At this website, you will find a link to the syllabus and all lecture videos for a "flipped" version of an Advanced Inorganic Chemistry Course taught at Saint Mary's College (Notre Dame, IN). I used Shiver & Atkins for this course, and the format is based off of Dr. Franz's course at Duke. If anyone is interested in the problem sets, I will be happy to share, although much of the material I used is from VIPEr.
A set of questions to intersperse in lectures OR to use as a means of student guided learning of nomenclature.
This is the procedure for a Fe(III) catalyzed synthesis of aspirin, an alternative to the traditionally sulfuric acid catalyzed synthesis of aspirin. The prep compares and contrasts the Bronsted acid catalyzed esterification reaction with a Lewis acid iron (III) catalyzed pathway. This can be used in different courses at different levels, but is it written for a general/intro level chemistry course.
In this activity, students will use gummies and toothpicks to construct models of molecules that will then be analyzed for their symmetry elements, and ultimately placed into the correct point group and the models can then be consumed.
In the 2013 Inorganic Curriculum Survey, respondents were asked about the resources they used when they teach inorganic chemistry. About 20% of respondents selected "other" and provided information about these resources. A number of people mentioned specific websites. This collection consists of the websites submitted in the survey.
A series of JAVA applets of Tanbe-Sugano diagrams were developed by Prof. Robert Lancashire at the University of the West Indies. These diagrams allow students to determine deltao/B values based on ratios of peak energies without the pain of rulers and drawing lines. There are also features that allow a person to input values and automatically calculate certain parameters. You can also quickly find values of delta_o and B for certain complexes via a drop-down menu on some of the pages (e.g. Cr3+ complexes).
It is the classic game of telephone (or whatever local varient name you might use). Put a bunch of people in a line. Start by whispering something to the first person and then have them whisper it to the next. This process continues until the last person states out loud what they heard. Usually the starting and ending statements are quite different. When students are reading a paper, it is fairly likely that they feel anything the paper they are reading says about a reference is correct.
This in-class group activity provides several examples of varying difficulty for students to assign MLXZ classifications and electron counts to organometallic complexes. Though some of the problems are straightforward, some are really ambiguous, and the intent is for student groups to grapple with the issues raised by each one and present their findings to the class to spark further discussion.
Students are asked to find a coordination complex in the recent literature and analyze its structure. This homework or in-class activity is a great way for the instructor to crowd source the discovery of interesting new complexes to use as material in future exams.