Introductory topics in inorganic chemistry including descriptive inorganic chemistry, solid-state chemistry, and coordination chemistry with the latter area consisting of nomenclature, stereochemistry, bonding, and reaction mechanisms.
Descriptive chemistry of the main group elements with some emphasis on the non-metals. Transition metal compounds: aspects of bonding, spectra, and reactivity; complexes of n-acceptor ligands; organometallic compounds and their role in catalysis; metals in biological systems; preparative, analytical, and instrumental techniques.
In searching for a way to review topics before exams, I was informed about this powerpoint template which is macro'd to be operated as a realistic Jeopardy game. The site for the original author of the macro is:
(Jeopardy for PowerPoint by Kevin R. Dufendach is licensed under a Creative Commons Attribution 3.0 United States License.)
A systematic study of both the fundamental principles and the descriptive chemistry needed to understand the properties of the main group elements and their compounds. (Three lecture, one recitation, and three laboratory hours per week) Prerequisites: CHEM 1200.
This article describes the synthesis and characterization of ternary rare-earth gallium bismuthide, LaGaBi
Inorganic chemistry is a branch of synthetic chemistry typified by its focus on compounds composed of elements other than carbon and hydrogen. But don’t let that fool you!
This activity is a guided approach to answering the following: "Give an example of a silver (Ag+) salt that is expected to be soluble in water." It requires students to consider both HSAB and Bronsted acid/base concepts when evaluating solubility.
I use the activity at the end of the unit on reactivity of ions in aqueous solutions, after we have gone over all of the relevant concepts, and the question (without scaffolding) is similar to what I might ask on an exam.
This activity is designed to give students practice with predicting the preferred direction of double displacement reactions using the hard-soft acid-base (HSAB) principle. It includes a question where students must determine the relative softness of two soft bases. This activity was used after the lecture where students were introduced to these concepts.
This activity is designed to serve two purposes. The first is to give students practice with assigning the acidity of cations (acidic or non-acidic) and the basicity of anions (basic, feebly basic, or non-basic). The second is to guide students to discover the general trends in solubility for combinations of Bronsted acids and bases. The thermodynamic underpinnings of these generalized "solubility rules" are taught in the subsequent lecture.