This learning object is a literature discussion based on a paper published in Nature (Labinger, J. A.; Bercaw, J. E. Nature 2002, 417, 507-514; doi:10.1038/446391a) discussing the mechanisms of C-H activation by transition metal complexes. This is a topic that could be covered at the end of a section on organometallic chemistry that shows a “newer” application.

This in class activity focuses on the ambidentate ligand thiocyanate.  Students compare data for known compounds to data for unknowns to make the bonding assignments. Data is provided from Baer, C.; Pike, J. J. Chem. Ed. 2010, 87, 724 where the authors  have the students synthesize all the compounds and then complete the data analysis.  My course does not include a lab component but I want the students to use literature to support their learning.

This is an in class exercise that I use to emphasize the need for metal ion transport and storage in biochemistry.  Applying the Van't Hoff equation to the Ksp value at 25°C for ferric hydroxide, students calculate the iron concentration at which ferric hydroxide would begin to precipitate out in the blood.  It' s an interesting problem that requires very little math beyond that used in gen chem, and the answer is in stark contrast to the amount of iron that we actually store in our bodies.  

I use this exercise in my 400-level Inorganic (Transition Metals) course.  Students have been introduced to assigning point groups in a 300- level Inorganic course on bonding theories.  Therefore, I combine a review of assigning point groups with the introduction to inorganic nomenclature in my advanced course.  This seems to break up the tedium of the rules for nomenclature while stressing that the need for such elaborate names comes from the need to correctly identify one structure among may isomeric possibilities.