Office: 308 Jennings Hall

Phone: 203-392-6262

E-mail: lesleym1@southernct.edu

TBA

PREREQUISITES: CHE 240, 261

COURSE TITLE: Inorganic Chemistry

The laboratory portion of this course will focus on synthetic methodology and the acquisition / interpretation of data. This portion of the course will be used to lecture additional aspects of inorganic chemistry on a more practical basis while re-iterating concepts from the classroom. The experiments that have been selected demonstrate fundamental main group, transition metal, and organometallic chemistry. The independent projects that have been selected allow students the opportunity to investigate additional topics pertaining to inorganic chemistry as well as interdisciplinary topics such as materials science, transition metal catalyzed organic transformations and bio-inorganic chemistry. 

It is strongly suggested that the student obtain a molecular model set since a substantial portion of this course will encompass analysis of 3-dimensional symmetry properties and isomerism in transition metal compounds. A model set will be extremely helpful to visualize the 3-dimensional structure of the compounds that will be examined.

CHE 434 is a senior level course in inorganic chemistry. The course is a requirement for students pursuing the science education degree in chemistry. The course involves the further study of the fundamental principles of chemistry as they pertain to theories of bonding, and reactivity involving main group and transition metal compounds. The laboratory exercises are commensurate with the study of advanced synthetic strategies as outlined by the external accrediting agency (American Chemical Society) for chemistry.

The course emphasizes analytical thinking and applications to problem solving using both quantitative and qualitative approaches. Students are expected to apply new concepts as well as those discussed in the prerequisite courses to curricular material. 

The laboratory experiments and problem sets are designed to place an emphasis on the key learning goals of the course. Laboratory conduct and practices are outlined and encompass an inquiry-based approach to learning, environmental concerns, safety in science instruction and methods for the creation of an appropriate learning environment. Experiments will be conducted using inert atmosphere techniques.

1. Understand the limitations inherent to the basic theories of bonding and periodic trends. (INTASC 1; NSTA 1, 3; CCCT 1.1, 1.2, 1.4, 2.1, 2.6)

2. Understand the basic concepts of molecular orbital theory and the application to bonding theory at the advanced level. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.2, 1.4, 2.2)

3. Correlate the concepts of molecular orbital theory with exceptions to valence bond theory. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.2, 1.4, 2.1, 2.3)

4. Use the concepts of molecular orbital theory to construct molecular orbital diagrams. (INTASC 1; NSTA 1, 2, 3; CCCT 1.4, 2.2)

5. Construct molecular orbital diagrams taking into account the p-bonding effects in transition metal compounds. (INTASC 1; NSTA 1, 2, 3; CCCT 1.2, 1.4, 2.2)

6. Identify the key molecular orbitals responsible for reactivity in compounds and rationalize the product distribution in related chemical reactions. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.2, 1.4, 2.2)

7. Understand and identify the symmetry elements and operations present in molecules. (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.4, 1.6)

8. Identify point groups of molecules. (INTASC 1, 4; NSTA 1, 2, 3, 7; CCCT 1.4)

8. Apply the symmetry properties of molecules to the construction of character tables. (INTASC 1; NSTA 1, 2, 3; CCCT 1.3, 1.4)

8. Understand group theory as it applies to the interpretation of Infrared and Raman spectroscopy in the characterization of inorganic compounds. (INTASC 1; NSTA 1, 2, 3, 4; CCCT 1.2, 1.3, 1.4, 2.2, 2.6)

8. Understand the structure, bonding and reactivity of inorganic compounds at the advanced level. (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.2, 1.3, 1.4, 1.6, 2.1, 2.6)

12. Apply the symmetry properties of molecules to the interpretation of multinuclear nuclear magnetic resonance spectroscopy. (INTASC 1, 4; NSTA 1, 2, 3, 4, 7; CCCT 1.2, 1.4, 2.2, 2.6)

13. Understand the basic theories pertaining to the structure and bonding in transition metal complexes. (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.2, 1.3, 1.4, 1.6, 2.2)

14. Identify names, structures, and electronic configurations of transition metal complexes. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.3, 1.4)

15. Understand the use of the spectrochemical series and the correlation with p-bonding effects in transition metal complexes. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.2, 1.4)

16. Identify the pertinent d-orbital splitting diagrams and calculate stabilization energies for transition metal compounds. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.2, 1.3, 1.4, 2.2)

17. Identify the presence of Jahn Teller distortions and application to spectroscopic methods of characterization. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.4)

18. Calculate magnetic moments of transition metal complexes and correlate data with electronic configurations and molecular geometry. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.2, 1.4, 2.2)

19. Understand the formation of metal-metal bonds and the theories used to describe the formation of such bonds on an atomic level. (INTASC 1, 4; NSTA 1, 2, 3, 7; CCCT 1.4)

20. Understand the use of quantum theory to determine term symbols for transition metal compounds. (INTASC 1, 4; NSTA 1, 2, 3; CCCT 1.3, 1.4)

21. Utilize Orgel diagrams and Tanabe-Sugano diagrams to interpret UV/Visible spectroscopic data for transition metal complexes. (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.3, 1.4, 2.2)

21. Apply the theories of transition metal chemistry to patterns of chemical reactivity involving substitution reactions and redox reactions. (INTASC 1, 4; NSTA 1, 2, 3, 4; CCCT 1.4)

21. Understand how the theories of transition metal chemistry apply to interactions between transition metals and organic compounds in the development of catalytic cycles. (INTASC 1, 4; NSTA 1, 2, 3, 4, 7; CCCT 1.2, 1.4, 1.6, 2.2)

21. Relate the chemical concepts learned in class to the experimental/spectroscopic data obtained in the laboratory. (INTASC 1, 4, 5, 9; NSTA 1, 2, 3, 4, 5, 6, 9, 10; CCCT 1.2, 1.3, 1.4, 1.5, 1.6, 2.2, 2.5, 2.6)

21. Understand and demonstrate the use of Schlenk line and inert atmosphere drybox technologies in the synthesis and manipulation of air sensitive chemical compounds. (INTASC 1, 4; NSTA 1, 2, 3, 4, 5, 6, 7, 9, 10; CCCT 1.2, 1.3, 1.4, 1.6, 2.2, 2.6)

21. Apply the knowledge gained throughout the course in the development and completion of an advanced synthetic project. (INTASC 1, 4, 5, 6, 9; NSTA 1, 2, 3, 6; CCCT 1.2, 1.3, 1.4, 2.2, 2.3, 2.6)

Class lecture and discussion; problem solving; experimentation; acquisition and interpretation of spectroscopic and physical data. 

Interpretation of IR and Raman Spectroscopy; Deriving MO Diagrams for d-orbitals, Polyatomic MO's

Hydrogen, Group IA,IIA,IIIA,IVA Elements and Boron Clusters, Group VA, VIA, VIIA, VIIIA Elements, Multinuclear NMR (³¹P, ¹¹B)

Coordination Number and Survey of Structures Organometallic Chemistry; Bonding with Organic Ligands, 18 Electron Rule

Students will be expected to read the appropriate sections of the text prior to classroom lectures. Students are also expected to attempt sample problems found at the end of each chapter in order to prepare for quizzes and tests. Assignments involving qualitative and quantitative approaches to problem solving will be distributed in class and will be available on the instructor's homepage. The questions contained in assignments and sample tests are commensurate with the degree of difficulty that can be expected for the quizzes and examinations. In addition, the sample tests are designed to provide the student with an idea of the duration of the examination and the breadth and depth of curricular material to be evaluated. Solutions to problems will be posted on the wall-mounted case outside the instructor's office.

The final examination is cumulative and the date and time are indicated in the corresponding catalogue. Assignments, quizzes, and sample tests are posted on the instructor's homepage and are updated in a regular fashion. (http://www.southernct.edu/~lesley/Homepage/index.html)

Students are required to complete all laboratory exercises. It is the policy of the Chemistry Department at Southern Connecticut State University that, to receive a passing grade for CHE 434, you must receive a passing grade for the laboratory portion of the course. A passing grade for the laboratory portion of the course is 60%. The evaluation criteria for the laboratory portion of the course are described in detail in the laboratory manual that accompanies this course.

The actual letter grade will be based on the grading scale given below. Please remember that it is the policy of the Chemistry Department at Southern Connecticut State University that, to receive a passing grade in CHE 434, you MUST pass the laboratory portion of the course. A passing grade for the laboratory portion of the course is 60% (or 18/30 pt).

The following final grade scale will be used:

A+ = 96 - 100% C- = 62 - 65%

A = 91 - 95% D+ = 58 - 61%

A- = 86 - 90% D = 54 - 57%

B+ = 82 - 85% D- = 50 - 53%

B = 78 - 81% F = 2 49

B- = 74 - 77%

C+ = 70 - 73%

C = 66 - 69%

Scholarship

1. Knowledge of subject matter
2. Knowledge of human development & learning

3. Instruction adapted to meet diverse learners

4. Use of multiple instructional strategies & resources

Attitudes 
and Disposition 

5. Effective learning environment created
6. Effective communication

7. Lesson planning

Integrity

9. Reflection and professional development

Leadership
8. Assessment of student learning to improve teaching

Service
10. Partnership with school and community
 
 
 

1.  Content - Structure and interpret the concepts, ideas and relationships in science

2. Nature of Science - Define the values, beliefs and assumptions inherent to the creation of scientific knowledge within the scientific community

3. Inquiry - Formulating solvable problems, constructing knowledge from data, exchanging information for seeking solutions, developing relationships from empirical data

4. Context of Science - Relate science to daily life: technological, personal, social and cultural values.

5. Skills of Teaching - Science teaching actions, strategies and methodologies, interaction with students, effective organization and use of technology.

6. Curriculum - Extended framework of goals, plans, materials and resources for instruction.

7. Social Context - Social and community support network, relationship of science to needs and values of the community, involvement of people in the teaching of science.

8. Assessment - Alignment of goals, instruction and outcomes, evaluation of student learning.

9. Environment for Learning - Physical spaces for learning, psychological and social environment, safety in science instruction.

10. Professional Practice - Knowledge and participation in the professional community, ethical behavior, high quality of science instruction, working with new colleagues as they enter the profession.

DEMONSTRATIONS OF KNOWLEDGE

1.1 understanding of student learning & development 

1.2 understanding of need for different learning approaches

1.3 proficiency in reading, writing and mathematics

1.4 understanding of central concepts & skills, tools of inquiry and structures of discipline(s) 

1.5 knowledge of how to design and deliver instruction

1.6 recognition of need to vary instructional methods

APPLICATION OF KNOWLEDGE THROUGH

2.1 instructional planning based upon knowledge of subject, students, curriculum & community

2.2 selection and/or creation of learning tasks that make subject meaningful for students

2.3 establishment and maintenance of appropriate behavior standards and creation of positive learning environment

2.4 creation of instructional opportunities supporting students’ academic, social and personal development

2.5 use of verbal, nonverbal and media communication fostering individual and collaborative inquiry

2.6 employment of various instructional strategies in support of critical thinking, problem solving and skills demonstration

2.7 use of various assessment techniques to evaluate student learning & modify instruction 

DEMONSTRATION OF PROFESSIONAL RESPONSIBILITY THROUGH:

3.1 professional conduct in accordance with the Code of Professional Responsibilities for Teachers 

3.2 shared responsibility for student achievement and well-being

3.3 continuous self-evaluation regarding choices & actions on students and school community

3.4 commitment to professional growth

3.5 leadership in the school community

3.6 demonstrations of a commitment to students and a passion for improving the profession

As a student with a disability, before you receive course accommodations, you will need to make an appointment with the Disability Resource Office located in EN 15 to arrange for approved accommodations. However, if you have other information you would like to speak with me about, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office is located in Jennings Hall (JE 308) and my office hours are listed on the first page. Every effort will be made to accommodate students in this course.

Missed/Late Work:

Assignments and laboratory reports are due at the beginning of the scheduled meeting time. Late or missed tests, assignments, and laboratory reports will receive a grade of zero except in the case of substantiated illness (a doctor's note is required). A student must inform the instructor prior to the evaluated exercise in order to receive consideration. There is no extra credit or make-up examination. Failure to complete more than one laboratory exercise will result in a grade of zero for the course even in the case of substantiated illness.

Inclement Weather:

Official information regarding class cancellations or delays can be obtained from the university WeatherChek voice mail system at 203-392-SNOW. If a scheduled examination, quiz or assignment is postponed due to weather it is assumed that the exercise will be rescheduled to the next available classroom session. 

Attendance:

Regular and prompt attendance of scheduled classes is not mandatory but is strongly recommended to achieve success in this course. Prompt attendance for laboratory sessions is required. Students arriving late to laboratory sessions will not be able to participate in the preliminary discussion and will not be allowed to complete the exercise.

Cell Phones:

All cell phones and pagers must be turned off during lecture and laboratory. Students who ignore this policy will be asked to leave the classroom or laboratory and will receive a grade of zero for all evaluations to be carried out during that time. If you are on call for work related emergencies or personal reasons please switch all devices to a mode that will not disturb the class (i.e. vibrate mode) and inform the instructor prior to class. 

Academic Dishonesty:

Cheating on exams, laboratory reports, quizzes, and assignments will not be tolerated in this class. All students are expected to behave according to the code of conduct outlined in the student handbook. Apparel such as baseball caps that conceal your eyes during examinations will not be permitted.