This is a game that gets students interested in point group symmetry, and helps them to see the symmetry in everyday objects. It is a competition in which the groups try to bring in the hardest object to assign. Inorganic Challenges are exercises designed to be solved by a small group of students. Some Challenges practice a problem-solving algorithm, some reinforce important concepts, and some involve creativity or games.
Miessler and Tarr is an inorganic textbook which is is best suited to an upper-division one-semester inorganic course, though there is more material than can be covered in a single semester, so some choice of topics is necessary. It is very well suited for a course oriented around structure, bonding, and reaction chemistry of transition metal compounds, but is very limited in its treatment of solids, main-group, descriptive chemistry, and bioinorganic. Pchem would be helpful but is not necessary. In particular, the treatment of MO theory is very in-depth. The quality of end-of chapter p
This is just a little worksheet that I use in a General Chemistry course to teach Gibbs Free Energy calculations and the idea of a coupled reaction, while foreshadowing ideas from metallurgy and electrochemistry (sacrificial reductants, entropy-driven smelting, fuels as reductants) for the end of the course when I generally address these.
The reaction chemistry of aqueous copper(II) ions with ammonia is commonly used in both general chemistry and inorganic chemistry texts to illustrate the equilibria of complex ions in solution. Although the system initially seems simple, further analysis of the chemical species involved shows that it is in fact quite complicated. First of all, ammonia is a weak base and its basic equilibrium reaction must be taken into account. Second, although the aquated copper(II) ion is the most prevalent ion in solution before ammonia is added, this species is itself a weak acid. Third, a series of
This is an assignment designed to help students begin to reflect on professional ethics of scientific practice. I have used this in a freshman and a senior seminar after 2-3 days of discussion of what professional ethics is and how one goes about choosing a course of action in an ethical dilemma. I use:
This is G. N.
Students are sent to find (and take pictures) of items in various point groups around campus. Generally, I give them a list of possible offices (though they are free to go to other places) and point groups (some hard) and the following ground rules:
In this activity, students self-organize according to periodic trends. I print out the attached cards onto card stock (each page will contain two) and hand them out to the students (one to each). Generally, we go outside and I shout out periodic trends (i.e. size, polarizability, ionization energy, Zeff etc.) and the students run to get in line in the correct order. I have a bell which I ding if correct, and a buzzer that I sound if incorrect. If incorrect, they have to try again.