Electronic structure

8 Jun 2019

VIPEr Fellows 2019 Workshop Favorites

Submitted by Barbara Reisner, James Madison University

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.

6 Jun 2019
Evaluation Methods: 

The guided reading questions may be graded using the answer key. 

Evaluation Results: 

These questions have not yet been assigned to students.

Description: 

Guided reading and in-class discussion questions for "High-Spin Square-Planar Co(II) and Fe(II) Complexes and Reasons for Their Electronic Structure."

Course Level: 
Learning Goals: 

1.  Bring together ligand field theory and symmetry.

  1. Students should be able to identify symmetry of novel molecules in the literature.

  2. Students should be able to explain d-orbital ordering in a coordination complex using ligand field theory.

  3. Students should be able to identify donor/acceptor properties of previously unseen ligands.

  4. Students should be able to apply your knowledge of electronic transitions to the primary literature.

  5. Students should be able to become more familiar with 4-coordinate geometries.

  6. Students should be able to predict magnetic moments of high-spin and low-spin square-planar complexes.

  7. 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.


 

Related activities: 
Implementation Notes: 

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.

Time Required: 
this has not been used yet for in-class discussion.
6 Jun 2019
Description: 

This Literature Discussion is based on the article “Square-planar Co(III) {O4} coordination: large ZFS and reactivity with ROS” by Linda Doerrer et. al.   It includes a reading guide that will direct students to specific sections of the paper that highlight some of the key results and analytical techniques that lead to them.

Corequisites: 
Course Level: 
Learning Goals: 
  1. Interpret results in high-level scientific papers, which will help them gain confidence in their abilities to read papers.

  2. Identify conclusions from the text of a paper, given an indicated scheme and data set.

  3. Synthesize multiple conclusions from different sections of a paper into an overall understanding of the conclusions of a paper

  4. Relate oxidation state to bond lengths in real examples

  5. Compare low- and high-spin d-orbital splitting diagrams.

  6. Identify unpaired electrons in a splitting diagram.

  7. Relate electron-density to acidity and ligand field strength.

  8. Recognize that science is collaborative and involves experts in many fields.

Implementation Notes: 

These questions are drawn from key conclusions in the text of the paper. It could be useful to highlight the specific areas of the text, or to include a statement like the following:

 

"For the following questions, specific figures and acronyms are mentioned. Often, authors will include a reference to a specific figure in the text when they are drawing conclusions from the data, and so it can be useful to find those specific sentences in the text of the paper when you are analyzing their data and conclusions."

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