VIPEr

Learning Goals:

Students will interpret provided data to write their own experimental sections for molecules they were unable to prepare in the lab. The guided inquiry part allows students to use data to predict the outcome of a chemical reaction.

Topics Covered:

Group theory & applications

Nomenclature

Job's Method - The Covid-19 Version

Equipment needs:

be able to view PDF/PNG files

Related activities:

Ferrocene acylation - The Covid-19 Version

Manganese Carbonyl experiment

Manganese carbonyl calculation addition

Implementation Notes:

I have not used this yet but will be using it spring 2020.

Time Required:

unknown

21 Mar 2020

Ferrocene acylation - The Covid-19 Version

Submitted by Chip Nataro, Lafayette College

Additional Authors:

Lisa Bell-Loncella , University of Pittsburgh at Johnstown

Description:

This is the classic Chromatography of Ferrocene Derivatives experiment from "Synthesis and Technique in Inorganic Chemistry" 3rd Ed. (1986 pp 157-168) by R. J. Angelici. There are no significant changes from the experiment published in the book so details will not be provided. What is provided are links to some excellent videos showing the experiment and characterization data for students to work with. For the time being this will be a living document. Currently it has ¹H, ¹³C{¹H}, COSY, DEPT, HMBC, HSQC IR, UV-Vis, GC-MS and Cyclic Voltammetry raw data files for all compounds for students to work with. It also includes processed ¹H, ¹³C{¹H}, COSY, DEPT, HMBC, HSQC, IR, GC-MS and Cyclic Voltammetry data for all compounds. If anyone has any additional means of characterization they would like to include (say Mossbauer) please feel free to contact the author.

Topics Covered:

Descriptive chemistry

Electronic spectroscopy

First Semester Inorganic Chemistry / Foundation Course in Inorganic Chemistry

Synthesis and reactivity

Visualization

Prerequisites:

Course Level:

Corequisites:

Subdiscipline:

A very lab focused video from the Univ. of Sheffield

Learning Goals:

A student should get an appreciation for what doing this lab would be like by watching videos. In addition, the student will analyze the data provided and learn about the characterization of ferrocene, acetylferrocene and 1,1'-diacetylferrocene.

Equipment needs:

Nothing.

The NMR data comes from a Bruker instrument and can be opened with TopSpin, MestReNova and perhaps other programs.

Implementation Notes:

Like most everyone at this time this is going to be a trial by fire.

Web Resources:

Video focused more on background material

Bruker Topspin for academia

MestReNova

19 Mar 2020

Job's Method - The Covid-19 Version

Submitted by Chip Nataro, Lafayette College

Evaluation Methods:

Students are generally asked to write a full lab report including an abstract, brief introduction, experimental and results/discussion. I will likely not ask them to do that in this virtual lab. However, they will be asked to determine the value for n for the various [Ni(en)_x] solutions as well as questions 1 and 2 from Angelici's book. In addition, I typically ask them to do some literature searching questions, but I am not sure if they will have access to SciFinder so I may have to bypass that or provide them the original papers I have them look at. Links to those papers are included.

Evaluation Results:

I'll use this in a few weeks and see how it goes.

Description:

This is the classic Job's Method experiment from "Synthesis and Technique in Inorganic Chemistry" 3^rd Ed. (1986 pp 108-114) by R. J. Angelici. There are no significant changes from the experiment published in the book so details will not be provided. What is provided are a series of pictures and videos showing the experiment being performed. Also included are the raw files of the absorbance spectra in EXCEL. It is not perfect but given the situation many of us are facing at the time this is published, it is better than nothing. I was extremely rushed given that the governor essentially closed the state down the evening I did this, so please forgive any errors. This also includes literature searching questions.

Topics Covered:

Acid-base chemistry

Coordination chemistry

Electronic spectroscopy

Synthesis and reactivity

Prerequisites:

Course Level:

Corequisites:

Learning Goals:

A student should get an appreciation for what doing this lab would be like by watching videos. In addition, the student will analyze the data provided and determine the species present in solutions containing various mole fractions of ethylenediamine and Ni(II).

Subdiscipline:

Coordination Chemistry

Diaqua bis-ethylenediamine and tetra aquaethylenediamine nickel(II) sulfate complexes

Equipment needs:

Nothing

Implementation Notes:

Like most everyone at this time this is going to be a trial by fire.

Web Resources:

On the Possible Existence of Tetrahedral Ni(II) Complexes

31 Jan 2020

Advanced Inorganic Chemistry

Submitted by Terrie Salupo-Bryant, Manchester University

21 Jan 2020

Inorganic Chemistry 2020

Submitted by Adam R. Johnson, Harvey Mudd College

5 Dec 2019

Flipped Class Module - Lewis Structures of Industrially and Environmentally Relevant Molecules

Submitted by Jack F Eichler, University of California, Riverside

Evaluation Methods:

1) Performance on the pre-lecture online quiz

2) Performance on the in-class activity (clicker scores or hand-graded worksheet)

Evaluation Results:

Students generally score on average 70% or higher on the pre-lecdure quiz, and on average 70% or more of students correctly answer the in-class clicker questions.

Description:

This is a flipped classroom activity intended for use in a first semester general chemistry course. Students are expected to have prior knowledge in identifyng the difference between molecular and ionic compounds, understanding the conceptual framework for how covalent bonds form, and how to draw Lewis dot symbols for atoms, and how to determine the number of valence electrons for atoms.

.

The activity includes:

1) pre-lecture learning videos that guide students through learning how to draw valid Lewis structures, determining how to caculate the formal charge for atoms in molecular compuonds/Lewis structures, and using formal charge to determine which Lewis structure is most stable if multiple Lewis structures are possible for a given molecule;

2) pre-lecture quiz questions; and

3) an in-class activity that requires students to apply their knowledge of chemical bonding in drawing Lewis structures.

Acknowledgement: This material is based upon work supported by the National Science Foundation under Grant No. 1504989. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Learning Goals:

Students should be able to:

a) draw Lewis structures of molecular compounds;

b) determine the formal charge of atoms in molecular compounds;

c) use formal charge to predict the most stable Lewis structure.

Subdiscipline:

Introductory Chemistry

Equipment needs:

Suggested technology:

1) online test/quiz function in course management system

2) in-class response system (clickers)

Course Level:

First year

Corequisites:

General Chemistry

Prerequisites:

No Prerequisites

Topics Covered:

Implementation Notes:

Attached as separate file.

Time Required:

50-80 minutes

25 Jul 2019

1FLO: One Figure Learning Objects

Submitted by Chip Nataro, Lafayette College

Course Level:

First year

Second year

Upper Division

Subdiscipline:

Coordination Chemistry

Electrochemistry

f-block Chemistry

Topics Covered:

Acid-base chemistry

Group theory & applications

Catalysis

Chemical literature

Coordination chemistry

Electron transfer

Electronic spectroscopy

Electronic structure

f-block chemistry

Kinetics

First Semester Inorganic Chemistry / Foundation Course in Inorganic Chemistry

Symmetry

Synthesis and reactivity

Corequisites:

No Corequisites

Prerequisites:

General Chemistry

Organic Chemistry

9 Jun 2019

Inorganic Chemistry

Submitted by Caroline Saouma, University of Utah

9 Jun 2019

An improved method for drawing the bonding MO for dihydrogen

Submitted by Adam R. Johnson, Harvey Mudd College

Evaluation Methods:

When I do this correctly, the students don't accidentally see something which may make immature students giggle.

Evaluation Results:

I have had multiple colleagues tell me that this technique worked for them and saved them from repeating an embarassing classroom event.

Description:

Most of us have probably been there. Discussing homonuclear diatomic MO diagrams and on the first day you want to put up the sigma bonding molecular orbital for H₂. If you teach it like me, you emphasize the LCAO-MO approach, so you draw a hydrogen atom with its 1s orbital interacting with a hydrogen atom with its 1s orbital...and then you notice giggling from the less mature audience members. My technique will help to prevent this from happening. The technique is in the "faculty only" files section.

Learning Goals:

The instructor will draw the bonding MO of dihydrogen without accidentally causing laughter in the class or self embarassment.

Corequisites:

No Corequisites

Equipment needs:

chalkboard or whiteboard

ability to adjust quickly just in case

Course Level:

Prerequisites:

Topics Covered:

Communication skills

Professional skills development

Visualization

Subdiscipline:

Science Skills, Practices, and Resources

Implementation Notes:

I have come close to accidentally drawing the incorrect version of this diagram and I am able to stop myself quickly as illustrated in the instructions.

Time Required:

a minute to learn, a lifetime to master.

9 Jun 2019

Chem 165 2018

Submitted by Adam R. Johnson, Harvey Mudd College

This is a collection of LOs that I used to teach a junior-senior seminar course on organometallics during Fall 2018 at Harvey Mudd College. There were a total of 9 students in the course. The Junior student (there was only one this year) was taking 2nd semester organic concurrently and had not takein inorganic (as is typical).

Subdiscipline:

Topics Covered:

Catalysis

Chemical literature

Communication skills