This is a Challenge for the beginning of an Inorganic class, to remind students of the basics of Aufbau, etc. Inorganic Challenges are exercises designed to be solved by a small group of students. Some Challenges practice a problem-solving algorithm, some reinforce important concepts, and some involve creativity or games. You can pick and choose Challenges from our Web site to increase active learning in your classroom, and we ask that you contribute creative Challenges of your own to give a head start to teachers at other colleges and universities!
This Challenge trains student to find inconsistencies in a molecular-orbital diagram. Inorganic Challenges are exercises designed to be solved by a small group of students. Some Challenges practice a problem-solving algorithm, some reinforce important concepts, and some involve creativity or games. You can pick and choose Challenges from our Web site to increase active learning in your classroom, and we ask that you contribute creative Challenges of your own to give a head start to teachers at other colleges and universities!
This Challenge practices both VB and MO models, and can be used to show the superiority of MO models for explaining simple molecules like O2 and CH4. It also demonstrates how scientists make rational choices between theories. Inorganic Challenges are exercises designed to be solved by a small group of students. Some Challenges practice a problem-solving algorithm, some reinforce important concepts, and some involve creativity or games.
This is a game that gets students interested in point group symmetry, and helps them to see the symmetry in everyday objects. It is a competition in which the groups try to bring in the hardest object to assign. Inorganic Challenges are exercises designed to be solved by a small group of students. Some Challenges practice a problem-solving algorithm, some reinforce important concepts, and some involve creativity or games.
This is an Inorganic Challenge that gives students an opportunity to practice the algorithm for difficult Lewis structures, and using good problem-solving technique. Inorganic Challenges are exercises designed to be solved by a small group of students. Some Challenges practice a problem-solving algorithm, some reinforce important concepts, and some involve creativity or games.
Some interactive Jmol models of some common crystal systems and some geological systems.
This experiment is a computational supplement to Part B of the tin chemistry described in "Synthesis and Technique in Inorganic Chemistry" (Exp 7; see below for the complete citation).* Students will optimize and compute IR spectra for the cis and trans and corresponding linkage isomers of tetrachlorbis(dimethylsulfoxide) tin(IV). A comparison of experimental (IR spectra) and computational data (enthalpies of formation; IR spectra) will aid them in determining the most likely product of this simple synthesis and in identifying the S-O vibrations in their experimental spectrum.
This is a computational/molecular modeling supplement to the synthesis of [1,3,5-C6H3(CH3)3]MoCO3 included in the third edition of "Synthesis and Technique in Inorganic Chemistry" (see full citation below)*. Students optimize the model and compute an infrared spectrum and compare it to their experimental (solution) spectrum.
*G. S. Giorlami, T. B. Rauchfuss, R. J. Angelici “Synthesis and Technique in Inorganic Chemistry: A Laboratory Manual”, Third Edition