Chapter 7 from George Stanley's organometallics course, Alkenes and Alkynes
this chapter covers bonding and structure of metal pi-bonds, some descriptive chemistry, and their NMR spectroscopy.
The powerpoint slides contain answers to some of the in-class exercises, so those are behind the "faculty only" wall. I shares these with students after the class, but not before.
Chapter 6 from George Stanley's organometallics course, Alkyls
this chapter covers bonding and structure of metal alkyls, some descriptive chemistry, and their NMR spectroscopy.
The powerpoint slides contain answers to some of the in-class exercises, so those are behind the "faculty only" wall. I shares these with students after the class, but not before.
everyone is more than welcome to edit the materials to suit their own uses, and I would appreciate being notified of any mistakes that are found.
Chapter 5 from George Stanley's organometallics course, Hydrides
this chapter covers bonding and structure of metal phosphines, some descriptive chemistry, and their NMR spectroscopy.
The powerpoint slides contain answers to some of the in-class exercises, so those are behind the "faculty only" wall. I shares these with students after the class, but not before.
everyone is more than welcome to edit the materials to suit their own uses, and I would appreciate being notified of any mistakes that are found.
Chapter 4 from George Stanley's organometallics course, Phosphines
this chapter covers bonding and structure of metal phosphines, some descriptive chemistry, and their NMR spectroscopy.
The powerpoint slides contain answers to some of the in-class exercises, so those are behind the "faculty only" wall. I shares these with students after the class, but not before.
everyone is more than welcome to edit the materials to suit their own uses, and I would appreciate being notified of any mistakes that are found.
Chapter 3 from George Stanley's organometallics course, Carbonyls
this chapter covers bonding and structure of metal carbonyls, some descriptive chemistry, and their IR spectroscopy.
The powerpoint slides contain answers to some of the in-class exercises, so those are behind the "faculty only" wall. I shares these with students after the class, but not before.
everyone is more than welcome to edit the materials to suit their own uses, and I would appreciate being notified of any mistakes that are found.
This activity guides students into building a Molecular Orbital diagram, which focuses on metal-centered orbitals of mostly d character, for a square pyramidal complex that includes different types of ligands. Students are then asked to "fill" the resulting orbitals with metal d electrons, and examine the stability of the complex.
Electron counting exercise motivated by a recent paper (J. Am. Chem.
The Committee on Professional Training (CPT) has restructured accreditation of Chemistry-related degrees, removing the old model of one year each of General, Analytical, Organic, and Physical Chemistry plus other relevant advanced classes as designed by the individual department. The new model (2008) requires one semester each in the five Foundation areas: Analytical, Inorganic, Organic, Biochemistry and Physical Chemistry, leaving General Chemistry as an option, with the development of advanced classes up to the individual departments.
This in-class worksheet introduces students to the different ways we describe organometallic ligands – bonding, properties, spectroscopy, etc. – using carbon monoxide as an example. It is structured as an inquiry-based activity, where students work together in small groups but check in with the entire class at appropriate intervals. I plan to use this activity with my advanced inorganic students next year.
In this in-class activity, students will determine the formal oxidation state of transition metal complexes by performing bonding type analysis of ligand−metal bonds. This in-class project is intended for those with little background in inorganic chemistry and aims to provide simple methods to calculate the formal charge of transition metals through bond-type analysis. While there are more sophisticated models already available to assign transition metal oxidation states, such as the LXZ (CBC) model, this exercise is intended for students who are coordination chemistry novices.