Descriptive Inorganic Chemistry Research Articles

Hydrothermal Synthesis and Characterization of Titanosilicate ETS-10: Preparation for Research Integrated Inorganic Chemistry Laboratory Course

Hydrothermal synthesis and characterization of titanosilicate ETS-10 was used as a means to prepare students for a research-focused independent term project as part of a 200-level descriptive inorganic chemistry course. Students spent the first 7 weeks of the course learning synthesis and characterization techniques that are common for metal oxide systems. In the second half of the semester, students led their own independent term projects as part of this research integrated laboratory course. All students successfully synthesized their materials and characterized their products independently. At the completion of the course, students submitted a journal-style report as well as presented their findings at a department poster session. The students were assessed through Student Assessment of their Learning Gains (SALG) surveys which showed enhancement in understanding and all-around research skills. The feasibility of learning advanced instrumentation that is not typically used in an undergraduate lab setting was demonstrated through this course.

Facilitating active learning and enhancing student self-assessment skills

This paper offers a reflective discussion of recent developments in active learning pedagogical approaches, with a focus on class-flipping and peer instruction. We present two case studies based on the experience of the authors in promoting active learning in two large-class undergraduate modules in Introductory Macroeconomics and Descriptive Inorganic Chemistry at the University of East Anglia. Both case-studies are based on a flipping model with in-class active learning delivered through peer instruction. However, the experience of each author differs in the way the teaching approach was introduced and integrated with additional pedagogies to meet specific needs of the student population, as well as the desired learning outcomes for both modules. In the Introductory Macroeconomics case-study, we discuss how combining peer instruction with a self-assessment component can support the development of students’ metacognitive skills. In the Descriptive Inorganic Chemistry case-study, we demonstrate that peer instruction questions can be co-designed in partnership with students to foster engagement and challenge misconceptions. We argue that peer instruction can be used as an effective, scalable, and easily adaptable active learning pedagogy in many different learning environments. Reflecting on our experience, as well as the student voice, our concluding discussion considers: (i) the importance of careful question design, (ii) the role of audience response technologies, as well as (iii) present and future challenges to the promotion of active learning approaches in Higher Education.

A Visually Attractive “Interconnected Network of Ideas” for Organizing the Teaching and Learning of Descriptive Inorganic Chemistry

A visually attractive interconnected network of ideas that helps general and second-year inorganic chemistry students make sense of the descriptive inorganic chemistry of the main-group elements is presented. The eight network components include the periodic law, the uniqueness principle, the diagonal effect, the inert-pair effect, the metal–nonmetal line, the acid–base character of metal and nonmetal oxides in aqueous solution, trends in reduction potentials, and dπ–pπ bonding involving elements of the second and third periods. dπ–pπ bonding is advocated for these courses in lieu of an extensive presentation of molecular orbital theory. Each component is given its own colorful icon and a distinctive visual image that is added atop and among the fabric of the periodic table. This colorful, iconographic, and symbolic building process makes it easier to organize the many facets of descriptive inorganic chemistry in a meaningful and memorable manner. When a new group of elements is presented, students can place the group data in perspective and integrate it into their own expanding network of interconnected ideas for understanding the periodic table.

Review of Descriptive Inorganic, Coordination, and Solid-State Chemistry, 3rd Edition

Review of <i>Descriptive Inorganic, Coordination, and Solid-State Chemistry,</i> 3rd Edition

Arrow Pushing: A Rational, Participatory Approach To Teaching Descriptive Inorganic Chemistry

Inorganic chemistry at core consists of a vast array of molecules and chemical reactions. To master the subject, students must learn to think intelligently about this vast body of facts, a feat seldom accomplished in an introductory course. All too often, young undergraduate students perceive the field as an amorphous and illogical body of information that has to be memorized. Organic chemistry, by contrast, because of its emphasis on the reaction mechanisms, is perceived as a far more rational field. We have found that a mechanistic approach also works well for introductory inorganic chemistry. Recognizing common inorganic species as electrophiles and nucleophiles, coupled with organic-style arrow pushing, provides a gentle and stimulating introduction to the field. The inherently participatory nature of the arrow-pushing approach greatly enhances the students’ sense of personal engagement in the course.

Book Review of Inorganic Reactions in Water

Ronald Rich has written an extensive review of the aqueous chemistry of the elements (including the transactinide or superheavy elements). To say that Rich's effort is Herculean may be an exaggeration, but not by much. He methodically and systematically considers the aqueous reactions of every element inwater.The result is somewhat overwhelming. The book is organized logically: Each group of the periodic table has its own chapter, and each element is then given a section of the chapter. The sections are broken out into subsections detailing an element's reactions with reagents derived from various other elements. The organization of the book is based on the periodic table and therefore electronic structure, whereas the emphasis of the content is on similarities and differences in chemical behavior regardless of electronic structure. If you are interested in descriptive inorganic chemistry, this is perhaps not a bad way to treat the material. The book is extremely informative, and Rich has clearly dedicated himself to finding every possible aqueous reaction. Nonetheless, some aspects of the book prevent me from giving it a ringing endorsement. My biggest issue with the book is that much of the information on which it is based is not cited. Rich addresses this fact in the introduction. He acknowledges that he is forgoing inclusion of the tens of thousands of primary references so that he can use that space to include a greater variety of reactions. If you are reading this book for enjoyment, this argument makes sense. However, if you are interested in the technical information, then you will have a difficult time replicating the reactions described. As an example, in Section 10.2.1 (reactions of Pd, Pt, and Ds with reagents derived from hydrogen and oxygen) Rich states, “A small excess ofH2O2, with dilute H2SO4 and Kþ, oxidizes [Pt(CN)4]2- partly on warming, cooling, and evaporating, to make the interesting, bronze-colored, electrically conducting, ionic solid, a linear polymer...” This is indeed interesting, but because the reference is not provided, I have no idea where this procedure may have been published or any information that would enable me to perform the reaction. Again, if you are a casual reader, this is acceptable. With that said, Rich does provide an extensive bibliography with hundreds of references in the introduction and after each chapter. My second concern is that the book is inordinately textheavy. There are no figures, tables, or charts in the main body of the book. The appendices do contain such graphics, and they are interesting and informative, but I think that Rich would have been better served by incorporating them into the main body of the book, if only to break up the text. As I stated previously, all of that text becomes overwhelming. All in all, Rich has compiled the most impressive collection of information on aqueous inorganic reactions that I have ever seen. This book undoubtedly has a niche audience. If you have an interest in aqueous descriptive inorganic chemistry (which I do!) then you will want to see this book. But, at $249, you might want to convince a library to purchase it first.

Effects of Exchange Energy and Spin-Orbit Coupling on Bond Energies

ABn(g) → A(g) + nB(g) divided by n. These quantities are frequently tabulated and invoked in undergraduate texts. Explanations of their periodicity—important in descriptive inorganic chemistry—are usually based on considerations of atomic size and bond polarity; bond energies tend to decrease with increasing bond length, and increase with increasing polarity. Implicit in the latter factor is eq 1, proposed by Pauling and used to construct the first scale of electronegativity (1): DA‐B � 1/2(DA‐A + DB‐B) � a(∆χ) 2 (1)

Descriptive Inorganic Chemistry (James E. House and Kathleen A. House)

Descriptive Inorganic Chemistry is an intermediate level text that could be used in an undergraduate curriculum modeled after the ACS guidelines for a one-semester core course in inorganic chemistry.

The Analytical and Descriptive Inorganic Chemistry of the Hydrolysis of Hexafluoropnictate Ions, PnF‐6 (Pn: P, As, Sb, Bi).

AbstractFor Abstract see ChemInform Abstract in Full Text.

The analytical and descriptive inorganic chemistry of the hydrolysis of hexafluoropnictate ions, PnF 6− (Pn = P, As, Sb, Bi)

The rates of aqueous hydrolysis of the hexafluoropnictate ions, PnF 6 − (Pn=P, As, Sb, Bi) were determined using a fluoride ion selective electrode and understood qualitatively in terms of ionic size and polarizability of the central atom. Both S N2 and S N1 (i.e. associative and dissociative) hydrolysis are discussed as are the competing roles of acid and base in the reaction. (Valence) isoelectronic analogies are also given. Regardless of the interpretation or reaction conditions, it is unequivocal that the hydrolysis rate is measurably rapid for the hexafluoroantimonate. By contrast, it is negligible for both hexafluorophosphate and hexafluoroarsenate.

Descriptive Inorganic, Coordination, and Solid-State Chemistry, 2nd Edition (Rodgers, Glen E.)

Inorganic text that focuses on the three main areas of coordination, solid-state, and descriptive chemistry.

Periodic Patterns

There are more relationships among the elements than those by group or period. This paper provides an overview of the different patterns, including the diagonal relationship, the (n) group and (n + 10) group similarities, the "knight's move" relationship, the early actinoid relationship, and compounds that imitate elements. By incorporating these relationships, descriptive inorganic chemistry can be taught in a more organized and interesting manner.

What Chemistry to Teach Engineers?

Engineering texts were reviewed to find what changes are needed in the introductory chemistry course to meet the needs of engineering students. The conclusions were reviewed by industrial and academic engineers and amended accordingly. The changes in emphasis are not very different from the changes found to be needed in the life sciences in earlier studies.Engineers have most use for understanding how the chemistry of a substance affects its physical properties and little need for the chemistry of reactions other than the reactions of materials with the environment, especially with the atmosphere and with naturally occurring water. They have little need for the quantitative relations that they are so good at. The introductory course should emphasize chemistry of the solid state more than is customary, while reducing the customary emphasis on solution chemistry, equilibrium calculations (but not the concept of equilibrium), and descriptive inorganic chemistry.

Teaching Descriptive Inorganic Chemistry Through the ?Chemical of the Week?

Many general chemistry courses spend little time on descriptive inorganic chemistry. An approach used, which has met with considerable interest by students, is to select a different chemical each week as the Chemical of the Week. A 15 minutes presentation of this chemical is given at the end of the last lecture of the week. Compounds are chosen which appeal to students based on health, environmental, or current media interest. The chemicals discussed, in order, are ozone, Freons, nitrogen dioxide, sulfur dioxide, sulfuric acid, ammonia, nitric acid, phosphoric acid, lead, mercury, and cisplatin. The presentations are arranged so that later chemicals build on information from earlier chemicals. Each presentation usually follows a general format of the chemical’s synthesis, its environmental impact, practical applications, and personal relevance. Details of each presentation are given.

Descriptive Inorganic Chemistry (Rayner-Canham, Geoff)

Rayner-Canham's Descriptive Inorganic Chemistry, a one-semester book aimed specifically at the introductory (sophomore) level, provides an excellent balance of theory and descriptive material, with a fresh look at traditional and current areas of interest in inorganic chemistry.

Descriptive Inorganic Chemistry (Canham, Geoff Rayner)

Goeff Rayner-Canham. W. H. Freeman: New York, NY, 1996. xiv + 492 pp. Figs., tables, and photos. 20.9 X 26.1 cm.The Committee on Professional Training (CPT) of the American Chemical Society has rec...

First-Year Chemistry in the Context of the Periodic Table

Although descriptive inorganic chemistry is included to an increasing extent in first year university textbooks, few guidelines are forthcoming as to how this material should be taught to the current crop of students. A methodology currently in use at Auckland is discussed which involves presenting along with the necessary factual material, guidelines based on structure and oxidation numbers which make easier the learning and teaching of major portions of Inorganic descriptive chemistry which can be systematized. Unique properties of Groups or particular elements are presented as Group Features. Reinforcement of the descriptive material with physical chemistry and bonding sections highlights the symbiosis between the qualitative and quantitative aspects of our subject. Furthermore as the descriptive Chemistry is covered by Groups, the periodic table provides a uniting thread conspicuously absent in "principles" based courses.

Using Formal Charges in Teaching Descriptive Inorganic Chemistry

Using the concept of formal charges to predict bond properties, determine molecular structure, and explain reactivities and the tendency to polymerize.

Inorganic substances: a prelude to the study of descriptive inorganic chemistry

Inorganic Substances is complementary in its approach to conventional inorganic chemistry textbooks. Written with the undergraduate in mind, it gives an introduction to descriptive inorganic chemistry, a systematic survey of the chemistry of the elements according to the Periodic Classification. In this way, the reader acquires a firm grasp of the principles which underlie which inorganic substances can be made, their preparations, structures, chemical reactions and physical properties. The book presents theory as a background to the facts of inorganic chemistry, rather than as an end in itself. It does not concentrate on structural detail or reaction mechanisms but stresses the interplay between thermodynamic and kinetic considerations in understanding stability. The ways in which the various theories of structure and bonding are related are thoroughly dealt with throughout. The approach of this book makes it a useful companion to any intermediate inorganic chemistry course. It should also be useful to other science students, especially earth and material scientists who need a good grounding in modern inorganic chemistry.

KC? Discoverer: A computer program for descriptive inorganic chemistry

106. Teaching sophomore inorganic chemistry using KC? Discoverer: Exploring the Periodic Table.