chemistry course.
This is a resource that has short, animated tutorials on a variety of different topics. Most of the topics are materials science and/or engineering topics but there are several that would be of interest to chemistry students. (A full list of topics is given below.)
In this activity, students will use gummies and toothpicks to construct models of molecules that will then be analyzed for their symmetry elements, and ultimately placed into the correct point group and the models can then be consumed.
This is a shorter version of a previously published Learning Object. This version focuses on bond enthalpy calculations and has students think about the risks and safety precautions for the synthesis of an explosive material (nitrogen triiodide).
There is also a longer version of this activity posted as a literature dicussion.
Class activity:
An introduction to research, both laboratory and scientific literature.
Before Class: Read the essay by Martin Schwartz entitled “The importance of stupidity in scientific research”, Journal of Cell Science, 2008, 1771. http://jcs.biologists.org/content/121/11/1771.full.pdf
Introductory Class Discussion:
In this literature discussion, students are asked to read an article describing a type of dual catalytic system in which the synergistic combination of photoredox catalysis and nickel catalysis provides a general method that would exploit naturally abundant, inexpensive organic molecules as coupling partners. This paper addresses several green chemistry principles and serves as a great literature example for teaching organometallic chemistry or green chemistry course.
Students in a 2nd year inorganic class read an article describing the effect of additives on the final morphology of copper oxide. (Siegfried, M.J., and Choi, K-S, “Elucidating the Effect of Additives on the Growth and Stability of Cu2O Surfaces via Shape Transformation of Pre-Grown Crystals”J. Am. Chem. Soc., 2006, 128 (32), pp 10356–10357. dx.doi.org/10.1021/ja063574y).
This is a presentation to introduce students to Toulmin’s Argumentation Scheme in the context of providing explanations in Inorganic Chemistry. It was inspired by discussions with Rick Moog at Franklin & Marshall College regarding how to encourage students to fully explain the “why” behind chemical behavior, rather than simply cite trends or equations. These slides were used to prompt a discussion about what a complete, logical explanation should include. They also served as a means of defining what is expected on quizzes and exams in response to various prompts.
This assignment introduces students to the various sub-disciplines of Inorganic chemistry and requires them to examine the current literature throughout the semester. The assignment is introduced the first day of class as part of a discussion on the breadth of inorganic chemistry. I review the journals published by the American Chemical Society and discuss which contain papers related to inorganic chemistry.