For years, I spent 2-3 days a semester working through Tanabe-Sugano diagrams, their development from terms, their evolution from Orgel diagrams, their analysis to give transition energies (the old ruler- trial and error analysis) and nephalauxetic parameters. Recently, colleagues in VIPEr convinced me that my time in class could be better spent, but I am not willing to completely give up on Tanabe-Sugano.
This is an in class activity to introduce the topic of multinuclear NMR, which is not covered (beyond 13C) in our sophomore level organic course. It is designed to walk the students through the process of predicting NMR spectra, as they learned in sophomore organic chemistry, but for a different I=1/2 nucleus, in this case 19F, which is I=1/2 and 100% abundant.
For the past four years, I have required my inorganic students to write short 3-page formal lab reports in the form of communication to the Journal of the American Chemical Society. This exercise has relieved some of the stress on my students who are writing reports of other science classes and simplified my grading. Using Jeffrey Kovac's Writing Across the Chemistry Curriculum: An Instructor's Handbook as a starting point, I have developed a rubric to provide qualitative feedback to the stu
The attached lecture provides a brief overview to computational methods and introduces their application to inorganic systems. Two specific literature examples are included. I have given this lecture in a senior level advanced inorganic chemistry class for the past 3 years.
This set of experiments provides an introduction to simple inorganic synthesis and qualitative analysis of inorganic pigments. I have taught this series of experiments in my first semester junior level inorganic class for the past 5 years. In part 1, students synthesize five inorganic pigments. Part 2 involves identifying an unknown inorganic white pigment by chemical and physical tests. These
This appears to be an excellent introductory text for bioinorganic chemistry. The authors assume no previous biochemistry knowledge and only a cursory understanding of concepts in inorganic chemistry is required. Any student who has completed general chemistry should find most of the book readily accessible.
This is an In class exercise on the subject of Ligand Field theory. It reviews nomenclature and introduces ideas of ligand field splitting and spin in transition metal complexes. It includes both a worksheet for classroom use, a worksheet key which includes some information not on the student worksheet .
This is a lab experiment designed to cover an array of techniques, including metal complex synthesis, spectroscopy and electrochemistry. Overall, the goal is to synthesize the metal complex Ru(bpy)32+, exchange the counter ion to demonstrate changes in solubility, absorbance and emission properties (including excited state quenching through energy and electron transfer, and ground state oxidation), as well as cyclic voltammetry of the complex.