CHEMISTRY 435-INORGANIC CHEMISTRY Southern Connecticut State University Dr. M. J. G. Lesley Jennings 308 (203) 392-6262 E-mail: lesleym1@southernct.edu Fall Semester 20xx Lectures: T,R: 9:35 AM - 10:50 PM (JE 306) Office Hours: TBA Under no circumstances should a student expect to be able to interrupt a lecture or laboratory for additional help. Please consult the schedule! Text: 1. Housecroft, C. E. and Sharpe, A. G. Inorganic Chemistry, 3 rd Edition; Prentice Hall: New York, 2008. (ISBN: 978-0-13-175553-6) 2. Vincent, A. "Molecular Symmetry and Group Theory, 2 nd Ed.", John Wiley and Sons, New York, 2001. (ISBN 0-471-48939-5) (OPTIONAL) Other required materials: Molecular Model Set (recommended) Course Overview: Expected Student Learning Activity Weekly Hours for Course* Total Hours for Course (14 week semester) Lecture time (Contact Hours) 3 42 Reading and Study Time 4 64 Assignments 2 28 Term Credits Earned Examinations 2 (midterms) 2 (Final Exam) Total Hours 15 222 4 * Please note that these times are only estimates based on the Department of Education s definition of a credit hour and do not guarantee a specific grade in the course. Students may find that they require more or less time to succeed in the course. Chemistry 435, Inorganic Chemistry, examines aspects of main group, transition metal, and organometallic chemistry. The use of symmetry relationships and point group determination will be discussed in terms of the development of molecular orbital theory and the infrared/raman spectroscopic characterization of transition metal compounds. The study of ligand bonding with transition metals will be examined with attention drawn to coordination compounds, electron counting rules, isomerism, and reactivity. The scope and limitations of theories involved in describing the bonding on a molecular level will be examined in detail. These will be applied to methods of characterization such as magnetic susceptibility, photoelectron spectroscopy, NMR, UV/visible and IR spectroscopy, etc. 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. Learner Outcomes: Upon completion of the sections of the curricular material students should be able to: 1. Understand the limitations inherent to the basic theories of bonding and periodic trends and demonstrate the knowledge by answering appropriate questions on assignments, quizzes, and examinations. Students will expected to discuss in an essay answer, the scope of these theories by using appropriate molecules that demonstrate the limitations of Lewis structure, VSEPR, and Molecular Orbital (MO) theory. (INTASC 1; NSTA 1, 3) 2. Understand the basic concepts of MO theory and the application to bonding theory at the advanced level. Students will demonstrate the knowledge by answering questions that demonstrate the basic components and definitions of MO theory on assignments, quizzes, and examinations. (INTASC 1, 4; NSTA 1, 2, 3) 3. Correlate the concepts of MO theory with exceptions to valence bond theory. Students will be expected to focus on the key concepts that differentiate the two theories and justify the necessity for molecular orbital theory using examples of molecules and discussing the bonding in the molecule according to both theories with attention drawn to the strengths and weaknesses of each model. (INTASC 1, 4; NSTA 1, 2, 3) 4. Use the concepts of molecular orbital theory to construct molecular orbital diagrams. This includes simple diatomic molecules as well as polyatomic molecules using the Group Theory approach developed from symmetry arguments. (INTASC 1; NSTA 1, 2, 3) 5. Construct molecular orbital diagrams taking into account the π-bonding effects in transition metal compounds. Students should be able to draw the corresponding energy level diagrams for σ-bonding in transition metal compounds of differing geometry, and then describe the influence of acceptor and donor substituents in terms of energy changes that occur to the diagram. Students should be able to draw inferences to additional trends in the field such as correlation of the effects to the spectrochemical series. (INTASC 1; NSTA 1, 2, 3) 6. Identify the key molecular orbitals responsible for reactivity in compounds and rationalize the product distribution in related chemical reactions. Students will recognize the importance of specific orbitals that guide the majority of reactivity (HOMO, SHOMO, LUMO, SLUMO) and be able to identify these on a molecular orbital diagram. (INTASC 1, 4; NSTA 1, 2, 3) 7. Understand and identify the symmetry elements and operations present in molecules and demonstrate the knowledge by drawing appropriate diagrams that describe the different symmetry planes, rotational axes, points, etc., and that differentiate unique symmetry operations. (INTASC 1, 4; NSTA 1, 2, 3, 4) 8- Identify point groups of molecules by summarizing the symmetry elements and operations in a given chemical structure. Students are expected to analyze molecules and shapes and follow the flowchart to assign the correct point group using the proper symbolism for the point group. (INTASC 1, 4; NSTA 1, 2, 3, 7) 2
9- Apply the symmetry properties of molecules to the construction of character tables. Students will be able to draw diagrams of orbitals and indicate how the orbitals are involved in bonding transform under the individual symmetry operations. This will be correlated to the various symbols used to summarize these properties. (INTASC 1; NSTA 1, 2, 3) 10- Understand group theory as it applies to the interpretation of Infrared and Raman spectroscopy in the characterization of inorganic compounds by performing appropriate calculations using character tables to determine irreducible representations and then infer whether or not a particular representation is IR or Raman active based on the designations of orbitals provided in the character table. (INTASC 1; NSTA 1, 2, 3, 4) 11- Understand the structure, bonding and reactivity of inorganic compounds at the advanced level and demonstrate the knowledge by describing the use of Crystal Field Theory and MO theory for transition metal compounds for a variety of geometries. (INTASC 1, 4; NSTA 1, 2, 3, 4) 12. Apply the symmetry properties of molecules to the interpretation of multinuclear nuclear magnetic resonance (NMR) spectroscopy and demonstrate the knowledge through interpretation and discussion of spectral data based on equivalence of nuclei in a structure and the use of multinuclear NMR spectroscopy for different nuclei. (INTASC 1, 4; NSTA 1, 2, 3) 13. Gain an understanding of the description of bonding in electron deficient molecules/clusters. Demonstrate the knowledge of shapes of boron based cluster compounds by identifying the regular polyhedral shapes based on the number of vertices present in a structure. (INTASC 1; NSTA 1, 2, 3) 14. Understand the nomenclature rules as they apply to electron deficient cluster compounds based on the Polyhedral Skeletal Electron Pair theory. Students will be able to perform appropriate electron counting rules and compare the number of electron pairs used to assemble the skeleton of the cluster and correlate this to one of the names that describe the cluster shape. (INTASC 1; NSTA 1, 2, 3) 15. Understand the basic principles related to catalytic cycles as they pertain to transition metal catalyzed reactions. Students will demonstrate the knowledge by drawing appropriate catalytic cycles and identifying the basic process by name that applies in each step of the mechanistic description. Students should also be able to perform an electron count for intermediate complexes in the cycles to rationalize changes that occur in the oxidation state of the transition metal atoms in each step. (INTASC 1; NSTA 1, 2, 3) 16. Identify names, structures, and electronic configurations of transition metal complexes through the application of nomenclature rules, d-orbital splitting diagrams, and related calculations of crystal field stabilization energy. (INTASC 1, 4; NSTA 1, 2, 3) 17. Understand the use of the spectrochemical series and the correlation with π-bonding effects in transition metal complexes when determining the appropriate spin configuration for a metal-ligand complex and demonstrate the knowledge by determining high spin vs low spin electronic configurations of electrons in d-orbitals and relating this to the position and presence or absence of π-bonding effects of ligands in the spectrochemical series. (INTASC 1, 4; NSTA 1, 2, 3) 18. Identify the presence of Jahn-Teller distortions and application to spectroscopic methods of characterization and demonstrate the knowledge by identifying the specific electronic 3
configurations that give rise to distortions and the effect these have on the relative energies of the electrons in the d-orbitals. (INTASC 1, 4; NSTA 1, 2, 3) 19. Calculate magnetic moments of transition metal complexes and correlate data with electronic configurations and molecular geometry and demonstrate the knowledge by using the ligands attached to the metal to determine the electronic configuration in terms of d- orbital occupation, figure out the number of unpaired electrons, and relate that number of electrons to the magnetic moment of a molecule using the spin-only magnetic moment formula. (INTASC 1, 4; NSTA 1, 2, 3) 20. Understand the use of quantum theory to determine term symbols for transition metal compounds by developing appropriate Orgel diagrams or through the use of Tanabe-Sugano diagrams. Students will demonstrate the knowledge by being able to determine term symbol representations for electronic configurations, draw how these will split in the presence of a ligand field, and develop Orgel diagrams for high spin complexes that summarize the results. Students will also demonstrate knowledge of how to determine the appropriate transitions that occur when radiation of UV/visible wavelengths are absorbed by molecules and select appropriately allowed transitions from the diagrams. Tanabe-Sugano diagrams will be provided and student will have to select appropriate transitions for both high-spin and low-spin configurations of complexes. (INTASC 1, 4; NSTA 1, 2, 3) 21. Utilize Orgel diagrams and Tanabe-Sugano diagrams to interpret UV/Visible spectroscopic data for transition metal complexes and demonstrate the knowledge by assigning the specific absorptions in spectral data to transitions between labeled states. (INTASC 1, 4; NSTA 1, 2, 3, 4) Final Course Evaluation: 2 One-hour examinations 50 pt Assignments 10 pt Quizzes 15 pt Final Examination 25 pt ------- 100 pt The actual letter grade will be based on the grading scale given below. Letter Grade Scale: The actual grade will be based on the grading scale given below with possible adjustment for class average at the end of the semester (at the instructor's discretion). A+ (100-96) B+ (85-82) C+ (73-70) D+ (61-58) F <50 A (95-91) B (81-78) C (69-66) D (57-54) A- (90-86) B- (77-74) C- (65-62) D- (53-50) Assignments: Assignments will be distributed in class and will also be available outside my office. Complete written answers are required to receive full credit. Individual effort is required. Due dates will be indicated on the individual assignments. Assignments are due at the beginning of the scheduled lecture session. Solutions will be posted on the wall outside JE 310. 4
Quizzes: Periodically I will give pop quizzes to test if students are keeping up with the course material and/or retaining information related to assignments. This exercise will enable students to judge their progress on a more regular basis in addition to the midterm examinations and assigned problem sets. Late/Missed Work: There will be no make-up examinations except in the case of substantiated illness (a doctor s note is required). The student must contact the professor or another member of the departmental office prior to an absence for an examination or else a grade of zero will be assigned for the examination. The same policy applies to assignments. The latter are due at the beginning of the scheduled meeting time. A doctor's note will be required upon returning to class to receive any consideration due to illness. Attendance: Regular and prompt attendance of scheduled classes is necessary for the student to derive the intended benefit of the learning experience the college strives to provide, and for the optimization of student academic progress. Attendance in lectures is not mandatory but is strongly advised. Accommodating Students With Disabilities: As a student with a disability, before you receive course accommodations, you will need to make an appointment with the Disability Resource Center located in EN C-105A 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. Inclement Weather: When inclement weather threatens, call the university s WeatherChek voice mail message line (203-392-SNOW) to hear the latest official information on possible delayed openings, class cancellations, or the closing of the university. In the event that an examination is postponed due to weather, the examination will be held at the next scheduled class meeting. Assignments will be due the following scheduled class meeting. Academic Dishonesty: Unfortunately, the question of academic dishonesty occasionally becomes an issue between an instructor and a student. The best way to avoid this is to be sure that no suspicion arises. Cheating on exams, assignments or any other portion of this course will not be tolerated. The student handbook outlines the various prerogatives of the instructor in cases of academic dishonesty. Plagiarism is considered to be an example of academic dishonesty. The Dean of Arts and Sciences has established a database of students who have plagiarized work for the purpose of disciplinary action. 5
Course Outline: Date Topic Reading Week 1,2 Week 3,4 Periodicity, Shielding effects, Lewis Structures; VSEPR, Multiple bonds, hybridization, Polar / Nonpolar Bonds and Molecules, Brief introduction to transition metal chemistry, Crystal Field Theory, nomenclature, isomerism, etc.) Simple Molecular Orbital Theory, Homonuclear Diatomic Molecules, Heteronuclear Diatomics, Triatomics, Hybridization and MO's. Ch 1 and Sec.4.1-4.3 Ch 19, 20 Ch 4 Week 5, 6 Symmetry Elements and Operations, Point Groups, Character Tables. Ch 3, Handouts, Vincent Text Tues. October x, 20xx Exam #1 Week 7, 8 Week 9,10 Week 11, 12 Tues. Nov. x, 20xx Week 12,13 Week 13, 14 December 11-17 (TBA) Applications of Group Theory (Using Character Tables): Interpretation of IR and Raman Spectroscopy; Deriving MO Diagrams for d-orbitals, Polyatomic MO's Main Group Chemistry: Hydrogen, Group IA,IIA,IIIA Elements Group IIIA,IVA Elements and Boron Clusters, Group VA, VIA, VIIA, VIIIA Elements, Multinuclear NMR (main group compounds and Transition Metal complexes) Introduction to Transition Metal Chemistry Coordination Number and Survey of Structures Organometallic Chemistry; Bonding with Organic Ligands, 18 Electron Rule Exam#2 Nomenclature, Isomerism, Crystal Field Theory and d-orbital Splitting in Octahedral and Tetrahedral Geometries, Jahn- Teller Effect; CFSE, High Spin vs Low Spin Compounds, Magnetic Susceptibility, Spectrochemical Series, Ligands and Pi Bonding to Metals Electronic Spectra (UV/vis spectra); Microstates and Term Symbols, Selection Rules and Assignment of UV/vis Spectra, Orgel Diagrams, Tanabe-Sugano Diagrams Final Examination Ch 3,4, Handouts, Vincent Text Selected material from Ch 10-17 NMR will be selected from the above chapters, Sec 2.11 and handouts Ch 19, 20,23 Ch 19, 20,23 20.6 and handouts 6
Bibliography: Suggested Textbooks: 1. Girolami, G. S.; Rauchfuss, T. B.; Angelici, R. J. Synthesis and Technique in Inorganic Chemistry: A Laboratory Manual, Third Edition; University Science Books: Sausalito, 1999. 2. Szafran, Z.; Pike, R. M.; Singh, M. M. Microscale Inorganic Chemistry; John Wiley & Sons: New York, 1991. 3. Cotton, F. A.; Wilkinson, G.; Murillo, C. A.; Bochmann, M. Advanced Inorganic Chemistry, Sixth Edition; Wiley Interscience: New York, 1999. 4. Douglas, B. E.; McDaniel, D. H.; Alexander, J. J. Concepts and Models of Inorganic Chemistry, Third Edition; Wiley Interscience: New York, 1994. 5. Shriver, D. F.; Atkins, P.; Langford, C. H. Inorganic Chemistry, Second Edition; Freeman: New York, 1994. 6. Meissler, G. L.; Tarr, D. A. Inorganic Chemistry, Second Edition; Prentice Hall: New Jersey, 1999. 7. Housecroft, C. E.; Sharpe, A. G. Inorganic Chemistry; Prentice Hall: New York, 2001. 8. Greenwood, N. N.; Earnshaw, A. Chemistry of the Elements; Pergamon Press: New York, 1984. Suggested Journals: 1. Journal of the American Chemical Society 2. Inorganic Chemistry 3. Organometallics 4. Chemical Reviews 5. Dalton Transactions 6. Chemical Communications 7. Journal of Organic Chemistry 7
8. Angewantie Chemie, International Edition 9. European Journal of Inorganic Chemistry STANDARDS GUIDELINES INTASC [Interstate New Teachers' Assessment & Support Consortium] 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 Professional Standards National Science Teacher's Association 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 8
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. 9