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.
This literature discussion is in honor of the work of Shigeyoshi Inoue, winner of the 2026 Frederic Stanley Kipping Award in Silicon Chemistry for “groundbreaking contributions to the synthesis and reactivity of low-valent silicon compounds, and advancing the potential of silicon in metal-free catalysis and small-molecule activation” (https://cen.acs.org/a
As a collaboration with Rajas Ketkar (an excellent student in my inorganic chemistry class), we now have an online tool that you can use to "pull" a vertical line across each Tanabe-Sugano diagram and read off the intersecting E/B values. This should make the process easier and more intuitive for students. Please credit Rajas when using in your classes!
This literature discussion comes from a paper in the Turkish Journal of Chemistry (1999, 23, 9-14) https://journals.tubitak.gov.tr/chem/vol23/iss1/2/. In this paper, the authors report spectroscopic data for nine compounds, [M(CO)4(PP)] (M = Cr, Mo or W; PP = dppm, dppe, dppp). This is a very fundamental paper and as such, students are not expected to have had any significant coursework in inorganic chemistry.
This laboratory experiment is a quick and straightforward synthesis of a MoO2(acac)2 complex. The ligand set allows for two possible geometric arrangements: cis and trans. Using IR spectroscopy along with group theory analysis of the Mo-O stretching modes, students can determine which isomer they formed in their synthesis. NMR spectroscopy is also employed, and confirms the geometric arrangement due to the inequivalence of the acac methyl groups.
This paper (J. Organomet. Chem. 2022, 965-966, 122317) describes the synthesis and reactivity of four-coordinate iridium compound with a tridentate ligand. This ligand is referred to in the paper as a pincer ligand which are a general class of tridentate ligands that coordinate in a mer- arrangement.
This is a really interesting paper in J. Am. Chem. Soc. (2025, 147, 34641-34646) involving a complex salt in which both the cation and anion are metallocenes. While a majority of the paper is focused on the characterization of two new compounds, it presents some excellent opportunities to practice counting electrons, one of which was a challenge to this author.
This literature discussion is in honor of Dr. Josh Figueroa, recipient of the 2026 F. Albert Cotton Award in Synthetic Inorganic Chemistry. Josh has done some tremendous work with isocyanide ligands and this paper is but a brief glimpse into this field. The complexes of interest contain carbonyl ligands and isocyanide ligands, so there are plenty of opportunities for students to use group theory to predict the number of IR-active vibrations for these ligands.
I was lecturing along today, teaching the basics of the theory and how to interpret Tanabe-Sunago diagrams, and I got to my slides where I show them how to calculate ∆o from Co(en)3, and it just fell apart. I had done V(III) as a first example, and then I wanted the students to practice the calculations, but my slides were not up to the task. I thought to myself, in the moment, this would be a good opportunity to do an in-class activity, I should write it. So, in the spirit of making next year easier, I did. I have not used this in class, but I wish I had had it this morning.
This literature discussion is based on a short JACS communication reporting the first isolable Sc(II) carbonyls (not a typo) and isocyanides. The paper discusses some standard synthesis and characterization while exploring a more fundamental question regarding why Sc, a d-block metal, is considered a rare-earth and when it stops reacting analogously to the rare-earth metals. The LO focuses on ye olde carbonyl stretching frequencies and back-bonding and makes a nice follow up to an introduction to that concept. It tries to make students explicitly connect electron configuration to changes