This literature discussion focuses on a J. Am. Chem. Soc. communication that describes a series of Pt complexes that exhibit competitive reductive elimination reactions to form either an sp2-sp3 bond or an sp3-sp3 bond. One of the complexes also contains a C-C agostic interaction with the metal. The questions are written to be addressed by students in a foundation-level inorganic course.
This Learning Object is dedicated to Prof. Williams as part of the VIPEr LGBTQIAN+ LO collection created in celebration of Pride Month (June) 2022. A profile of Prof. Williams from the April 8, 2022 Chemical & Engineering News Out and Proud article can be found at https://cen.acs.org/careers/diversity/LGBTQ-diversity-Trailblazers-2022/100/i12.
I chose to write an LO on Prof. William's work as a tribute to her many impactful contributions to organometallic chemistry, her incredible support of the IONiC VIPEr community, and her invaluable friendship. Meeting Prof. Williams at the Organometallic Gordon conference in 2011 is one of the key reasons I first became involved with IONiC. More than 10 years later, I am still constantly learning from her on topics chemistry-related and outside of chemistry (such as Dutch Naval history)!
Through completing this literature discussion, students will be able to:
- define an agostic interaction
- explain the reason for citing particular references in the article
- apply the covalent bond classification method (CBC) to classify ligands and determine properties of metal complexes such as valence number/oxidation state, ligand bond number, number of d electrons, and total valence electron count
- apply foundational concepts in inorganic chemistry (geometry, symmetry, Crystal Field Theory)
- explain the use of NMR in the characterization of the Pt complexes discussed
- distinguish between possible mechanisms for a transformation using experimental data
This LO has yet to be implemented. One possible mode of implementation is to have students read the communication outside of class and complete the guiding questions. Then a small group or all-class discussion could be conducted based on these responses.
Alternatively students could read the communication outside of class and then answer the guiding questions together in a small group before coming together for a all-class discussion.
Instructors could collect the guided questions, either from individual students or from small groups of students, for evaluation.
No evaluation results yet.