The following paper will be given to the students to study at home along with the questions in the attached document. Students will be allowed to discuss their answers in small groups and refine their answers, before the corresct answer is revealed.

The students will not need to see the actual spectra that are in the SI to be able to address the given questions, the spectra can be projected to the class when the answers of the student groups are discussed

Origins of Enantioselectivity during Allylic Substitution Reactions Catalyzed by Metallacyclic Iridium Complexes.

This is a fun chemistry project where students make model compounds to learn various structural aspects of the compound. This is an individual project that is each student is assigned with one compound.  They can use any item (for e.g. Styrofoam balls etc) to make their very own model compound. The model should contain all the atoms (visually distinctive), bonds, lone pairs. Student is expected to create something novel rather using molecular model kit. They can use text book and lecture material for the resources.

This excercise explains the basics of drawing graphs for an introductory chemistry class. It give examples of common pitfalls and how to avoid them. Students are guided through graphing a data set, adjusting axes, adding trend lines, modifying legends and adding appropriate labels. The excercise also provides several examples of graphs and asks students to critically evaluate them. 

This is an in-class activity that I made to help students in my second semester general chemistry course work through some aspects of color and coordination chemistry.  The activity was performed with a demonstration of color for nickel coordination complexes (ligands: water, ethylenediamine, and ammonia). I also included equilibria and thermodynamics as those concepts apply to coordination compounds at the introductory level.  This served as a review of the concepts as well.

Students construct computer models of two transition metal complexes, solve their electronic structures, and inspect the resulting d-type molecular orbitals to identify which are non-bonding, sigma* antibonding, or pi* antibonding. After constructing a molecular orbital diagram, they determine which of the two complexes is likely to absorb light at a longer wavelength.

Description: This is an in class activity I use for first year general chemistry students to understand the relationship between quantum numbers and the structure of the atom.