There are three ways to modulate the redox potential of a metalloenzyme:  Changing ligands, changing geometry, and changing solvent. When I introduce this topic in Bioinorganic, I try to give my students concrete examples of each.  I love this one because it applies what they learned in Gen Chem about the Nernst Equation to a biological problem.  Granted, I don't use a metalloenzyme as my example, but I do pull the biological chemistry into it at the end, by referrring to the cytochrome oxidase/O₂ couple.  

This collaboratively developed inorganic chemistry-based ethics case study has been designed for use with general science students (not necessarily chemistry or inorganic chemistry students).  It could be used as part of a research ethics training program for undergraduates or as a stand-alone research group meeting on ethics or class assignment on data integrity. In this particular case study two data points are suspected of being in error because of a student mistake in labeling samples.

In Haverford College's course Chem 111:Structure and Bonding, we have included a workshop exercise that guides students through their first experience using electronic structure calculations.  We use the WebMO interface along with Gaussian03, but the exercise could be adapted for other electronic structure programs. The general structure of the exercise is as follows:

Students in the courses I teach (primarily general chemistry) have struggled with understanding the three representations of matter: macroscopic, particle, and symbolic. This is particularly evident when these representations extend into reactions. Additionally, students struggle with understanding basic concepts of aqueous solutions and, by extension, reactions in aqueous solution. This activity is designed to help the students recognize different types of representations and then generate these for simple systems.