During our first fellows workshop, the first cohort of VIPEr fellows pulled together learning objects that they've used and liked or want to try the next time they teach their inorganic courses.
The guided reading questions may be graded using the answer key.
These questions have not yet been assigned to students.
Guided reading and in-class discussion questions for "High-Spin Square-Planar Co(II) and Fe(II) Complexes and Reasons for Their Electronic Structure."
1. Bring together ligand field theory and symmetry.
Students should be able to identify symmetry of novel molecules in the literature.
Students should be able to explain d-orbital ordering in a coordination complex using ligand field theory.
Students should be able to identify donor/acceptor properties of previously unseen ligands.
Students should be able to apply your knowledge of electronic transitions to the primary literature.
Students should be able to become more familiar with 4-coordinate geometries.
Students should be able to predict magnetic moments of high-spin and low-spin square-planar complexes.
Students should be able to identify properties of ligands that favor formation of the highly unusual high-spin square planar complexes.
2. Students should comfortable with reading and understanding primary literature.
You do not have to assign all of the guided reading questions at once. You may consider assigning questions as they pertain to where you are in your inorganic chemistry class.
The classroom discussion (participation, answers, etc) may be assessed by the instructor, or alternatively, these questions could be given to students to turn in.
None yet available. Please leave yours in the comments!
This literature discussion aims to have students in an advanced inorganic chemistry course interpret reaction schemes and electronic spectra, relate chemical formulae to molecular structure, and gain an understanding of how inorganic synthesis is planned and executed. Students should gain an understanding of how counterions and crown ethers affect structure. Question 7 may be expanded to ask students to why pi-donor ability affects ligand field splitting, or as an introfuction to this topic.
An associated 1FLO based on this paper is linked in the related content.
- Interpret reaction schemes and write balanced equations.
- Rationalize the position of a ligand in the spectrochemical series based upon its π-donor/acceptor properties
- Relate the electronic structure of tetrahedral d8 complexes to their magnetic properties
- Analyze the impact of countercations on the geometry and electronic properties of the complexes.
This LO is intended for an advanced inorganic chemistry course. Students should read the communication before class with questions above as guidance. A classroom discussion should insue, in which students gain an insight into inorganic synthesis, and recognize how minor differences between compounds, such as counterions, have significant effects on electronic structure.
Evaluate students' comprehension based on verbal in-class answers and ensuing discussion.
None yet available.
This 1FLO asks students to interpret an electronic spectrum of 5 NiX42- anions. Students will determine the relative ligand field strength, (re)familiarize themselves with terms such as "redshift" and "blueshift", and consider possible metal complex geometries.
Students (re)familiarize themselves with relationship between wavelength (λ) and wavenumber (cm-1).
Students recall 4-coordinate geometries.
Students define the terms “redshift” and “blueshift.”
Students analyze data to construct a partial spectrochemical series.
This activity could be used as either a guided introduction to the spectrochemical series, or as an in-class activity to review after introduction. If used as an introduction, question 4 may need modification.