Hi Jeremiah,

I could envision a lab like this: Split students into groups, each group makes various solutions of metals in ligands and get UV-Vis, and have one group get some magnetic data if possible, and then they all combine their data and discuss to interpret in terms of CFT, LFT. By discussing their results they could work out some of the info on CFT/LFT. 

As for specifics, I don't know, but you could use your favorite metals and ligands.

Good luck!

Kyle 

Hi Jeremiah,

In the past I had students deduce the d-orbital splitting of different geometires by working with physical d-orbital models. Students would orient the d-orbitals inside of an octahdral and/or tetrahedral cage and notice more or less overlap with ligands. They would correspond this to higher or lower energy and then draw the splitting on the energy scale with appropriate d-orbitals assiged. Other geometries were then used for extension questioning. This lead into electron filling and then magnetism ideas.

This activity was of the hands-on, worksheet-guided type. It was presented for a general chemistry audience and worked reasonably well. Certainly you can adapt this idea for your level of students.

I would imagine that you could use this idea easily with online sources, like the one found in this IONiC post "d-orbitals in a variety of ligand geometries."
https://www.ionicviper.org/web-resources/d-orbitals-variety-ligand-geom…;
There is an updated website for the visual:

http://www.flicksstuff.com/Jmol/jsmol/ligandfield.html

Best wishes,
Rebecca

Jeremiah and all:

We have developed a guided inquiry approach to teaching ligand field theory.  This classroom activity leads students through the concepts associated with  LFT, involves some data interpretation, is done with  little faculty lecturing and eventually builds to using these concepts to understand issues in the chemical literature. We have an unusual curriculum (see a recent publication describing the details  at J. Chem. Educ 2014, 91, 321-328) but in brief we use this with students in their second chemistry course (not a genchem course but contains some organic, inorganic and biochemistry.) I'd be glad to share it with anyone who is interested in looking at it or using some/all of it.  Please contact me at bjohnson@csbsju.edu.  The activity is generally spread over several class days (and includes some homework activities, etc) so it would solve your "problem" of needing to fill a 3 hr lab slot, should you decide to do it in that setting.

Regards, Brian