Hi All - I am currently using Housecroft and Sharp's 4th edition with supplements from Meissler and Tarr's 3rd ed.. Both of these texts discuss [FHF]- in the early MO chapter(s) as an example of 3c-2e bonding.  I'm okay with both text's approach to this ion by using LGO's on the F atoms that combine with the central H atom to illustrate formation of a bonding, non-bonding, and antibonding level for the F 2pz ortbitals with the H 1s.  It's easy to "see" a 3c-2e interaction from that approach.

Dear VIPEr friends,

I am teaching an advanced undergraduate group theory, molecular orbital theory, computational chemistry course this semester and having a ball. My question has to do with what we expect students to learn (what will they know and be able to do) when doing computational chemistry. I'm looking for answers beyond the obvious: learning the mechanics of setting up and visualizing the results of a calculation.

Hello VIPEr Colleagues,

I hope all is well. I wanted to share an idea I had today. Some of you may be aware that I published an editorial a few years ago in Chemical and Engineering News entitled "African Americans and Science." (The link is below.) Well, I decided to post a link to the article on the homepage of my inorganic course and encourage my students to read it, because honestly I want to know what the students think about it. But, I thought it was a good way to begin celebrating Black History Month.

Dear VIPEr Colleagues,

I would like for someone to look over a couple of experiments I am planning to do in my inorganic lab in the spring semester. The first lab is the synthesis of copper(II) glycinate monohydrate and the second focuses on [ReO2(py)4]Cl.2H2O.

Thanks,

Sibrina

Dear Fellow Chemist,