This literature discussion was created at the NSF-TUES sponsored workshop at Penn State, June 2013. It is based on the article from Ray Schaak’s group (Buck, Matthew R.; Bondi, James F.; Schaak, Raymond E. “A total-synthesis framework for the construction of high-order colloidal hybrid nanoparticles” Nature Chemistry, 2012 4, 37-44, DOI: 10.1038/NCHEM.1195), which Ray presented at the workshop.
This Literature Discussion learning object (LO) is based on the paper “Template Electrodeposition of Single-Phase p- and n-Type Copper Indium Diselenide (CuInSe2) Nanowire Arrays,” Emil A. Hernández-Pagán, Wei Wang, and Thomas E. Mallouk, ACS Nano, 2011, 5 (4), pp 3237–3241. DOI: 10.1021/nn200373k
The paper from the Prieto group, Riha, S. C.; Parkinson, B. A.; Prieto, A. L. J. Am. Chem. Soc. 2011, 133, 15272-15275, is proposed to be an excellent literature article for achieving several learning goals in the understanding of fundamental solid state and materials chemistry. The learning object was developed as a part of the 2013 VIPEr workshop and has not been tested in the classroom. We have developed a set of discussion questions that can be used as a guide for the students.
Concept maps are a visual way to organize and represent information. In this literature discussion, we introduce a novel technique for teaching literature analysis to students where concept maps are used for establishing relationships between the key ideas, theories, procedures, and methods of a proposed literature article. Using the article “Compositionally Tunable Cu2ZnSn(S1-xSex)4 Nanocrystals: Probing the Effect of Se-Inclusion in Mixed Chalcogenide Thin Films” (Riha, S.C.; Parkinson, B.A.; Prieto, A.L. J. Am. Chem.
This learning object centers around an article published fairly early on in the history of nanoscience (Sun, et al. “Monodisperse MFe2O4 (M = Fe, Co, Mn) Nanoparticles” J. Am. Chem. Soc. 2004, 126, 273-279.
This lab experiment is designed to introduce the electromagnetic spectrum to non-science majors in a food chemistry course by using everyday food (i.e. Kool-Aid packets). Students will use a spectrophotometer to correlate wavelength to color, as well as determine the mass percent of certain colored dyes in a Kool-Aid sample. Paper chromatography is also introduced to determine the number of dyes in a Kool-Aid sample. This lab is adapted from Sigmann, S; Wheeler, D. J. Chem. Ed., 2004, 81, p. 1475.
(1) Student choses and reads a journal article of his/her choice that is related to a topic we have discussed during the semester. (i.e. atomic structure, MO theory, group theory, solid state structure, band theory, coordination chemistry, organometallics, catalysis). Suggested journals include, but are not limited to JACS, Inorg. Chem., Organometallics, Angew. Chem., JOMC, Chem. Comm.)
(2) Student answers the following questions regarding their chosen article:
(a) Describe, in 1 or 2 sentences the goal of this work.
In this lab, students will use solid-state methods to synthesize cobalt and chromium spinels, ZnCr2O4, ZnCo2O4, CoAl2O4, and CoCr2O4. They will (1) characterize their structure with X-ray powder diffraction (XRD) and (2) characterize the color using UV-Vis diffuse reflectance spectroscopy.
This series of (not five) slides introduces X-ray absorption spectroscopy (XAS), specifically XANES (X-ray absorption near-edge structure). There is background in basic theory, the general technique including synchrotron radiation sources, and two specific examples from the literature that apply XANES spectra to (1) oxidation state and effective nuclear charge of sulfur in various compounds such as sulfates, and (2) measurement of energy levels in MO diagrams of coordination compounds (i.e., LFT). Point (2) is analogous to showing PES peaks alongside MO diagrams for diatomics.
In this project students are asked to reproduce published calculations of molecular orbital energies of a series of derivatized fullerenes and correlate them with published reduction and oxidation potentials obtained from cyclic voltammetry. The particular subset of the derivatives to be studied are chosen by the student and this choice is part of the learning activity. The students then carry out additional calculations using other theoretical models to see whether they improve the correlation between computed and experimental properties.