'Sophomore' symmetry: Computational analysis

Submitted by Chip Nataro / Lafayette College on Tue, 03/25/2014 - 17:34
Description

Having been inspired by a number of wonderful LOs, I introduced group theory in my 'sophomore' inorganic class this spring. In addition to learning to determine the point group of a molecule, students were taught how to construct a qualitative MO diagram though the use of LGOs. While this course can be taken with or without the laboratory component, it seemed only natural to include a lab on this material. A previous lab had introduced the students to computational methods for geometry optimization.

Viewing Jmol Images and Animations (currently blocked) that call a Jmol Applet

Submitted by Marion Cass / Carleton College on Thu, 03/13/2014 - 22:31
Description

 

    Every day when I teach Inorganic Chemistry (and in most of my problem sets and take home exams) I create Web pages to show 3D images of selected molecules to my students.  I am a visual learner and I find the structures beautiful and informative.

    In the past few months, you likely have found that web sites scripted with Jmol scripts calling a Jmol applet (which is a Java applet) are blocked. 

Water Oxidation Catalyzed by NHC Complexes of Iridium

Submitted by Peter M Graham / Saint Joseph's University on Wed, 02/19/2014 - 12:08
Description

A literature discussion based on an interesting paper from Bernhard and Albrecht about a catalytic water oxidation promoted by irdium complexes featuring abnormal/mesoionic NHC ligands.

I used this in an upper-level Organometallics course after discussing NHC ligands in class.

 

Student choice literature-based take home exam question

Submitted by Hilary Eppley / DePauw University on Fri, 01/24/2014 - 15:27
Description

During my junior/senior level inorganic course, we did several guided literature discussions over the course of the semester where the students read papers and answered a series of questions based on them (some from this site!).  As part of my take home final exam, I gave the students an open choice literature analysis question where they had the chance to integrate topics from the semester into their interpretation of a recent paper of their own choice from Inorganic Chemistry, this time with limited guidance.

Understanding Hypervalency Activity

Submitted by Gerard Rowe / University of South Carolina Aiken on Mon, 11/04/2013 - 10:38
Description

This activity is meant to teach students an MO theory interpretation of hypervalency that goes beyond the simple (and somewhat unsatisfying) explanation that atoms that are in the third row and below use d-orbitals for bonding in addition to s- and p-orbitals. Specifically, students will be learning how to construct MO diagrams for multicenter bonding schemes (i.e., 3c4e).  

The Iron that Keeps and Kills Us

Submitted by Katherine Franz / Duke University, Department of Chemistry on Mon, 09/16/2013 - 14:10
Description

This in-class activity requires that the students read an article in The Atlantic about an interesting (and modern) case of the plague.  The article provides a great platform to showcase the Inorganic side of broad societal themes like evolutionary biology, environmental and hereditary influences on disease, and the collaboration between biology, medicine, and history.  The article itself contains little chemistry, but can be used to guide students into learning about iron in bioinorganic chemistry.

 

Accompanying article found here:

m&m Language

Submitted by Shirley Lin / United States Naval Academy on Fri, 09/13/2013 - 08:52
Description

This in-class activity is intended to help visualize the meaning of the subscripts and coefficients in molecular formulas that appear in balanced chemical equations. It has been my experience that students in 2nd semester general chemistry can sometimes still be confused about this fundamental aspect of chemical language. It substitutes edible candy for the atoms in a molecular model kit, thus allowing students to eat the atoms at the end. (My philosophy is that if students are eating, they're probably awake and could be learning!)

Synthesis and Migratory-Insertion Reactivity of CpMo(CO)3(CH3): Small-Scale Organometallic Preparations Utilizing Modern Glove-Box Techniques

Submitted by Matt Whited / Carleton College on Mon, 08/26/2013 - 14:22
Description

This laboratory experiment spans three weeks and introduces advanced undergraduates to modern small-scale synthesis techniques involving an inert-atmosphere glove box.  The robust syntheses transform [CpMo(CO3]2 into the methylated CpMo(CO)3(CH3) and examine the phosphine-induced migratory insertion to form various Cp-supported Mo(II) acetyl complexes.  At each step in the synthesis, a combination of IR and multinuclear (1H, 13C, and 31P) NMR spectroscopies allow students to assess the purity of their products and

Molecular Structure - The Curious Case of Iron Tetracarbonyl

Submitted by Zachary Tonzetich / University of Texas at San Antonio on Thu, 06/27/2013 - 12:16
Description

This in-class activity traces the many contributions leading to the correct assignment for the solid-state structure of triiron dodecacarbonyl, [Fe3(CO)12],  with the aim of reinforcing ideas about IR spectroscopy and group theory. I give this activity to my advanced inorganic chemistry class (graduate students and senior undergrads). The activity is loosely based on the paper: Desiderato, R., Jr.; Dobson, G. R. J. Chem. Educ. 1982, 59, 752-756 and incorporates questions about symmetry and group theory for metal carbonyls.

Literature summary through student presentation - free choice of topic.

Submitted by Cameron Gren / University of North Alabama on Wed, 06/26/2013 - 07:59
Description

(1) Student choses and reads a journal article of his/her choice that is related to a topic we have discussed during the semester. (i.e. atomic structure, MO theory, group theory, solid state structure, band theory, coordination chemistry, organometallics, catalysis). Suggested journals include, but are not limited to JACS, Inorg. Chem., Organometallics, Angew. Chem., JOMC, Chem. Comm.)

(2) Student answers the following questions regarding their chosen article:

    (a) Describe, in 1 or 2 sentences the goal of this work. 

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