Organometallic chemistry

31 Jan 2019
Evaluation Methods: 

Students were evaluated informally as I walked around to help the groups as well as during presentations.

Evaluation Results: 

A large majority of the students had no problem making assignments for the simple and intermediate cases.  This outcome is largely a testament to the ease of use of the CBC method.  In fact, students who had no background in inorganic or organometallic chemistry tended to perform a little better because they were less likely to bring in preconceptions about "oxidation state".

Students struggled a bit with the Z-type Ga ligand, which is great because it helped them move forward in understanding the periodic relationship to Al and B.  Students also struggled a bit with the cyclic (alkyl)aminocarbene ligands in the cobalt dimer, since they had not seen those before.

 

Description: 

This in-class group activity extends my original post by providing more examples of varying difficulty for students to assign MLXZ classifications and electron counts to organometallic complexes.  The answers to these are unambiguous within the CBC system, but they provide excellent starting points for conversation with students about bonding formalisms with organometallics.

Learning Goals: 

* Students should be able to use the covalent bond classification method to assign MLXZ classifications to a variety of organometallic complexes.

* Students should be able to defend their assignments using both organic and inorganic views of structure and bonding.

* Students will understand the ambiguities associated with assigning bond orders, valencies, oxidation states, etc., with the hope that their understanding of covalently bonded organometallic systems will become more nuanced.

 

Course Level: 
Corequisites: 
Implementation Notes: 

I split students into groups of 3, as noted in the handout.  Since this was a small class, I used 10 problems (all 7 from this handout and 3 from the earlier activity) and each student presented one answer.  Students took about 25 minutes to work through the problems, and then I had the students present and encouraged questions and challenges to their assignments.  The students brought several interesting insights that deepened their understanding of bonding and the connection between Organic Chemistry (which they have all taken) and Inorganic/Organometallic Chemistry (which most of them have not seen).

 

Time Required: 
45 minutes
31 Jan 2019
Description: 

This set of slides was made for my Organometallics class based on questions about bridging hydrides and specifically the chromium molecule. I decided to make these slides to answer the questions, and do a DFT calc to show the MO's involved in bonding of the hydride. 

 

Corequisites: 
Learning Goals: 

A student will be able to explain bridging hydride bonding

A student will be able to perform electron counting on a chromium comples with a bridging hydride

A student will be able to interepret calculated DFT molecular orbitals. 

Time Required: 
15 min
Evaluation
Evaluation Methods: 

This was provided as supplementary material outside of lecture. 

3 Jan 2019

Venn Diagram activity- What is inorganic Chemistry?

Submitted by Sheila Smith, University of Michigan- Dearborn
Evaluation Methods: 

I did not assess this piece, except by participation in the discussion

Evaluation Results: 

I asked my students to write an open ended essay to answer the question (asked in that first day exercise): What is Inorganic Chemistry.

Interestingly, 2 of my 15 students drew a version of this Venn Diagram to accompany their essays.

Description: 

This Learning Object came to being sort of (In-)organically on the first day of my sophomore level intro to inorganic course. As I always do, I started the course with the IC Top 10 First Day Activity. (https://www.ionicviper.org/classactivity/ic-top-10-first-day-activity).  One of the pieces of that In class activity asks students- novices at Inorganic Chemistry- to sort the articles from the Most Read Articles from Inorganic Chemistry into bins of the various subdisciplines of Inorganic Chemistry.  As the discussion unfolded, I just sort of started spontaneously drawing a Venn Diagram on the board.  

I think Venn diagrams are an excellent logic tool, one that is too little applied these days for anything other than internet memes.  This is a nice little add-on activity to the first day.
 

Your Venn diagram will likely look different from mine.  You're right.

 

Learning Goals: 

The successful student should be able to:

  • identify the various sub-disciplines of inorganic chemistry.  
  • apply the rules of logic diagrams to construct overlapping fields of an Venn diagram.

 

Prerequisites: 
Corequisites: 
Equipment needs: 

colored chalk may be handy but not required.

Implementation Notes: 

I used this activity in conjuction with a first day activity LO (also published on VIPEr).

I shared a clean copy (this one) with the students after the class where we discussed this.

 

Time Required: 
10-15 minutes

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