This is an interactive small-group discussion activity I did on the first day of sophomore-level inorganic chemistry to get students to interact with each other and brainstorm to collectively review what they knew about atomic orbitals. I also wanted to "set the stage" for non-lecture type activities in this class. I adapted this in-class activity from one posted by Joanne Stewart (Hope College) with additional questions from a fundamental quiz posted by Barbara Reisner
http://firstyear.chem.usyd.edu.au/calculators/mo_diagrams.shtml
Flash based tools to help with the construction of MO diagrams:
The Interdisciplinary Education Group at the University of Wisconsin Madison Materials Research Science and Engineering Center (MRSEC) has a fabulous website with a wide variety of great resources for teaching about materials and the nanoworld at all levels. A favorite "corner" of this website that I refer to a lot in my own teaching is the library of so-called Resource Slides on a variety of topics. These Resource Slides are divided up into 36 topical Slide Shows and include wonderful graphics to use in class presentations. Slide Shows include:
This spreadsheet allows students to build complexes of a variety of geometries and to then use the angular overlap model to explore d-orbital energies when interacting with ligands whose esigma and epi energies can be varied.
http://academics.wellesley.edu/Chemistry/Flick/Excel/angoverlap.xls
House (Inorganic chemistry): The book is divided into 5 parts: first, an introductory section on atomic structure, symmetry, and bonding; second, ionic bonding and solids; third, acids, bases and nonaqueous solvents; fourth, descriptive chemistry; and fifth, coordination chemistry. The first three sections are short, 2-4 chapters each, while the descriptive section (five chapters) and coordination chemistry section (seven chapters covering ligand field theory, spectroscopy, synthesis and reaction chemistry, organometallics, and bioinorganic chemistry.) are longer. Each chapter includes
This consists of two parts (and a solution, which is linked below under "Related Resources", but for which you will need a faculty privileges): a primer for students (best if handed out prior to class so that students can read it beforehand, or delivered in pre-lecture format) and a worksheet. The worksheet is designed to be done in small groups with assistance from an instructor. In very large classes, in which the instructor cannot circle amongst the groups, the instructor can work through each example after the groups have a few minutes to work the problem on their own.
Here is a fun way to learn about inorganic chemistry! These songs were composed and passed along to me by Tom Mallouk at Penn State with his permission to post here on VIPEr. I Can't Get No Bragg Diffraction was a joint effort put together one year at a Gordon Research Conference on Solid State Chemistry. Sorry, no recording! The tune n-doped, recorded by the Band Edges, covers the electronic structure behind semiconductor devices. Download the lyrics for both and the mp3 file for n-doped! There is a
By Marcus Chown
Oxford University Press, 2001
240 pages, ISBN 0-19-514305-1
This is a Challenge for the beginning of an Inorganic class, to remind students of the basics of Aufbau, etc. Inorganic Challenges are exercises designed to be solved by a small group of students. Some Challenges practice a problem-solving algorithm, some reinforce important concepts, and some involve creativity or games. You can pick and choose Challenges from our Web site to increase active learning in your classroom, and we ask that you contribute creative Challenges of your own to give a head start to teachers at other colleges and universities!