This is the procedure for a Fe(III) catalyzed synthesis of aspirin, an alternative to the traditionally sulfuric acid catalyzed synthesis of aspirin. The prep compares and contrasts the Bronsted acid catalyzed esterification reaction with a Lewis acid iron (III) catalyzed pathway. This can be used in different courses at different levels, but is it written for a general/intro level chemistry course.
In this activity, Introductory Chemistry students are given two possible structures of sulfur dioxide, and based on an assessment of given vibrational modes, they determine which of the modes are IR active (and thus, whether the molecule is a greenhouse gas). They compare their assessment to experimental IR absorption peaks, and the students decide which structure is valid.
This in-class activity is designed to give general chemistry students practice with drawing Lewis structures. Small groups of 3-5 students compete for points by creating hypothetical molecules that meet criteria (numbers of elements and atoms) assigned by the professor. Beginning with simple molecules, the basic challenge format calls for increasingly complex criteria in successive rounds of competition. One optional variation also allows student groups to challenge each other for bonus points.
This is a simple activity designed to help students visualize the interaction of atomic orbitals to form molecular orbitals. Students construct atomic orbitals out of Play-Doh and determine whether overlap of a given pairs of atomic orbitals along the specified axis can result in a σ, π, or δ interaction or no net interaction. I do this activity following a reading assignment and lecture on the formation of molecular orbitals from atomic orbitals that cover the various types of interactions. Students then work in groups of 3-4 to complete the instructions described on the attached worksh
I like having students look at data and then explain data based on what they know about periodic trends. This activity uses the data we all use for radii and ionization energies and asks students to look just a little bit deeper.
I have gone back and forth between using this as an in class activity (my current practice) and using some of these questions on exams.
This looks like a great resource to visualize the data contained in the international tables in 3D.
My colleague, John GIlje, recommended this resource to me. It's not something I'll use on a day to day basis because it requires a PC.
Students are asked to read an article detailing the development of a cobalt-based MRI contrast agent ("A Redox-Activated MRI Contrast Agent that Switches Between Paramagnetic and Diamagnetic States", Tsitovich, P. B.; Spernyak, J. A.; Morrow, J. R. Angew. Chem. Int. Ed. 2013, 52, 14247-14250, DOI: 10.1002/anie.201306394). Before coming to class the students are asked to answer a series of questions designed to guide them through the first half of the article, and to be prepared to discuss their answers in class.
This collection highlights the learning objects used at the 2014 VIPEr workshop on the Bioinorganic Applications of Coordination Chemistry to introduce participants to the field of bioinorganic chemistry. They provide essential background information on how metals bind to proteins as well as the techniques used in the research papers presented at the workshop. A list of learning objects created at the workshop based on the current research of our expert speakers can be found at:
This in class activity is designed to introduce students to how amino acid side chains can coordinate metal ions in proteins. It guides students through the exploration of several metal binding sites in proteins using the Ligand Explorer program on the Protein Data Bank (PDB) website. Essentially, it is a way for them to use the PDB to “discover” the information generally presented on this topic in the introductory chapters of bioinorganic textbooks. At the end it asks students to think about Hard Soft Acid Base theory and to see how that can be applied to the binding of metals in protei
This is an in-class activity that I made to help students in my second semester general chemistry course work through some aspects of color and coordination chemistry. The activity was performed with a demonstration of color for nickel coordination complexes (ligands: water, ethylenediamine, and ammonia). I also included equilibria and thermodynamics as those concepts apply to coordination compounds at the introductory level. This served as a review of the concepts as well.