This 5 slides about outlines the basics of lanthanide photophysics as a primer for those new to the topic. These properties are very unique and actually very useful, which is a topic for another time. The intricacies of what causes the Ln luminescence, its strengths and drawbacks are discussed along with how these drawbacks are addressed in molecular complexes. Notes for the instructor are included that explain each slide.
In this literature discussion, students read an Inorganic Chemistry paper (doi: 10.1021/ic503062w) about diarylamido-based PNZ pincer ligands and their Ni, Pd, and Rh complexes. Specifically, this paper uses IR and E1/2 potentials to demonstrate that the redox events occur not on the metal center but on the pincer ligands.
This is a powerpoint presentation that was developed for and used at the 2016 VIPEr workshop on Organometallic chemistry at the University of Michigan. Organometallic chemistry is a broad field, and we have divided ourselves into different classes based on what we study. For example, the reactivity of the third row metals is often quite different from that of the fourth/fifth rows. Early (high oxidation state with anionic ligands typically) and Late (low oxidation state with neutral ligands typically) metal complexes have different properties and d electron counts.
This activity introduces students to fundamental types of organometallic reactions, and directs them to examine how each of these reactions affects the total electron count for the organometallic complex and the oxidation state of the central metal. Students are then directed to use these reactions to build a sequence of steps for a catalytic cycle.
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.
In the humanities it is common practice to read a piece of literature and discuss it. This is also practiced in science and is the purpose of this exercise. Each student is assigned a communication from the current literature (inorganic, JACS, organometallics, J. Phys.
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.
Chapter 2 from George Stanley's organometallics course, Lewis Base ligands
this chapter covers halides, oxygen and nitrogen donor ligands
The powerpoint slides contain answers to some of the in-class exercises, so those are behind the "faculty only" wall. I share 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 is an LO for the collection of organometallics LOs by George Stanley. Adam Johnson is curating the material that was written by George.
For many years, George hosted his organometallics lecture notes, powerpoint slides, and handouts, on his personal website at LSU. He always wanted that material available to the public. Recently, they moved to a CMS and that material is no longer available. Adam is working with George to get the 2016-2017 version of his materials up on VIPEr for everyone to use.
The lecture notes are freely available to all.
chapter 1 of George Stanley's Organometallics course: Introduction, Orbitals, Electron counting
This chapter is an overview of the field, with an emphasis on electron counting
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.