This is a great new textbook by George Luther III from the University of Delaware. The textbook represents the results of a course he has taught for graduate students in chemical oceanography, geochemistry and related disciplines. It is clear that the point of the book is to provide students with the core material from inorganic chemistry that they will need to explain inorganic processes in the environment.
This Guided Literature Discussion was assigned as a course project, and is the result of work originated by students Stefanie Barnett and Katelyn Yowell. It is based on the article “Synthesis, Electrochemistry, and Reactivity of Half-Sandwich Ruthenium Complexes Bearing Metallocene-Based Bisphosphines”, Shaw, A.P.; Norton, J.R.; Bucella, D.; Sites, L.A.; Kleinbach, S.S.; Jarem, D.A.; Bocage, K.M.; Nataro, C. Organometallics 2009, 28, 3804-3814.
Reading and understanding a journal article is a critical skill to obtain as a student. After college, many students will pursue careers in which learning occurs exclusively from the literature. Students will read a full paper from the journal Inorganic Chemistry and answer guiding questions pertaining to the article. There will be an in class discussion about the article to introduce which is used to introduce the topic of catalysis. This assignment breaks down the article through a series of questions that helps students to navigate a journal article.
In this literature discussion, students read an Inorganic Chemistry paper (doi: 10.1021/ic503062w) about diarylamido-based PNZ pincer ligands and their Ni, Pd, and Rh complexes. Specifically, this paper uses IR and E1/2 potentials to demonstrate that the redox events occur not on the metal center but on the pincer ligands.
This is a question based approach for a discovery activity about cyclic voltammetry. The slider bar on a movie can used to control a variable and the displayed graph is updated to show the results. (You could also just play the movie to get an idea of what changes.)
The questions to be answered are
What is the shape of a cyclic voltammogram?
How are cyclic voltammograms affected by E0?
How are cyclic voltammograms affected by concentration?
How are redox equilibria affected by scan rate?
What if there are two reductions?
The Committee on Professional Training (CPT) has restructured accreditation of Chemistry-related degrees, removing the old model of one year each of General, Analytical, Organic, and Physical Chemistry plus other relevant advanced classes as designed by the individual department. The new model (2008) requires one semester each in the five Foundation areas: Analytical, Inorganic, Organic, Biochemistry and Physical Chemistry, leaving General Chemistry as an option, with the development of advanced classes up to the individual departments.
This learning object is aimed at getting students to think critically about the data they collect in lab as they collect the data similar to how chemists typically conduct research. They will be given a pre-lab video and a procedure prior to lab, conduct the experiment, and then upload their data to an Excel spreadsheet. Students will then stay in their group to discuss the questions given to them on the worksheet in class with the instructor, and are allowed to continue working on them as a group up until the due date.
This list includes a number of LOs to help in teaching nanomaterials subjects; however, it is not exhaustive.
Updated June 2018.
This activity was created as part of a primer on cyclic voltammetry for the 2015 TUES workshop. The activity is designed to have one person represent the potential and several other people represent the molecules in solution. By simply scanning (walking through the line of people) and shaking hands, several simple mechanisms can be illustrated. The use of a joy buzzer with the first hand shake is highly encouraged, but not at all necessary.
This is a learning object focused on analyzing a specific figure from a research article that show XPS and CV data on Ni(OH)2/NiOOH thin films that have incorporated Fe.