My Notes
Categories
This literature discussion was developed for a Course-Based Undergraduate Research Experience (C.U.R.E.) course in which students will be examining the transmetalation of Fe-X (X = Cl, Br or I) using gold(I) compounds. This communication (Organometallics 2011, 30, 3457 - https://dx.doi.org/10.1021/om200360q) serves as the basis for the future studies. Our C.U.R.E. course has a prerequisite of one semester of Organic Chemistry. While some of the students in the class have taken one semester of Inorganic Chemistry, it is not required. Based on the student population, this literature discussion builds up the general principles of the Covalent Bond Classification system and leads the students to the metal valence in Cp(CO)2FeX and (PPh3)AuR compounds. This includes foundational ideas about the bonding of Cp and CO ligands. The LO then shifts to an examination of the NMR data for some of the compounds in the paper, followed by a brief mention of the IR of carbonyls. Finally, students are asked to interpret some of the results presented in the paper. This LO purposely excludes the transmetalation of the ruthenium compounds presented in the paper since the students will not be examining that in this C.U.R.E. although it could certainly be a logical extension in the future.
| Attachment | Size |
|---|---|
| Questions for students | 28.42 KB |
| Questions for students | 353.71 KB |
Students will
- Be able to differentiate between L and X ligands
- Derive the valence of a metal in a compound based on the number of L and X ligands
- Interpret multinuclear NMR data
- Explain transmetalation
Students were given the paper and the questions prior to class and then we talked through the questions in class.
Evaluation
Overall we had a robust discussion in class. In general it seemed like the students had a pretty good idea of what was going on with the paper. There was some interesting discussion about the proper Lewis structure of CO. Two of the eleven students in the class were taking my advanced class so they were very familiar with the structure of CO. Of the remaining nine students, there were three that drew the correct structure with a triple bond. The remaining six drew the structure with a double bond and one lone pair on carbon and two on oxygen. When questioned they used electronegativity as their reasoning. A few of them had also considered the triple bond structure, but disliked the positive formal charge on oxygen.