Electron counting exercise motivated by a recent paper (J. Am. Chem.
This is a question based approach for a discovery activity about cyclic voltammetry. The slider bar on a movie can used to control a variable and the displayed graph is updated to show the results. (You could also just play the movie to get an idea of what changes.)
The questions to be answered are
What is the shape of a cyclic voltammogram?
How are cyclic voltammograms affected by E0?
How are cyclic voltammograms affected by concentration?
How are redox equilibria affected by scan rate?
What if there are two reductions?
This experiment explores isotopic substitution as a method to identify stretching frequencies and linking experimentally determined parameters with theoretical predictions utilizing a simple harmonic oscillator obeying Hooke’s law.
This learning object is aimed at getting students to think critically about the data they collect in lab as they collect the data similar to how chemists typically conduct research. They will be given a pre-lab video and a procedure prior to lab, conduct the experiment, and then upload their data to an Excel spreadsheet. Students will then stay in their group to discuss the questions given to them on the worksheet in class with the instructor, and are allowed to continue working on them as a group up until the due date.
This assignment is intended to help students develop basic literature reading comprehension skills as well as connect the course content to relevant primary literature. Additionally the activity is coupled to short presentations that develop communication skills.
This is a worksheet for students to complete in class to practice nomenclature of coordination compounds. It may alternatively be assigned as homework after a lesson on nomenclature. Includes examples of Ewing-Bassett system as well as Stock system.
Students are asked to choose a type of reaction from a set list (included), determine appropriate starting materials and the resulting product and present the reaction as though they accomplished it in the laboratory setting (5 min oral presentation with a 1 page paper). I asked the students to perform both a rough draft presentation (to me) and final draft presentation (to all students in laboratory).
This worksheet was designed to give students an introduction to organic chemistry nomenclature with a more active experience than listening to a faculty member present all the rules for how to name alkanes and cycloalkanes. The pedagogical approach is one introduced to me by Dr. Melonie Teichert; we refer to it as ICC (Inventing through Contrasting Cases). The theoretical framework involves the premise that students will learn and retain more of the learning if they're not simply told the "answer" but if they attempt to generate an answer for themselves based upon a data set.
Although I’m a solid state chemist, I still find it difficult to teach the visualization of solid state structures. I’m interested in any tool that helps my students visualize solids. My experience is that the more representations students can master, the more likely they are to find one that helps them understand solid state structures.
I’ve used many tools. These include
We do not cover extended solids (solid state materials) in our general chemistry program. With the exception of students who have taken a course in materials science, Inorganic Chemistry I is the first time our students have encountered solid state structure. Although they have built some visualization skills by working with molecules and symmetry, they do not have robust 3D visualization abilities and have trouble using the language of solid state chemistry (unit cells, packing, filling holes, coordination number, etc…) in the context of structure.