Submitted by Jared Paul / Villanova University on Mon, 02/07/2011 - 15:55
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Teaching

I was hopeful to seek some input/advice for everyone. 

Our department at Villanova University currently offers an Inorganic ChemistryI class in the first semester of freshman year.  This class is designed to be a foundation course forInorganic and is taught in place of what is traditionally GeneralChemistry.  The important point isthat this course is not supposed to be General Chemistry I or an acceleratedGeneral Chemistry I/II course. It’s supposed to be the foundation course that is appropriate forfreshmen chemistry students. 

I’m going to be teaching this course for the first time nextsemester (Villanova has offered it for approximately ten years).  I have several questions and washopeful that some of you might have answers, suggestions, thoughts, etc.

1.    Do any of you have a similar curriculum in whichyou teach Inorganic Chemistry in the freshman year?  We also teach Analytical Chemistry – Quantitative Analysisin the second semester freshman year.

2.     I believe that the choice of textbook is going tobe crucial to my success in teaching this course for the first time.  Do you have any specificrecommendations?  A book that wassuggested was “Wulfsberg’s Inorganic Chemistry”, because we could use that forboth the freshman and junior level courses.  I like this idea, but would like to hear other thoughts fromthe Inorganic Community. 

3.    Are there any topics that you feel absolutelymust be covered (periodic trends, MO theory)?  Are there any topics I should completely avoid?

 4.    Are there any suggestions/recommendations to getall students up to speed, some of who will have a weaker chemistry backgroundthan others?  It’s a double edgesword in that I can’t spend too much time reviewing general chemistry, becausethen it’s not a foundation course, but I can’t completely avoid all of thebasics because of the diverse background of freshmen students.  I remember Barbara Reisner telling meabout “fundamental quizzes” she offers in her upper level inorganic chemistryclass…I’ve done this in upper level classes and it has been remarkablysuccessful.  I’m leaning towardsthis option, but need to figure out a good series of topics for quizzes at theappropriate level.

 5.    Do you have any specific suggestions that mightbe beneficial as I embark upon this adventure? 

I’m definitely looking forward to teaching this course, butI also am viewing this as a very large responsibility to set a foundation inInorganic Chemistry for our freshman students, while also getting our studentsprepared for their academic careers in chemistry.  Any advice will be greatly appreciated!

Sincerely,
Jared Paul

jared.paul@villanova.edu

Chip Nataro / Lafayette College
I don't have any really answers for you but I do have a question you might want to consider. It isn't clear from the 'Nova site, but is this the only 'general' chemistry class these students would have before P-chem? I would expect they get an intro to equilibria and such in analytical. But you might want to talk to the P-chemists to see if they see any deficiencies in the students that take the Inorg course and then P-chem. You might want to cover some basic quantum. And the more times students see MO diagrams the better in my opinion.
Tue, 02/08/2011 - 07:54 Permalink
Jared Paul / Villanova University
Thanks Chip!  To answer your question, yes this is basically the only "general" chemistry class that the chemistry students have (we teach quantitative analysis in the spring of freshman year).  I think that's where part of the challenge is for sure.  I'm not completely familiar with our history, but I do know speaking with other faculty it's challenging to create that balance of: 1) Making sure students are all up to speed on general chemistry topics, 2) Establishing a good foundation for future courses, especially physical chemistry and 3) Building a solid foundation in inorganic chemistry.  

I used to tell people that I always felt that inorganic chemistry was an "intense version" of general chemistry, but I think I'm realizing that's probably a poor description...
Tue, 02/08/2011 - 11:28 Permalink
Chip Nataro / Lafayette College
So, I have a sophomore Inorg class in the spring that is typically comprised of students from every year in the curriculum. I usually cover quantum (more than gen chem less than p-chem), MO diagrams through heteronucelar diatomics (group theory comes in senior inorg), nuclear chem (including multinuclearn NMR a little bit), crystal lattices, semiconductors, main group decriptive chem, lewis acid-base, non-aqueous solvents, and finally some general transition metal stuff. I'd be happy to provide you with anything up to and including my power points for the class.
Tue, 02/08/2011 - 13:03 Permalink
Hilary Eppley / DePauw University

Hi Jared,

We teach a class like this at DePauw University so I'd be happy to talk to you about what we do in more detail.  Students either take that class or a class on basic organic chemistry as their first chemistry course.  We have pulled stoichiometry (the "math" of general chemistry) out into its own self-pace 0.25 credit course that is a requirement for the 200 level Thermodynamics, Kinetics, and Equilibrium course.  That creates enough space for more detailed coverage of inorganic topics.

We use a general chemistry text for the class and supplement with the additional topics.  Since the biochemistry majors at our school do not take an additional inorganic course, I do topics like periodic trends and orbitals, solid state chemistry, and coordination chemistry (with a little bioinorganic) in significantly more detail than a typical general chemistry course.  Reaction types and driving forces are covered in a qualitative but pretty detailed way. 

Our lab focuses on qualitative observations of chemical reactions (and being able to translate what they see in the lab into a chemical equation), molecular modeling, solids and materials, and basic synthesis with a little bit of spectroscopy (IR and a bit of UV-Vis).       

Wed, 02/09/2011 - 12:08 Permalink
Larry Funck / Wheaton College (IL)

Hello Jared,

I have been teaching a course like this for the last fifteen years. About eigtht years ago after much frustration with the lack of an appropriate text, I decided to write my own. It is now in its eighth iteration since I revise it every year. We publish it locally through the college's print shop. Publishers have shown little interest because there is not a large enough market for a first year Inorganic text. I would be happy to discuss the whole concept of a first year Inorganic course and the text at your convenience. Give me a call.

Larry Funck

Wheaton College (IL) 

Tue, 02/22/2011 - 18:31 Permalink
Hilary Eppley / DePauw University

Hello Larry,

I'd love to see a copy of your book!  Maybe Jared and I can increase your market!   -Hilary   

Wed, 02/23/2011 - 12:29 Permalink
Nick K / University of Michigan-Flint

Larry,  

 

I would also love to be able to look over your book.  I am in my first year of my tenure-track appointment but I have already been pushing to offer a course like this in the department.  Having a book to show them would be of great persuasive powers.  

 

 Nick

Nicholas Kingsley Assistant Professor of Chemistry University of Michigan-Flint (810) 762-3077

Fri, 02/25/2011 - 11:46 Permalink
Jared Paul / Villanova University

Hi Larry,

Is there any chance you'll be at the ACS Meeting this upcoming week?  I'd love to talk.  If not, I'll definitely give you a call in the coming weeks!

 

Jared 

Fri, 03/25/2011 - 20:15 Permalink