I did not assess this piece, except by participation in the discussion
I asked my students to write an open ended essay to answer the question (asked in that first day exercise): What is Inorganic Chemistry.
Interestingly, 2 of my 15 students drew a version of this Venn Diagram to accompany their essays.
This Learning Object came to being sort of (In-)organically on the first day of my sophomore level intro to inorganic course. As I always do, I started the course with the IC Top 10 First Day Activity. (https://www.ionicviper.org/classactivity/ic-top-10-first-day-activity). One of the pieces of that In class activity asks students- novices at Inorganic Chemistry- to sort the articles from the Most Read Articles from Inorganic Chemistry into bins of the various subdisciplines of Inorganic Chemistry. As the discussion unfolded, I just sort of started spontaneously drawing a Venn Diagram on the board.
I think Venn diagrams are an excellent logic tool, one that is too little applied these days for anything other than internet memes. This is a nice little add-on activity to the first day.
Your Venn diagram will likely look different from mine. You're right.
The successful student should be able to:
- identify the various sub-disciplines of inorganic chemistry.
- apply the rules of logic diagrams to construct overlapping fields of an Venn diagram.
colored chalk may be handy but not required.
I used this activity in conjuction with a first day activity LO (also published on VIPEr).
I shared a clean copy (this one) with the students after the class where we discussed this.
What is a foundations inorganic course? Here is a great description
This is a basic introduction to Enemark-Feltham that can be used in conjunction with any literature that has Iron nitrosyls in it. I made this as a follow up to the work that came ouf of the 2018 VIPEr workshop in UM-Dearborn.
A student will be able to detemine the Enemark-Feltham label for a simple iron nitrosyl
A student will be able to describe bonding differences between NO+, NO, and NO- ligands.
I haven't used this yet, but It can be a quick lecture module or online module to help students understand Enemark-Feltham before analyzing a paper on iron nitrosyls.
The Interactive Syllabus is a web-based survey delivery of syllabus content to your students prior to the first day of classes. The web link below explains many of the features and advantages, but in my opinion some of the best benefits are (1) students actually engage with the content on the syllabus in meaningful ways, (2) it saves class time on the first day, and (3) can encourage students to share questions/concerns they may not have been as eager to share in person.
The survey is built on the qualtrics platform, but could be adapted for other programs.
I implemented the approach in my General Chemistry I course this fall, and will likely adapt for all future courses. I based my survey on the one that can be obtained at the website, but did make modifications. I have uploaded a pdf of my version of the survey, and would be happy to share the Qualtric Survey File to anyone interested (it is not an allowed file type so cannot be posted here).
I sent an email to students on Friday before classes began Monday morning containing a PDF of the syllabus and the link to the survey. I did not assign any points for completion of the survey - just asked them to do so before 8 pm on Sunday (so I would have time to review their answers). I sent a reminder email mid-day on Sunday. I had around an 85% response rate. I estimate it takes around 15 - 20 minutes for a student to work through. It took around 2 hours for me to adapt the survey to my own preferences based on my syllabus.
I reviewed student answers to this assignment and evaluated their contributions to the discussion that took place. I also tried to keep track of how much they used information obtained from this site during their literature presentations.
This assignment is quite straightforward and the 6 of 8 students who completed the assignment had little trouble coming up with correct answers for all of the questions.
At the end of the semester, each student had to give two presentations on bioinorganic topics. They were expected to discuss the metal coordination environment and how "normal" it was, as well as the possibility of substituting another metal into the coordination sphere. One student used information from the MetalPDB in both of her presentations, three students used information in one of their presentations, and four students did not include information from the site in either presentation.
When teaching my advanced bioinorganic chemistry course, I extensively incorporate structures from Protein Data Bank in both my assignments and classroom discussions and mini-lectures. I also have students access structures both in and out of class as they complete assignments.
I expect my students to use this site to obtain information for their assignments and presentations. This activity is a self-paced introduction to the site that my students complete outside of class. This activity has students use the site to obtain information about metal coordination environments, the common geometries adopted by metals in biological environments, and the common ligands that are used to bind metals.
After completing this exercise, students should be able to:
access the MetalPDB site,
obtain statistics pertaining to the number of metal-containing structures in the PDB,
determine the most common geometry observed for a particular metal in a biological structure,
identify the most common ligands attached to the metal when bound in a biological macromolecule, and
find information such as the function of, the coordination geometry of, and the coordinated ligands bound to a metal ion in a specific structure from the PDB.
I used the MetalPDB site for the first time in my Bioinorganic Chemistry course during the Spring 2018 semester. I routinely use the PDB to access structures of metal-containing biological macromolecules in both my advanced and foundation-level courses, but it can be very hard to find structures wth specific metals. I used this site to find structures that I could use as examples in class.
I also have students use the site to get background information about metal geometry and common ligands for their assignments and presentations. I ask them to complete this activity outside of class. I usually distribute this as a Google Doc to my students (through Google Classroom) so that I have access to all of their responses.
For several of the questions/groups of questions, I assign individual members of the class specific geometries (question #5), metals (questions #6-9), or PDB structures (questions #11-13) and we pool their answers in class. We then spend about 30-45 minutes in class discussing the results and search for commonalities and connections to other structures that we have already discussed in class.
Evaluation was conducted by the instructor walking around the computer lab to check progress and address the issues students had.
This LO was implemented once in advanced inorganic chemistry composed of 5 chemistry major students. Students clearly identified the type of orbital interactions and differentiated bonding, nonbonding, and antibonding MOs. Students commented that this is a great in-class activity before the discussion of MOs for diatomic molecules (Chapter 5 of MFT).
This is a simple in-class activity that asks students to utilize any of the given available online orbital viewers to help them identify atomic orbital overlap and interactions.
Following the activity, students will be able to:
- draw the s, p, and d atomic orbitals using the given coordinate axes
- analyze the orbital interaction by looking at their symmetry and overlap (or lack of)
- differentiate s, p, d, and nonbonding molecular orbital
Internet connection and computer
This activity should be run in a computer lab.
Students answer several questions prior to the in class discussion. These answers can be collected to assess their initial understanding of the paper prior to the class discussion. Assessment of the in class discussion could be based on students’ active participation and/or their written responses to the in class questions.
This Learning Object was developed as part of the 2018 VIPEr Summer Workshop and has not yet been used in any of our classes, but we will update this section after implementation.
This is a literature discussion based on a 2018 Inorganic Chemistry paper from the Lehnert group titled “Mechanism of N–N Bond Formation by Transition Metal–Nitrosyl Complexes: Modeling Flavodiiron Nitric Oxide Reductases“(DOI: 10.1021/acs.inorgchem.7b02333). The literature discussion points students to which sections of the paper to read, includes questions for students to complete before coming to class, and in class discussion questions. Several of the questions address content that would be appropriate to discuss in a bioinorganic course. Coordination chemistry and mechanism discussion questions are also included.
A successful student will be able to:
Evaluate structures of metal complexes to identify coordination number, geometry (reasonable suggestion), denticity of a coordinated ligand, and d-electrons in FeII/FeIII centers.
Describe the biological relevance of NO.
Identify the biological roles of flavodiiron nitric oxide reductases.
Identify the cofactors in flavodiiron nitric oxide reductase enzymes and describe their roles in converting NO to N2O.
Describe the importance of modeling the FNOR active site and investigating the mechanism of N2O formation through a computational investigation.
Explain the importance of studying model complexes in bioinorganic chemistry and analyze the similarities/differences between a model and active site.
Write a balanced half reaction for the conversion of NO to N2O and analyze a reaction in terms of bonds broken and bonds formed.
Interpret the reaction pathway for the formation of N2O by flavodiiron nitric oxide reductase and identify the reactants, intermediates, transition states, and products.
A successful advanced undergrad student will be able to:
Explain antiferromagnetic coupling.
Apply hard soft acid base theory to examine an intermediate state of the FNOR mechanism and apply the importance of the transition state to product formation of N2O.
Apply molecular orbitals of the NO species and determine donor/acceptor properties with the d-orbitals of the diiron center.
This paper is quite advanced and long, so faculty should direct students to which sections they should read prior to the class discussion. Information about which parts of the paper to read for the discussion are included on the handout. Questions #7 and #8 are more advanced, and may be included/excluded depending on the level of the course.