What is a foundations inorganic course? Here is a great description
2) Performance on the in-class activity (clicker scores or hand-graded worksheet)
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.
This is a flipped classroom module that covers the concepts of quantum numbers, and radial and angular nodes. This activity is designed to be done at the beginning of the typical first quarter/first semester general chemistry course (for an atoms first approach; if instructors use a traditional course structure this unit is likely done towards the middle/end of the first quarter/semester). Students will be expected to have learned the following concepts prior to completing this activity:
a) quantization of energy in the atom and the Bohr model of the atom;
b) how the wave/particle duality of electrons was described by de Broglie;
c) how the wave/particle duality of electrons was used by Schrodinger to develop the quantum mechanical model of the atom;
d) how radial probability distribution was used to generate the idea of atomic orbitals, and orbital probability surfaces.
a) describe the meaning of the quantum numbers n, l, and ml;
b) determine the values of the quantum numbers n, l, and ml;
c) describe the meaning of radial and angular nodes;
d) determine the number of radial and angular nodes on different types of atomic orbitals;
e) begin to understand the correlation between the quantum numbers and the total number of atomic orbitals for a given atom, and how the periodic table can be used to build up the overall orbital structure for an atom.
1) online test/quiz function in course management system
2) in-class response system (clickers)
Attached as separate file.
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.
Rules for quantum numbers are confusing but not arbitrary. They are based on wave mathmatics, and once laid out properly are symmetric and beautiful. Within four animation-clicks of the first slide of this PowerPoint Presentation, this beauty will unfold. I do not exaggerate to say, faculty members will be agape and students will say, "Why didn't you show us this before." No other presentation shows in as elegant a way the relationship between 1) n, l and ml, 2) the ordering of orbitals in hydrogen-like atoms, and 3) the ordering of orbitals in the periodic table (along with the difficulty of assigning orbital filling in transition and f-block elements).
Beauty is in every atom. Let it loose.
A student will be able to relate the quantum numbers n, l and ml to each other.
A student will be able to correctly describe the number of subshells and number of orbitals in a shell.
A student will be able to describe the orbital energies in a hydrogen-like atom.
A student will be able to order subshells in a multi-electron system and relate this to the periodic table.
A student will realize the symmetry and beauty of quantum chemistry without ever seeing the shape of one orbtal.
In the first two slides, often use the phrase "because it's a square."
This is useful for Inorganic Chemistry students as well because it will cement in their mind long lost rules of quantum numbers.