VIPEr

Prerequisites:

Corequisites:

Subdiscipline:

Protein Data Bank - A Beginner's Guide

Course Level:

Related activities:

The Guided Tour of Metalloproteins

Utilizing the PDB and HSAB theory to understand metal specificity in trafficking proteins

Exploring Proteins as Ligands using the Protein Data Bank

Implementation Notes:

I used the MetalPDB site for the first time in my Bioinorganic Chemistry course during the Spring 2018 semester. I routinely use the PDB to access structures of metal-containing biological macromolecules in both my advanced and foundation-level courses, but it can be very hard to find structures wth specific metals. I used this site to find structures that I could use as examples in class.

I also have students use the site to get background information about metal geometry and common ligands for their assignments and presentations. I ask them to complete this activity outside of class. I usually distribute this as a Google Doc to my students (through Google Classroom) so that I have access to all of their responses.

For several of the questions/groups of questions, I assign individual members of the class specific geometries (question #5), metals (questions #6-9), or PDB structures (questions #11-13) and we pool their answers in class. We then spend about 30-45 minutes in class discussing the results and search for commonalities and connections to other structures that we have already discussed in class.

Time Required:

1-2 hours (outside of class by student); 30-45 minutes in class (including discussion of related topics)

Web Resources:

MetalPDB

Metal PDB in 2018 article

25 Jun 2018

Orbital Overlap and Interactions

Submitted by Jocelyn Pineda Lanorio, Illinois College

Evaluation Methods:

Evaluation was conducted by the instructor walking around the computer lab to check progress and address the issues students had.

Evaluation Results:

This LO was implemented once in advanced inorganic chemistry composed of 5 chemistry major students. Students clearly identified the type of orbital interactions and differentiated bonding, nonbonding, and antibonding MOs. Students commented that this is a great in-class activity before the discussion of MOs for diatomic molecules (Chapter 5 of MFT).

Description:

This is a simple in-class activity that asks students to utilize any of the given available online orbital viewers to help them identify atomic orbital overlap and interactions.

Learning Goals:

Following the activity, students will be able to:

draw the s, p, and d atomic orbitals using the given coordinate axes
analyze the orbital interaction by looking at their symmetry and overlap (or lack of)
differentiate s, p, d, and nonbonding molecular orbital

Subdiscipline:

Equipment needs:

Internet connection and computer

Prerequisites:

Corequisites:

Course Level:

Topics Covered:

Bonding and MO Theory in Flavodiiron Nitrosyl Model Complexes - Foundation Level

Related activities:

Implementation Notes:

This activity should be run in a computer lab.

Time Required:

15 to 20 minutes

23 Jun 2018

Modeling of the Flavodiiron Nitric Oxide Reductase Active Site Literature Discussion- Bioinorganic focus

Submitted by Sarah Shaner, Southeast Missouri State University

Additional Authors:

Meng Zhou, Lawrence Technological University

Pavithra Hetti Achchi Kankanamalage, Wayne State University

Sunshine Silver, North Park University

Evaluation Methods:

Students answer several questions prior to the in class discussion. These answers can be collected to assess their initial understanding of the paper prior to the class discussion. Assessment of the in class discussion could be based on students’ active participation and/or their written responses to the in class questions.

Evaluation Results:

This Learning Object was developed as part of the 2018 VIPEr Summer Workshop and has not yet been used in any of our classes, but we will update this section after implementation.

Description:

This is a literature discussion based on a 2018 Inorganic Chemistry paper from the Lehnert group titled “Mechanism of N–N Bond Formation by Transition Metal–Nitrosyl Complexes: Modeling Flavodiiron Nitric Oxide Reductases“(DOI: 10.1021/acs.inorgchem.7b02333). The literature discussion points students to which sections of the paper to read, includes questions for students to complete before coming to class, and in class discussion questions. Several of the questions address content that would be appropriate to discuss in a bioinorganic course. Coordination chemistry and mechanism discussion questions are also included.

Corequisites:

Course Level:

Topics Covered:

Catalysis

Chemical literature

Computer modeling

Reaction mechanisms

Prerequisites:

Biology

Learning Goals:

A successful student will be able to:

Evaluate structures of metal complexes to identify coordination number, geometry (reasonable suggestion), denticity of a coordinated ligand, and d-electrons in FeII/FeIII centers.
Describe the biological relevance of NO.
Identify the biological roles of flavodiiron nitric oxide reductases.
Identify the cofactors in flavodiiron nitric oxide reductase enzymes and describe their roles in converting NO to N2O.
Describe the importance of modeling the FNOR active site and investigating the mechanism of N2O formation through a computational investigation.
Explain the importance of studying model complexes in bioinorganic chemistry and analyze the similarities/differences between a model and active site.
Write a balanced half reaction for the conversion of NO to N2O and analyze a reaction in terms of bonds broken and bonds formed.
Interpret the reaction pathway for the formation of N2O by flavodiiron nitric oxide reductase and identify the reactants, intermediates, transition states, and products.

A successful advanced undergrad student will be able to:

Explain antiferromagnetic coupling.
Apply hard soft acid base theory to examine an intermediate state of the FNOR mechanism and apply the importance of the transition state to product formation of N2O.
Apply molecular orbitals of the NO species and determine donor/acceptor properties with the d-orbitals of the diiron center.

Subdiscipline:

Using IR Frequencies to Compare Bond Strengths via Harmonic Oscillator Model

Related activities:

Molecular Orbital of Transition Metal Complexes

Exploration of Nitrosyl Complexes

Implementation Notes:

This paper is quite advanced and long, so faculty should direct students to which sections they should read prior to the class discussion. Information about which parts of the paper to read for the discussion are included on the handout. Questions #7 and #8 are more advanced, and may be included/excluded depending on the level of the course.

Time Required:

In-Class Discussion 1-2 class periods depending on implementation.

Web Resources:

Inorg. Chem. 57, 8, 4252-4269.

23 Jun 2018

Interpreting Reaction Profile Energy Diagrams: Experiment vs. Computation

Submitted by Douglas A. Vander Griend, Calvin College

Additional Authors:

Andrea Wallace, College of Coastal Georgia

Cassie Lilly, Meredith College

John DiMeglio, University of Michigan

Evaluation Methods:

Having not run this yet because it was collaboatively developed as part of a IONIC VIPEr workshop, we suggest grading questions 1-9 for correctness, either during or after class. Students should be tested later with additional questions based on reaction profiles. The final 3 questions should prepare students to constructively discuss the merits/limitations of computational methods. after discussion, students could be asked to submit a 1-minute paper on how well they can describe the benefits/limitations of compuational chemistry.

Evaluation Results:

Once we use this, we will report back on the results.

Description:

The associated paper by Lehnert et al. uses DFT to investigate the reaction mechanism whereby a flavodiiron nitric oxide reductase mimic reduces two NO molecules to N₂O. While being a rather long and technical paper, it does include several figures that highlight the reaction profile of the 4-step reaction. This LO is designed to help students learn how to recognize and interpret such diagrams, based on free energy in this case. Furthermore, using a simple form of the Arrhenius equation (eq. 8 from the paper) relating activation energy, temperature and rate, the student can make some initial judgements about how well DFT calculations model various aspects of a reaction mechanism such as the structure of intermediates and transition states, and free energy changes.

Learning Goals:

Upon completing this activity, students will be able to:

Interpret reaction profile energy diagrams.
Use experimental and computational data to calculate half lives from activation energies and vice versa.
Assess the value and limitations of DFT calculations.

Prerequisites:

Course Level:

Second year

Corequisites:

Subdiscipline:

Introductory Chemistry

Topics Covered:

Basics of Computational Chemistry

Related activities:

Manganese carbonyl calculation addition

Energy Content of Fuels--Which fuel is "Best?"

Energetics and mechanisms of reductive elimination from Pt(IV)

Isotope Effects in Arene C-H Bond Activation by Cp*Rh(PMe3)

Implementation Notes:

Having not run this with a class, we can only suggest that this activity be run in a single class period.

We presume that students have been exposed to the basic idea of reaction profiles.

Teacher should hand out the paper ahead of time and reassure students that they are not going to be expected to understand many of the details of this dense computational research paper. Instead, students should read just the synopsis included on the handout.Teacher should then spend 5 - 10 minutes summarizing key aspects of paper: 1) it's about a nitric oxide reductase mimic that catalyzes the reaction 2NO → N₂O + O; 2) NO is important signaling molecule; 3) DFT is a computational method to model almost any chemical molecule, including hypothetical intermediates and transition states.

Students should work through questions in groups of 2 - 4. The final question (12) is somewhat openended and the teacher should be prepared to lead a wrap up discussion on the benefits and limitations of computational chemistry.

Time Required:

50 minutes

Web Resources:

Lehnert Manuscript

23 Jun 2018

Bonding in Tetrahedral Tellurate (updated and expanded)

Submitted by Jocelyn Pineda Lanorio, Illinois College

Additional Authors:

Amanda Grass, Wayne State University

Andrea Wallace, College of Coastal Georgia

Cassie Lilly, Meredith College

Douglas A. Vander Griend, Calvin College

James F. Dunne, Central College

John DiMeglio, University of Michigan

Kyle Grice, DePaul University

Meng Zhou, Lawrence Technological University

Pavithra Hetti Achchi Kankanamalage, Wayne State University

Sarah Shaner, Southeast Missouri State University

Sheila Smith, University of Michigan- Dearborn

Sunshine Silver, North Park University

Vince Hradil, Concordia University Chicago

Evaluation Results:

This LO was developed for the Summer 2018 VIPEr workshop, and has not yet been implemented. Results will be updated after implementation.

Description:

This literature discussion is an expansion of a previous LO (https://www.ionicviper.org/literature-discussion/tetrahedral-tellurate) and based on a 2008 Inorganic Chemistry article http://dx.doi.org/10.1021/ic701578p

Corequisites:

Course Level:

Topics Covered:

Main group chemistry

Molecular structure

Prerequisites:

Learning Goals:

Upon completion of this activity, students will be able to:

Identify the key aspects of a primary publication including significance, synthetic methods, and product characterization.

Identify isoelectronic species by drawing Lewis Structures.

Apply standard NMR shielding/deshielding concepts to interpret heteronuclear NMR spectra.

Identify experimental protocols and reaction conditions.

Discuss how the various experimental methods in the article provide evidence of the structure of the compound.

Recognize scientific nomenclature relevant to the research article.

Identify the relationship of telluric acid and tellurate to the related species given in the paper based on periodic trends. (Periodic Acid - isoelectronic; Sulfuric and Selenic acid - same column)

Compare bond lengths for species in the paper.

Identify the point group of the TeO₄^2- with all the same Te-O bond lengths and when with different Te-O bond lengths.

Predict the product(s) and by-products of a chemical reaction.

Identify species and intermolecular interactions in a crystal structure.

Subdiscipline:

http://dx.doi.org/10.1021/ic701578p

Related activities:

Tetrahedral Tellurate

Implementation Notes:

Students are asked to read the paper and answer the discussion questions before coming to class.

Time Required:

50 +

Web Resources:

22 Jun 2018

Bonding and MO Theory in Flavodiiron Nitrosyl Model Complexes - Foundation Level

Submitted by James F. Dunne, Central College

Additional Authors:

Amanda Grass, Wayne State University

Andrea Wallace, College of Coastal Georgia

Cassie Lilly, Meredith College

Douglas A. Vander Griend, Calvin College

Jocelyn Pineda Lanorio, Illinois College

John DiMeglio, University of Michigan

Meng Zhou, Lawrence Technological University

Pavithra Hetti Achchi Kankanamalage, Wayne State University

Sarah Shaner, Southeast Missouri State University

Sunshine Silver, North Park University

Vince Hradil, Concordia University Chicago

Evaluation Methods:

An answer key is included for faculty.

Evaluation Results:

This LO was developed for the summer 2018 VIPEr workshop, and has not yet been implemented. Results will be updated after implementation.

Description:

This acitivty is a foundation level discussion of the Nicolai Lehnert paper, "Mechanism of N-N Bond Formation by Transition Metal-Nitrosyl Complexes: Modeling Flavodiiron Nitric Oxide Reductases". Its focus lies in discussing MO theory as it relates to Lewis structures, as well as an analysis of the strucutre of a literature paper.

Prerequisites:

Corequisites:

Course Level:

Topics Covered:

Chemical literature

Computer modeling

Professional skills development

Reaction mechanisms

Thermodynamics

Learning Goals:

Upon completion of this activity, students will be able to:

Write a balanced half reaction for the conversion of NO to N2O and analyze a reaction in terms of bonds broken and bonds formed.
Evaluate the structures of metal complexes to identify coordination number, geometry (reasonable suggestion), ligand denticity, and d-electron count in free FeII/FeIII centers.
Recognize spin multiplicity of metal centers and ligand fragments in a complex.
Interpret a reaction pathway and compare the energy requirements for each step in the reaction.
Draw multiple possible Lewis Structures and use formal charges to determine the best structure.
Draw molecular orbital diagrams for diatomic molecules.
Identify the differences in bonding theories (Lewis vs MO), and be able to discuss the strengths and weaknesses of each.
Interpret calculated MO images as σ or π bonds.
Identify bond covalency by interpreting molecular orbital diagrams and data.
Define key technical terms used in an article.
Analyze the structure of a well written abstract.
Identify the overall research goal(s) of the paper.
Discuss the purposes of the different sections of a scientific paper.

Subdiscipline:

Introductory Chemistry

Science Skills, Practices, and Resources

Implementation Notes:

The paper in which this discussion is centered around is very rich in concepts, and will take time for students to digest. As the technical level is higher than most foundation level course, it is strongly recommended that students focus on the structure of the paper, and not the read the entire paper. The discussion is modular with focuses on both MO theory drawn form the paper, as well as a general anatomy of how literature papers are organized and what constitutes a good abstract. Either focus could take a single 50 minute lecture, with two being necessary to complete both aspects. Instructors can choose either focus, or both depending on their course learning goals.

This was developed during the 2018 VIPEr workshop and has not yet been implemented. The above instructions are a guide and any feedback is welcome and appreciated!

Time Required:

One or two 50 minute lectures depending on instructor's desired focus

Web Resources:

Mechanism of N–N Bond Formation by Transition Metal–Nitrosyl Complexes: Modeling Flavodiiron Nitric Oxide Reductases

13 Jun 2018

The Preparation and Characterization of Nanoparticles

Submitted by Kyle Grice, DePaul University

Evaluation Methods:

Students are evaluated on their participation in lab, lab safety, lab notebook pages, and a lab report turned in a week after the last day of the experiment.

Evaluation Results:

This lab was first run in spring of 2016, and again in spring of 2017 and 2018 (a different instructor carried out the lab in 2018).

In general, students do well on the lab report and seem to enjoy the experiment.They often need guidance when interpreting the Analytical Chemistry article and selecting the correct equations. Discussing their values with them in office hours ("does that make sense?") helps them understand their calculations.

A sample lab report that scored above 90% is included in the faculty-only files.

Description:

This is a nanochemistry lab I developed for my Junior and Senior level Inorganic Chemistry course. I am NOT a nano/matertials person, but I know how important nanochemistry is and I wanted to make something where students could get an interesting introduction to the area. The first time I ran this lab was also the first time I made gold nanoparticles ever!

We do not have any surface/nano instrumentation here (AFM, SEM/TEM, DLS, etc... we can access them at other universities off-campus but that takes time and scheduling), so that was a key limitation in making this lab.

While it was made for an upper-division course, I think It could be adapted and implemented at many levels, including gen chem. I do not spend much time on nano in the lecture (none in fact), so this lab was made to have students learn a bit about nanochemistry somewhere in inorganic chemistry. We have one 10-week quarter of inorganic lecture and lab, offered every spring quarter.

This lab takes approximately 2-3 hours if students are well prepared and using their time well, but is usually spread over 2 days. Students are concurrently doing experiments for another lab or two because we have a lab schedule that overlaps multiple labs, and can do these during one day or across two days. The lab space is an organic chemistry laboratory, so we have access to the usual lab synthetic equipment

Students in thelaboratory write lab reports,which are the due the week after the last day of the lab experiment. In the lab report they use their UV-Vis data to calculate information about the AuNP.

The lab has been posted, as well two photos from students' ferrofluids (these were posted with permission on our departmental blog). A rubric has been posted as a faculty-only file. I have also included a student submission that received over 90% on the lab with their identifying information removed. Students write and introduction and need to cite journal articles in their report, so they are expected to do reading on nanochemistry topics outside of the lab period as they write their reports.

I am sure the lab can be improved, this was what i came up with the materials and time I had. I plan on continuing to revise and edit it as time goes on. Any suggestions are very welcome!

Course Level:

Prerequisites:

Corequisites:

Subdiscipline:

Spectroscopy and Structural Methods

Learning Goals:

A student should be able to perform a chemical laboratory experiment safely and follow proper lab notebook protocol.

A student should be able to determine the average size of AuNPs from spectroscopic data and primary literature.

A student should determine atomic and nano-scale information from physical properties.

A student should be able to construct a lab report in the style of an ACS article (Students in my lab wrote lab reports for each experiment).

Topics Covered:

Bonding models: Extended systems

Chemical literature

Descriptive chemistry

Materials chemistry

Nanoscience

Equipment needs:

For this experiment, you need

The chemical materials - HAuCl4, trisodium citrate,

Heating/stirring plates

Glassware

UV-Vis spectrometer (mainly Vis)

A laser pointer

Strong magnets (the stronger and larger the better)

Related activities:

Quantum Dot Growth Mechanisms

A Schaaking development of colloidal hybrid nanoparticles

Colloidal Hybrid Nanoparticles

Brief introduction to local surface plasmons (LSPRs) for nanoparticle color

Implementation Notes:

The syntheses are relatively straightforward, although we've had some problems getting "spikes" for the ferrofluid. Anecdotally, adding the reagents and doing the steps faster tends to give better "spiking". Some students just see a blob moving around in response to the magnet, which was fine in terms of their report.

The AuNP synthesis can also be done with an ultrasonicator or by addition of sodium borohydride, among other methods. We don't have them make a calibration curve of chloride addition, but that could be a possibility.

I like having a pre-made solution of a red oroganic dye to shine the laser pointer through to compare versus the laser shining through the AuNP solution.

One year, the AuNP synthesis was going very slow. We realized it was because the Au(III) was diluted in acid, so it was protonating the citrate. Boiling for a while before adding the citrate solution helped fix this problem.

KAuCl3 is also a good source of Au(III) for this lab.

Time Required:

2 hours

Web Resources:

Analytical Chemistry paper relating AuNP size to UV-Vis

1 Jun 2018

Ytterbium-catalyzed alkene isomerization: A tribute to the f-block chemistry of Richard Andersen

Submitted by Joanne Stewart, Hope College

Additional Authors:

Adam R. Johnson, Harvey Mudd College

Anne Bentley, Lewis & Clark College

Chip Nataro, Lafayette College

Lori Watson, Earlham College

Evaluation Methods:

This LO has not been implemented; however, we recommend a few options for evaluating student learning:

implement as in-class group work, collect and grade all questions
have students complete the literature discussion questions before lecture, then ask them to modify their answers in another pen color as the in-class discussion goes through each questions
hold a discussion lecture for the literature questions; then for the following lecture period begin class with a quiz that uses a slightly modified problem.

Evaluation Results:

This LO has not been implemented yet.

Description:

In honor of Professor Richard Andersen’s 75th birthday, a small group of IONiC leaders submitted a paper to a special issue of Dalton Transactions about Andersen’s love of teaching with the chemical literature. To accompany the paper, this literature discussion learning object, based on one of Andersen’s recent publications in Dalton, was created. The paper examines an ytterbium-catalyzed isomerization reaction. It uses experimental and computational evidence to support a proton-transfer to a cyclopentadienyl ring mechanism versus an electron-transfer mechanism, which might have seemed more likely.

The paper is quite complex, but this learning object focuses on simpler ideas like electron counting and reaction coordinate diagrams. To aid beginning students, we have found it helpful to highlight the parts of the paper that relate to the reading questions. For copyright reasons, we cannot provide the highlighted paper here, but we have included instructions on which sections to highlight if you wish to do that.

Corequisites:

Course Level:

Upper Division

Topics Covered:

Physical methods / analytical techniques

Reaction mechanisms

Prerequisites:

Atomic Structure and Periodicity

Organic Chemistry

Learning Goals:

After completing this literature discussion, students should be able to

Count the valence electrons in a lanthanide complex
Explain the difference between a stoichiometric and catalytic reaction
Predict common alkaline earth and lanthanide oxidation states based on ground state electron configurations
Describe how negative evidence can be used to support or contradict a hypothesis
Describe the energy changes involved in making and breaking bonds
On a reaction coordinate diagram, explain the difference between an intermediate and a transition state
Explain how calculated reaction coordinate energy diagrams can be used to make mechanistic arguments

Subdiscipline:

f-block Chemistry

Energetics and mechanisms of reductive elimination from Pt(IV)

Organometallic Chemistry

Related activities:

Ligand based reductive elimination from a thorium compound

CBC (Covalent Bond Classification) Method of Electron Counting

Implementation Notes:

This is a paper that is rich in detail and material. As such, an undergraduate might find it intimidating to pick up and read. We have provided a suggested reading guide that presents certain sections of the paper for the students to read. We suggest the instructor highlight the following sections before providing the paper to the students. While students are certainly encouraged to read the entire paper, this LO will focus on the highlighted sections.

Introduction

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

First 5 lines ending at the word high (you may encourage students to look up exergonic if that is not a term commonly used in your department)

Line 14 starting with “In that sense,” through the end of the paragraph

Paragraph 6

From the start through the word “endoergic” in line 22

Line 31 from “oxidation of” to the word “described” in line 33

Line 40 from “These” to the word “dimethylacetylene” in line 45

Paragraph 7

From the start to the word “appears” in line 4

The words “to involve” in line 4

Starting in line 4 with “a Cp*” to “transfer” in line 5

Results and Discussion

Paragraph 1

Paragraph 2

Paragraph 3 from the start through “six hours” in line 10

Paragraph 4

Paragraph 5

From the start to “solution” in line 3

From “This exchange” in line 10 to “allene” in line 11

From “Hence” in line 19 through the end of the paragraph

Paragraph 6 from the start through “infrared spectra” in line 19

Paragraph 7 from “Hence” in line 4 through the end of the paragraph

Mechanistic aspects for the catalytic isomerisation reaction of buta-1,2-diene to but-2-yne using (Me₅C₅)₂Yb p 2579.

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

Experimental Section

Synthesis of (Me₅C₅)₂Yb(η²-MeC≡CMe).

Synthesis of (Me₅C₅)₂Ca(η²-MeC≡CMe).

Reaction of (Me₅C₅)₂Yb with buta-1,2-diene

Time Required:

One class period.

Web Resources:

Dalton Trans. 2015, 44, 2575-2587

16 May 2018

MetalPDB website

Submitted by Anthony L. Fernandez, Merrimack College

Evaluation Methods:

I kept track of how much my students used information obtained from this site during their literature presentations.

Evaluation Results:

The students had little difficulty accessing or using the site. Most of my students used information obtained from the site in their presentations and during in-class dicsussions.

Description:

When teaching my advanced bioinorganic chemistry course, I extensively incorporate structures from Protein Data Bank in both my assignments and classroom discussions and mini-lectures. I also have students access structures both in and out of class as they complete assignments.

In the past, I have used Metal MACiE to help find metal-containing biological macromolecules and to access information about the metal function and coordination environment. Unfortunately, this site, while still available, has not been updated in several years. I have recently found the MetalPDB website which was created at CERM (University of Florence). This site "collects and allows easy access to the knowledge on metal sites in biological macromolecules" and can be used to explore structures deposited in the PDB.

I also expect my students to use this site to obtain information for their assignments and presentations.

Prerequisites:

Biology

Corequisites:

Topics Covered:

Visualization

Course Level:

Second year

Upper Division

Learning Goals:

When using this website, students are able to:

obtain statistics pertaining to the number of metal-containing structures in the PDB,
determine the most common geometry observed for a particular metal in a biological structure,
identify the most common ligands attached to the metal when bound in a biological macromolecule, and
find information such as the function of, the coordination geometry of, and the coordinated ligands bound to a metal ion in a specific structure from the PDB.

These learning goals are incorporated in the associated in-class activity, which is posted separately.

Subdiscipline:

Getting to Know the MetalPDB

Related activities:

Metal MACiE Database

Protein Data Bank - A Beginner's Guide

The Guided Tour of Metalloproteins

Implementation Notes:

I used this site for the first time in my Bioinorganic Chemistry course during the Spring 2018 semester. I routinely use the PDB to access structures of metal-containing biological macromolecules, but it can be very hard to find structures wth specific metals. I used this site to find structures that I could use as examples in class.

To learn how to use the site, I assigned an associated activity (posted separately) that I have the students complete before coming to class. This experience allows the students to use the site to get background information about metal geometry and common ligands for their assignments and presentations.

This site utilizes JavaScript and JSmol so students must ensure that Java functions properly in their preferred web browser. I have found no issues accessing this site with any of the browsers used by myself or my students.

Web Resources:

MetalPDB

Metal PDB in 2018 article

10 May 2018

3D Sym Op

Submitted by Caroline Saouma, University of Utah

Evaluation Methods:

None

Description:

This is a great app that helps students see the symmetry in molecules. It allows you to choose a molecule (by name, structure, or point group) and display a 3D rendition of it. You can then have it display the symmetry elements, and/or apply all the symmetry operations.

It is available for both android and apple phones: (probably easier to just search for it)

apple: https://itunes.apple.com/us/app/3d-sym-op/id1067556681?mt=8

android: https://play.google.com/store/apps/details?id=com.nus.symmo&hl=en_US

Topics Covered:

Prerequisites:

Course Level:

Learning Goals:

A student should be able to find symmetry elements in molecules.

Corequisites:

Subdiscipline: