Professors Kari Stone and Dan Kissel fro Lewis University describe the transition to a remote general chemistry course through a flipped curriculum using mastery-based grading. In particular, the development and implementation of a element project is discussed as part of the 17th SLiThEr (Supporting Learning with Interactive Teaching: a Hosted, Engaging Roundtable) on 3/4/2021
A collection of all of the IONiC VIPEr NanoCHAts. These are short discussion on a teaching topic by 4-5 faculty members from different institutions. Each of these events is recorded and posted to the IONiC VIPEr YouTube Channel.
This LO consists of some web resources for discussing chemophilately, the study of chemistry through postage stamps.
This LO is part of a special VIPEr collection honoring the 2021 ACS National Award recipients in the field of inorganic chemistry. Daniel Rabinovich was the recipient of the ACS Award for Research at an Undergraduate Institution for a career involving outstanding supervision and mentorship of undergraduate chemical professionals in synthetic inorganic chemistry
I have never enjoyed teaching nomenclature, but it is certainly important for students to know what is meant when they see a name out there in the wild. I use Gary's excellent in-class activity (linked below) and then follow up with these slides to cement the knowledge in the last 10-20 minutes of class. The first content slide is a list of nomenclature rules from IUPAC but I normally fill in a list of class-generated rules on the title slide before moving to the truth... our in-class rules are often quite close to the published rules.
This is the 4th in the series of SLiThErs (Supporting Learning with Interactive Teaching: a Hosted, Engaging Roundtable). This was presented by Dr. Caroline Saouma on how flipping her inorganic chemistry course helped diversity and inclusivity. This ties in very well with SLiThEr #3, which was on flipped classrooms as well (https://www.ionicviper.org/web-resources-and-apps/slither-3-flipping-yo…).
In this experiment, Students synthesize a Schiff Base and the corresponding aluminum complex to measure fluorescence. The lab provides exposure to air-free synthetic techniques, including the use of Schlenk Line techniques and safe handling of sure-seal bottles. Following data collection, students will be able to explain fluorescence spectroscopy and compare it to absorbance spectroscopy.
I created this activity as a way to get the class involved in creating new, fun ways to teach course concepts (selfishly- that part is for me) and for students to review concepts prior to the final exam (for them). Students use a template to create a 15-20 min activity that can be used in groups during class to teach a concept we have learned during the semester. We then randomly assign the activities and students work in groups to complete them and provide feedback.
The benefits are twofold:
This is the classic Chromatography of Ferrocene Derivatives experiment from "Synthesis and Technique in Inorganic Chemistry" 3rd Ed. (1986 pp 157-168) by R. J. Angelici.
Foundations: Atomic Structure; Molecular Structure; the Structures of Solids; Group Theory
The Elements and their Compounds: Main Group elements; d-Block Elements; f-Block Elements
Physical Techniques in Inorganic Chemistry: Diffraction Methods; Other Methods
Frontiers: Defects and Ion Transport; Metal Oxides, Nitrides and Fluorides; Chalcogenides, Intercalation Compounds and Metal-rich Phases; Framework Structures; Hydrides and Hydrogen-storage Materials; Semiconductor Chemistry; Molecular Materials and Fullerides.
Theoretical and descriptive inorganic/bioinorganic chemistry. Examines molecular structure and other properties of crystals, coordination compounds, and organometallic compounds. Topics include the roles of metal complexes as acids and bases, in oxidation-reduction reactions, and in biochemical systems. Laboratory in which main group and transition metal compounds are synthesized and studied. This course counts towards the Writing Across the Curriculum requirement.