A new edition of my textbook Principles of Inorganic Chemistry (2e) is now available on the Wiley website. You are welcome to request a digital examination copy at this site. For instructors who adopt the textbook, you can also download a Solutions Guide to the end of chapter problems. The second edition is more suitable for use at the undergraduate level than was the first and has been rewritten to have a more engaging and conversive style. The structure of the chapters has also changed. Please check it out.
I scanned through the forums that came up with "kinetics" and could not find what I am looking for, but I know VIPEr people know the answer to this question: I am looking for an example of kinetics versus thermodynamics control of an ambidentate ligand, i.e., M + XY ---> M-XY initially (kinetics control) ---> M-YX (eventually, thermodynamic product). Any examples of M and XY (obviously "XY" is generic, could be SCN-, et al.)?
Tanabe – Sugano question for ∆o and B.
I am just starting teaching our 2nd semester Advanced Inorganic chemistry Course. Essentially, the only information I received from my predecessor is that we use Miessler and teach chapters 10,11, 12,13, and 14. I have the slides from the publisher. Students have all had P.Chem. and the first semester Chapters 1-9 and are mostly seniors.
In my senior level inorganic lab, I've tried to incorporate full semester research projects. Since I love synthesis, I have tended to assign synthetic projects. Students have learned a lot during these experiences, but there are the obvious challenges of multistep synthetic work in a 3 hour a week lab. I'd like to try to develop projects that are more mechanistic in nature, but am struggling to come up with ideas that are both compelling and achievable. We will be working in lab this spring with social distancing and some restrictions, but should be able to do all the things we normally
Hello! Maia Popova (https://chem.uncg.edu/person/popova/) and I (https://www2.chem.wisc.edu/users/srpazicni) are putting together an NSF IUSE proposal to investigate student learning of molecular symmetry and how classroom practices influence this learning. We would greatly appreciate if VIPEr members would consider one or both of the following requests:
Our first SLiThEr (Supporting Learning with Interactive Teaching: a Hosted, Engaging, Roundtable) was a success. The topic was teaching lab online with little prep time.
Also, there is an upcoming SLiTher scheduled for this thursday. It will be about teaching a traditional lecture course online and we hope you can come join the discussion!