This paper in Chemical Science written by Ellen Matson and co-workers describes a structure function approach to improving the properties of non-aqueous redox flow batteries based upon polyoxovanadate-alkoxides (POV-alkoxides). Given the importance of battery technology on society and sustainable chemistry, this article allows students to engage with a paper that could have broad implications in society.
This is the link to the first SLiThEr (Supporting Learning with Interactive Teaching: a Hosted, Engaging Roundtable), presented by Kyle Grice and Hosted by Chip Nataro. The SLiThEr was recorded and posted on YouTube (see the web resources link).
This particular roundtable focused on the teaching of a Junior/Senior-level inorganic chemistry laboratory completely online. Kyle presented on what he did in Spring 2020 when he had to pivot quickly to a fully remote modality with only a week or so of planning.
A collection of all of the IONiC VIPEr SLiThErs (Supporting Learning with Interactive Teaching: a Hosted, Engaging Roundtable). These events are short presentations on a topic followed by a period of discussion between the presenter and live participants. Each of these events is recorded and posted to the IONiC VIPEr YouTube Channel.
In this paper (Llewellyn, Green and Cowley, Dalton Trans. 2006, 4164-4168) the synthesis and characterization of two cobalt compounds with an N-heterocyclic carbene ligand (IMes) are reported. the first, [Co(CO)3(IMes)Me] was prepared by the reaction of [Co(CO)3(PPh3)Me] with IMes. The second compound, [Co(CO)3(IMes)COMe] is formed by the addition of Co to the first.
This paper (Gayen, F.R.; Ali, A.A.; Bora, D.; Roy, S.; Saha, S.; Saikia, L.; Goswamee, R.L. and Saha, B. Dalton Trans. 2020, 49, 6578) describes the synthesis, characterization and catalytic activity of a copper complex with a ferrocene-containing Schiff base ligand. The article is relatively short but packed with information. However, many of the details that are assumed knowledge in the article make for wonderful questions some of which I hope I have captured.
I created this activity as a way to get the class involved in creating new, fun ways to teach course concepts (selfishly- that part is for me) and for students to review concepts prior to the final exam (for them). Students use a template to create a 15-20 min activity that can be used in groups during class to teach a concept we have learned during the semester. We then randomly assign the activities and students work in groups to complete them and provide feedback.
The benefits are twofold:
I feel like I've shared this resource before but I couldn't find it so maybe it will stick this time :)
This is a good resource created by "Dr. Andryj Borys, a main-group chemist, phosphorus fanatic and Schlenk line enthusiast." He is currently a postdoc in Canada, headed back to Europe in 2020 (supposedly..)
this resource describes the use of a Schlenk line in quite a bit of detail, with a variety of standard applications (cannula transfer, sealing NMR tubes).
One of the features of the laboratory associated with my Inorganic chemistry course is learning to do some air sensitive chemistry using Schlenk lines (and sometimes gloveboxes). Of course, COVID19 is keeping us out of the lab this year! This is a collection of short web based resources (text and video) detailing begining use of a Schlenk line, something about drying and degassing solvents, and transferring liquids to a reaction flask. It is accompanied by questions I am having students answer as part of the alternate lab I am creating in place of our usual organometallic lab experiemnt.
This is the classic Chromatography of Ferrocene Derivatives experiment from "Synthesis and Technique in Inorganic Chemistry" 3rd Ed. (1986 pp 157-168) by R. J. Angelici.
This is a video I made to demonstrate the basics of air-sensitive reaction setup under nitrogen flush. It is the simplest, most basic method for setting up a reaction with air/water sensitive reagents.
The link goes to my channel on YouTube.