This is how I always end my organometallics unit in my advanced inorganic chemistry class. The students have already learned electron counting, the major reaction types (oxidative addition (OA), reductive elimination (RE), 1,1- and 1,2-insertion, β-hydrogen elimination, and [2+2] cycloadditions), and have gone through naming elementary steps in class for some classic catalytic cycles (hydrogenation with Wilkinson's catalyst and the Monsanto acetic acid process).
This activity uses Gaussian with the WebMO interface to investigate the role of the metal in backbonding to CO as well as effects of the trans ligands. It can also be used as a way of introducing computational chemistry in an inorganic course.
House (Inorganic chemistry): The book is divided into 5 parts: first, an introductory section on atomic structure, symmetry, and bonding; second, ionic bonding and solids; third, acids, bases and nonaqueous solvents; fourth, descriptive chemistry; and fifth, coordination chemistry. The first three sections are short, 2-4 chapters each, while the descriptive section (five chapters) and coordination chemistry section (seven chapters covering ligand field theory, spectroscopy, synthesis and reaction chemistry, organometallics, and bioinorganic chemistry.) are longer. Each chapter includes
This paper is a meaty communication that covers novel bonding of 4 e- π-donors to a 14-electron species. Requires students to apply their knowledge of electron counting and organometallic bonding to ligands that are acting in novel ways. This also includes exercises dealing with chemical information and general questions that require students to put the science in context.
This consists of two parts (and a solution, which is linked below under "Related Resources", but for which you will need a faculty privileges): a primer for students (best if handed out prior to class so that students can read it beforehand, or delivered in pre-lecture format) and a worksheet. The worksheet is designed to be done in small groups with assistance from an instructor. In very large classes, in which the instructor cannot circle amongst the groups, the instructor can work through each example after the groups have a few minutes to work the problem on their own.