This communication describes the first example of a discrete tetrahedral tellurate ion, analogous to sulfate and selenate. This assignment was used as an introduction to the inorganic literature early in the semester. Pre-discussion questions were adapted from the "How to Read an Inorganic Paper" learning object by Hilary Eppley. In class discussion focused on communications vs. full papers, the essentials of X-ray crystallographic information, multinuclear NMR, and the periodic trends discussed in this paper.
A key for this Discussion handout was written John DiMeglio, University of Michigan, James Dunne, Central College, Amanda Grass, Wayne State University, Vince Hradil, Concordia University Chicago, Pavithra H. A. Kankanamalage, Wayne State University, Jocelyn Pineda Lanorio, Illinois College, Cassie Lilly, Meredith College, Sarah Shaner, Southeast Missouri State, Sunshine Silver, North Park University, Douglas Vander Griend, Calvin College, Andrea Wallace, College of Coastal Georgia, Meng Zhou, Lawrence Technological University as part of the 2018 VIPEr Summer Workshop in Dearborn, MI.
A successful student will be able to:
- Identify the key aspects of a primary publication including significance, synthetic methods, and product characterization. (Qs 1, 3, 4, 5)
- Identify experimental protocols and reaction conditions. (Q 5)
- Predict/infer the product(s) and by-products of a chemical reaction. (Q 3)
- Predict the product(s) and by-products of a chemical reaction. (Q 3 and 4)
Several days before the conference (discussion section) met, students were provided a link to the paper and given the pre-discussion questions to answer before coming to class. The class discussion lasted for 50 minutes, serving as an introduction to the section in the syllabus on molecular structure (main group chemistry), symmetry, and multinuclear NMR. In addition to the discussion questions (Word doc), I have also attached a zipped Crystal Maker input file to show students the structure. A free demo version of the software is available to download.
Students should bring the handout to class, having read the paper, and having attempted to answer all the questions. These handouts should be corrected and expanded through in class discussion.