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The association between student motivation and learning, and changes in motivation across a course, were evaluated for students enrolled in one-semester foundation-level inorganic chemistry courses at multiple postsecondary institutions across the United States. The Academic Motivation Scale for Chemistry (AMS-Chemistry) and the Foundations of Inorganic Chemistry American Chemical Society Exam (i.e., a content knowledge measure) were used in this study. Evidence of validity, reliability, and longitudinal measurement invariance for data obtained from the AMS-Chemistry instrument with this population were found using methodologies appropriate for ordinal, non-parametric data. Positive and significant associations between intrinsic motivation measures and academic performance corroborate theoretical and empirical investigations; however, a lack of pre/post changes in motivation suggest that motivation may be less malleable in courses primarily populated by chemistry majors. Implications for inorganic chemistry instructors include paths for incorporating engaging pedagogies known to promote intrinsic motivation and methods for incorporating affect measures into assessment practices. Implications for researchers include a need for more work that disaggregates chemistry majors when evaluating relationships between affect and learning, and when making pre/post comparisons. Additionally, this work provides an example of how to implement more appropriate methods for treating data in studies using Likert-type responses and nested data.

This study investigates students' cognitive resources for identifying symmetry elements using survey data collected from 39 inorganic chemistry students from twelve undergraduate inorganic classes at universities across the United States. We propose a framework that leverages students' knowledge of symmetry elements as a manifold of cognitive resources that can be productive or unproductive in certain contexts. This cognitive resources framework was paired with an asset-based perspective to advance work in this area beyond a deficit-framed study of ''correctness''. Herein, we present findings from a qualitative analysis of the rotation and reflection symmetry elements activated for students by four select molecules. Each molecule was presented in two different static orientations to determine the impact of orientation on students' cognitive resource activation. Our findings suggest that the orientation of static molecular images impacts the types of resources activated for students. Additionally, this study serves as an example for how to advance assessment of this topic beyond a binary approach (i.e. correct or incorrect).

In place of a traditional Advanced Placement Chemistry class at the high school where I teach, I have recently developed and implemented a year-long, interdisciplinary curriculum that presents typical inorganic chemistry topics in the context of their relevant applications in archeology, art history, studio art, and the investigation, authentication, restoration, and conservation of cultural heritage materials. One of the units in the new course explores the chemistry of pottery and includes curricular materials presented in three lessons and described here: (1) an introductory slideshow and a problem set that has students complete general stoichiometric and gas law calculations and examine SiO[subscript 2] specific gravity data, refractive index data, and phase diagrams related to chemical reactions that dehydrate kaolinite clay and temperature changes that produce SiO[subscript 2] phase transformations during firing, (2) a laboratory exercise that has students create their own pinch pots and coil pots and measure mass changes resulting from water lost during drying and bisque firing, and (3) a slideshow, web-based video resources, and case study that allow students to explore in detail the technically sophisticated, 3-stage (oxidizing--reducing--oxidizing, hereafter "ORO") firing process that was used to create aesthetically elegant, Athenian black- and red-figure vases starting in the sixth century BCE, and to conduct thermodynamic calculations to verify the plausibility of several dehydration and redox reactions that are thought to have produced characteristically colored minerals that have been observed both in ancient pots and in modern reproductions. These curricular materials represent a novel way to stimulate and engage students in the application of their chemistry skills and content knowledge in an interdisciplinary context and are suitable for use by teachers of general chemistry or interdisciplinary science and art classes in high schools, colleges, and universities.

Spin crossover (SCO) materials that switch between two different spin states, that is, the high spin (HS) and the low spin (LS) state, with very different optical, magnetic, and structural properties offer a unique platform to understand the consequences induced by the different electronic configurations of transition metal complexes. Due to the significant changes associated with the spin transition, it can be followed by different techniques such as UV-vis and IR optical spectroscopy, magnetism, crystallography, calorimetric analysis, nuclear magnetic resonance, etc. Hence, a practical experiment for laboratory classes dedicated to the topic of SCO focused on the thermal transition, that is, the transition triggered by temperature, results in a simple yet attractive way to understand not only fundamental concepts of inorganic and physical chemistry but also to get acquainted with the synthesis of nanoparticles and the characterization of inorganic solid samples.

Problem-based learning (PBL) is an acclaimed educational concept for laboratory teaching in chemistry, which significantly affects learner motivation. A central aim of PBL is to overcome educational problems with "cook-book" laboratories. For example, when students receive experimental instructions and apply the instructions similar to recipes, they do not necessarily understand what they do and why. However, research in problem-based laboratories still produces inconsistent and even contrasting results. A reason for this is the research focus; the problem-based concept and the outcome (e.g., learning results) are often investigated without considering the implementation of the problem. According to self-determination theory (SDT), it is necessary for problem-based learning to invoke a sense of autonomy, competence, and relatedness in the students to foster intrinsic learner motivation. To understand better the mechanisms and potential of PBL in enhancing intrinsic motivation, it is pivotal to investigate and identify connections to the practical implementation. This study focuses on intrinsic motivation connected to implementation. The aim was to clarify central implementation strategies for PBL concepts that enhance intrinsic learner motivation. To this end, we conducted semistructured interviews with undergraduate, nonmajor chemistry students who attended an innovative, industry-based PBL-laboratory course and analyzed them using qualitative content analysis. The results suggest central implementation factors that are interconnected and led to a novel model of the autonomous scientific process. The factors that enhance intrinsic motivation in this model are the independent acquisition of information, the design and application of the experimental procedure, the gathering of feedback through experiments, and the possibility to optimize the process. Adequate strategies must be taught to the students to enable autonomy and are exemplified in this study. The students perceived the presented industry-based problem setup as an authentic, autonomous scientific process, thus appealing to their self-perception as scientists.

Across the United Kingdom Higher Education system, the percentage of white students attaining a first or upper second-class degree exceeds the that of Black Asian Minority Ethnic (BAME) students. This is known as the BAME degree awarding gap. Awarding gaps are also seen at the module level. The BAME module awarding gap is defined as the difference in average module marks between white students and BAME students. A large BAME module award gap for a first year environmental and inorganic chemistry module prompted a review of its curriculum. The redevelopment of the curriculum was guided by Kingston University's Inclusive Curriculum Framework (ICF) tool. Project Based Learning and online support for laboratory techniques and practical coursework assessments were introduced. These changes were made to make the curriculum more accessible and enable students to see themselves within the curriculum. Student feedback was positive, and the BAME module awarding gap was closed.

High quality feedback on assessments and deliverables is vital to student success. This pilot study sought to understand the impact of combining positive and performance-gap feedback in an immediate feedback scenario where students were provided multiple attempts to complete an assignment. 176 online undergraduate students were surveyed after completing a general inorganic chemistry course. Some students were provided performance-gap feedback, while others were provided performance-gap and positive feedback. The results suggest that type of feedback provided does not change students' perceptions and self-reported behaviors in the course. However, students who were provided both performance-gap and positive feedback received an average of an entire letter grade higher than the students who received only performance-gap feedback. These findings support the idea that a combination of feedback has a direct positive impact on students in an online setting.

Despite tremendous efforts by instructors and textbook authors, students find it difficult to develop useful chemical intuitions about structures and key properties of the important d-block organometallic species that have a d[superscript 6], d[superscript 8], or d[superscript 10] d-electron count. A full molecular orbital analysis is not always practical, and crystal field theory, while generally useful, is too limited here. It would be helpful to give students of organometallic chemistry an additional toolkit for understanding highly covalent d-block compounds. Hybridization arguments involving s and d orbitals (such as sd/sd[superscript 2] hybridization for d[superscript 8]/d[superscript 6] systems) provide useful insight, as is known from the research literature but rarely taught in undergraduate courses. This article makes descriptions of bonding that are based on s,d-hybridized orbitals more accessible, targeted toward undergraduate teaching. Geometries of unusual low-coordinate structures can be predicted. An in-depth physical explanation for the "trans" influence is provided. A clear explanation is given for the higher stability of the "cis" isomers versus the "trans" isomers in square-planar d[superscript 8] complexes MR[subscript 2]L[subscript 2] (R = alkyl/aryl, L = relatively weakly bonded neutral ligand) and for the "fac" versus "mer" isomers in octahedral d6 complexes MR[subscript 3]L[subscript 3]. Relevant to catalysis, it is explained why strongly donating ligands do not always facilitate oxidative addition and why 12-electron and 14-electron Pd(0) species are thermodynamically much more accessible than expected. The method capitalizes on first year knowledge, namely, the ability to write Lewis structures and to use hybridization arguments. It ties into the upper-year experience, including graduate school, where covalent d-block complexes may be encountered in research and where hybridization schemes will naturally emerge from using the natural bond orbital (NBO) formalism. It is discussed where the method might fit into the inorganic curriculum.

One of the more difficult concepts introduced in the first-year undergraduate course, general chemistry, is that of chirality. Typically, left and right hands are the common, macroscopic objects of reference used to demonstrate the quality of being nonsuperimposable, followed by the use of a mirror and molecular models, to illustrate molecular enantiomers. While this approach works well as an introduction, and the handedness model becomes more useful in organic chemistry where absolute R- and S-configuration assignment becomes necessary, it does not help the general chemistry student to determine molecular chirality or "handedness" at this basic level. Much of the difficulty stems from the representation of 3-dimensional (3-D) structures on the 2-dimensional (2-D) paper plane. While detailed flowcharts exist for molecules of varying orbital hybridization and geometry, these are more suited to advanced students in inorganic chemistry and are not designed to be mentally retained or learned. Additionally, the process of determining R- and S-configurations for carbon tetrahedral centers in organic chemistry is more complex as ligands must be ranked according to Cahn-Ingold-Prelog (CIP) rules. Previous publications have addressed this topic thoroughly. A simple method is presented here (called clocking) which introduces the concept of chirality for general chemistry and primes the way for more complex chirality assignments in higher level courses.

In this review article, formulae based innovative mnemonics have been discussed to create interest and remove phobia of students in the field of inorganic and organic chemistry. Educators can use these numerous mnemonics in their teaching style in the classroom lectures after discussing conventional methods to make chemistry intriguing. Here, I have tried to focus some time economic mnemonics by including thirty five (35) new formulae in the field of chemical education. It will encourage students to solve multiple choice type questions (MCQs) at different competitive examinations in a time economic ground. This review article emphasizes chemical education in the light of a variety of mnemonic techniques to make inorganic and organic chemistry metabolic, time economic and intriguing for students because the use of mnemonics in classroom lectures is an essential tool to become a distinguished educator.

In this experiment, students explore the synthesis and physical property characterization of the magnetic material strontium hexaferrite (SrFe[subscript 12]O[subscript 19]). SrFe[subscript 12]O[subscript 19] crystallites are prepared by a simple but fascinating sol-gel autocombustion synthesis. The prepared powder is compacted into pellets and sintered. With variation of the sintering temperature, it is possible to modify the magnetic properties. The structural properties of the samples are analyzed by powder X-ray diffraction. A tutorial demonstrates for the students how powder X-ray diffraction data from the sample combined with Rietveld refinement can extract phase purity and crystallite size. The magnetic properties are measured using a simple setup with a scale and a strong neodymium magnet; this gives an intuitive understanding of magnetism and how to measure magnetic properties. Additionally, the magnetic properties are measured with a vibrating sample magnetometer and compared to the results obtained using the simple scale method. The lab exercise can be adapted to different levels of education based on the background of the students and the equipment available in the laboratory.

In this paper, the main purpose is to describe the development and use of three flowcharts for identifying types of isomers and naming coordination compounds. The first flowchart is designed to help students identify the type of isomers between the two coordination compounds. The second one is is designed to identify the type of stereoisomerism. Students can then name one of the coordination compounds through the third flowchart. Ten second-year preservice chemistry teachers attending an Inorganic Chemistry II course participated in the study. It has been demonstrated in practice that these flowcharts could influence preservice chemistry teachers' ability to identify types of isomers and their knowledge of nomenclature for coordination compounds. Participants' views about the flowcharts indicated that they are very effective tools.

A traditional laboratory course with the primary learning outcome of improving students' theoretical knowledge has received much criticism over the years due to the lack of evidence that these goals have achieved. We report our efforts to redesign a traditional first-year organic and inorganic (also known as synthetic) laboratory course from having a focus on teaching theory to the development of practical skills. With better alignment between the core learning outcomes of the course and the type of experiments embedded into the curriculum, we report that the redesigned course improved students' practical skills from a number of measures, including students' grades pre- and postcourse and from students' self-assessment of core skills in synthetic chemistry.

Students in an introductory inorganic chemistry course conducted a semester-long literature-based research project on the then-ongoing drinking water crisis in Flint, Michigan, USA. Students presented their findings at a poster session that was open to the public. The implications of choosing an ongoing news story as a focus and the ability for such a project to shape the curriculum in a broad introductory course is discussed.

In this chapter text-based learning approaches have been highlighted by innovative and time economic way to enhance the interest of students who belong to the paranoia zone in Electronic Structure of Atoms and Molecules beneath Inorganic Chemistry of chemical science. In this pedagogical survey, I have tried to hub two (02) time economic pedagogies by including seven (07) new formulae in the field of chemical education. This chapter explores the results and gives implications for context-based teaching, learning and assessment.

An experimental approach to chemistry is a more meaningful way to learn than the use of textbooks alone. Working in the laboratory helps students understand basic concepts through their active engagement. Here, we present a series of inexpensive and environmentally friendly laboratory exercises on acid-base equilibrium. Their difficulty level is low, and they can be performed at home. Thus, they are especially suited for teaching in a social-distance context, such as during the COVID-19 pandemic. The experiments were designed to exemplify the main concepts of acid-base equilibrium, buffer capacity, and titration curves, using safe household reactants and no special equipment. RGB image analysis is used to detect pH variation and follow experiments' progress. Titration of sodium carbonate with acetic acid using curcumin and red cabbage extracts as indicators is described. Our results show that curcumin extract is an excellent indicator for this purpose, and the end point is clearly observed through image analysis. These assays can be used and further adapted to teach students of different ages and socioeconomic backgrounds.

Inorganic Chemistry teaches students the concept that modifications to ligand structures, especially the donor properties, can have a drastic impact on the reactivity and stability of the metal complexes. Experiments described here reinforce this concept through the investigation of two tetradentate ligands derived from "o"-phenylenediamine and salicylaldehyde. The Schiff base ligand, H[subscript 2]salophen, reacts with Ni(OAc)[subscript 2]·4H[subscript 2]O to yield a maroon, square planar complex, Ni(salophen). Under the same conditions, the amine-type ligand, H[subscript 2]salophan, forms a light-blue compound analyzed as [Ni(Hsalophan)(OAc)][subscript 2]. The Ni(salophan) complex free of acetate may be produced from the reaction of H[subscript 2]salophan with Ni(OAc)[subscript 2]·4H[subscript 2]O in the presence of NaOH but undergoes ligand dehydrogenation to yield Ni(salophen). Students conducting these experiments have the opportunity to learn synthetic techniques and various characterization methods. Most importantly, the inquiry-guided experimental design helps them develop critical thinking skills and apply acquired knowledge to solving a research problem in a laboratory course.

This article highlights the multianalytical study of exuded liquid from an ancient Egyptian sealed alabaster vase by Master's students in an applied chemistry for cultural heritage course. Master students are introduced to the field of Archaeometry that see the collaboration of experts in different areas of research such as conservators, curators of museums, physicists, chemists, etc. The sample is a residue exuded on the linen strip sealing an ancient Egyptian alabaster vase (inventory number S.8448) from the collection of the Museo Egizio in Turin (Italy). The students start to plan the noninvasive investigation by X-ray fluorescence (XRF), transmission electron microscopy (TEM), and energy-dispersive X-ray spectroscopy (EDS) for the inorganic compounds characterization, followed by the extraction of the organic components (such as oils, fats, and waxes) to be analyzed by high-resolution [superscript 1]H and [superscript 13]C nuclear magnetic resonance (NMR) spectroscopy and 2D NMR correlation spectroscopy (COSY), heteronuclear single quantum coherence (HSQC), and long-range heteronuclear correlation (HMBC) techniques and by gas chromatography coupled with mass spectrometry (GC/MS). Reference standards, spectral databases, and published data on similar artifacts served as the basis for the interpretation of the instrumental results. The approach was introduced in the course of Applied Chemistry for Cultural Heritage for Master students in Archaeology (University of Palermo, Italy), where the need is to know how to approach the scientific investigation together with the conservation scientists and how to manage with a very low amount of sample. Pedagogically, the approach introduces students to the main techniques currently used in the field of Archaeometry while reinforcing fundamental concepts in sample collecting and multicomponent microsample analysis. This interdisciplinary approach provides a unique experience that demonstrates chemistry's broad applicability outside of the traditional laboratory. Students are guided to identify the inorganic and organic components of the exudate liquid: the first one is ascribable to clay minerals iron oxides, which could impart the brown color to the sample; the second one is ascribed to triglycerides of various kinds, which probably comes from vegetable oil.

Tungsten oxide semiconductors are used to photooxidize water. Students prepare WO3, CuWO4, and mixed composition thin film photoanodes. The syntheses are simple, allowing for the quick production of a range of materials. Photoanodes are tested in a photoelectrochemical cell assembled from common equipment, allowing for the direct comparison of photoanode performance. Composite photoanodes perform best, leading to a discussion of what limits overall performance in these materials. Additional instrumental methods such as SEM, EDS, XRD, and diffuse reflectance UV-vis spectrophotometry, if available, can be incorporated readily into the experiment, providing additional insights into material properties. Students are introduced to solid-state chemistry, semiconductors, and the photooxidation of water in the context of the hydrogen economy.

Here we share results from a larger study of professional development (PD) provided to faculty at Research I Urban University (RIUU), where STEM faculty modeled active learning strategies and provided ready-to-use STEM materials to teaching staff. Data from 94 STEM faculty, who comprised 27% of the total participants (N = 340), demonstrated a knowledge benefit and a desire for additional student demographic information to help faculty further understand students' needs, particularly those from underserved communities. We conclude with recommendations to university stakeholders seeking to engage teaching staff in active learning strategies which support student engagement and learning.

A relatively large number of organic and inorganic chemistry reagents are air- or moisture-sensitive, and undergraduate students should be trained in their use. When handling such reagents, it is important to select the correct syringe and to use that syringe correctly. We have found that the best syringe for use in an undergraduate setting is a fully plastic polypropylene (PP) Luer lock syringe. While generally safe, such a syringe should be treated as a single-use syringe. Repeated exposure to an organic solvent causes progressively more resistance to the movement of the plunger, or its complete freeze. Thus, when drawing in a volume of liquid that is close to the capacity of the syringe, the plunger could be inadvertently pulled out causing a spill.

We present an accessible implementation of augmented reality projections for the depiction of complex structures and motifs, including atomic orbitals and elemental allotropes. The utilization of a free, cross-platform-compatible, online database of these structures provides the access route for closer examination, either via augmented reality or an online interface. Both will facilitate an enhanced understanding of the complex structures and can be applied in taught courses as well as during the self-study of students.

A research-style laboratory experiment for advanced undergraduate students is described, which includes the synthesis, characterization, and properties (porosity, stability, amphipathy) testing of the composite [Cu[subscript 2](BTC)[subscript 4/3](H[subscript 2]O)[subscript 2][subscript 6][HPW[subscript 12]O[subscript 40]·(C[subscript 4]H[subscript 12]N)[subscript 2]·25H[subscript 2]O (denoted as NENU-3, H[subscript 3]BTC = 1,3,5-benzenetricarboxylic acid). This experiment lets students experience the universal procedure of hydro(solvo)-thermal synthesis and get knowledge of general scientific research approaches as well as have hands-on experiences in diverse modern instrumental techniques (PXRD, IR and UV--vis spectroscopy, N[subscript 2] adsorption, and TG analysis) extensively used in chemical research. Most importantly, this laboratory experiment exposes students to explore the structure-property-application relationship in NENU-3 composite material through comparing the structure and properties of NENU-3 with those of its individual component materials (H[subscript 3]PW[subscript12]O[subscript 40] and Cu[subscript 3](BTC)[subscript 2]) and consulting the related literature about NENU-3 catalysis. This experiment is helpful for developing the scientific thinking of students in chemistry through completing the analysis and discussion about the structure-property-application relationship in POM@MOF.

A laboratory experiment that involves the synthesis, characterization, and application exploration of a metal-organic framework (MOF) has been developed for first-year undergraduates in the Faculty of Engineering at National University of Singapore. The desired MOF material was prepared from commercially available reagents in a facile stirring-assisted synthetic method with minimal safety concerns. In order to ensure that the whole experiment could be finished within a regular 3 h lab session, the corresponding commercial MOF material was used for characterization and application studies. Specifically, a powder X-ray diffractometer (PXRD) was adopted to evaluate the crystallinity of the commercial MOF material. Moreover, the potential of this MOF material for real-life applications was exemplified by the ability of its commercial counterpart for the selective dye removal from aqueous solutions. This laboratory experiment offers the opportunity for instructors to introduce first-year undergraduates without a specific background in chemistry or materials science to state-of-the-art advanced porous materials, a modern characterization instrument, and the broader impacts of materials chemistry.

A virtual reality (VR) session was introduced to an advanced inorganic chemistry class, a class available to junior and senior undergraduate students at the University of California, Los Angeles. The VR session helped the students to learn complicated aspects of metal coordination chemistry and molecular orbitals via an immersive three-dimensional experience.

Due to the COVID-19 outbreak, an online inorganic chemistry course for engineering students was set up at Zhejiang University for the 2020 spring semester. In this study, we will be using this course as an example of how to offer efficient methods for online teaching in chemistry. Applications such as DingTalk, WeChat, and the Learning@ZJU Web site were combined to establish a network platform to smoothly carry out this course. Personal insights on high-quality online teaching for inorganic chemistry are also discussed. Taken into consideration for online teaching and learning attributes, special screening background, scientific story and history, research frontiers, and interesting activities were incorporated to attract the attention of students in class. Study has found that these students performed very well in their two examinations, which confirmed that our established online platform and strategies are highly effective for teaching and learning.

The outbreak of the coronavirus (COVID-19) pandemic has forced chemistry teaching from traditional classrooms to online courses worldwide. Herein, we will share some experiences of our online teaching of inorganic chemistry. First, we investigated various teaching platforms and adjusted the online teaching approaches for helping students to be more comfortable with online teaching. During the online class, attention was paid specifically to making the teaching process more topic-focused. This also prompted teachers to interact with students and give feedback in a timely manner. With the student-centered strategy and advanced network technology, we encouraged students to consult literature reports to better digest what they have learned in class and expand their knowledge, thus leading to higher teaching quality and promoting the cultivation of their talents. The overall processes are evaluated by examination, and finally, key points after one-semester online teaching are summarized to further improve future teaching quality. This work provides some rational guidelines toward high-quality online teaching for teachers and could readily expand to courses other than inorganic chemistry.

The social distancing measures introduced to prevent the spread of COVID-19 have led to the rapid redesign of chemistry instruction in higher education from face-to-face to online delivery. The design, implementation, and evaluation of a redeveloped undergraduate level course on catalysis which was delivered to 188 students (including 22 natural science students) is described. A blended multimedia learning approach was taken, informed by equality, diversity and inclusion, and cognitive load theories. Information was chunked and delivered online through short videos, supported by a written course handout, banks of multiple-choice questions, and small group tutorials. Usage statistics, autobiographical critical reflections, and student feedback (N = 44) were used to evaluate the course and identify recommendations for practitioners. The course received overwhelmingly positive feedback from students who highlighted appreciation for the format, accessibility, and delivery.

Experimental methods for determining 3-D atomic structures, such as crystallography, are rarely taught in the undergraduate curriculum, yet are considered to be the norm for 3-D structure determination in a research setting. Although a fully physical understanding of crystallography takes years of practice, practical applications and basic interpretation of small-molecule crystallography can be readily integrated into undergraduate curricula to give students a research-like laboratory experience. Three 1-h crystallography laboratory modules were developed using the free Olex[superscript 2] software to determine the structure of (dithiolene)[subscript 2]Co(1,3,5-triaza-7-phosphaadamantane)·dichloroethane, while introducing basic crystallography knowledge, crystal evaluation through microscopy, practical structure determination skills, and spatial awareness through 3-D printing. Following implementation in an advanced instrumental analysis class composed of 14 Master's and undergraduate students, the increase of topical knowledge of small molecule crystallography was 18-30% based on tailored assessment surveys, and student feedback was highly positive. This suggests that students without a prior background in crystallography were able to learn and retain information about small molecule crystallography from these laboratory modules.

The comprehension of the reactivity of the elements is an important goal to be achieved in undergraduate courses in inorganic chemistry. Therefore, at Universidade Federal de São Carlos (UFSCar), the B.Sc. in chemistry has a laboratory course dedicated to the chemistry of the elements. However, we have noticed a decrease in students' interest in this discipline over the years. Hence, we decided to use inquiry-based methodology in a full semester of an experimental laboratory of "chemistry of the elements" in an attempt to increase their interest. As a guideline, we used the theme of water treatment to engage them in solving problems related to inorganic chemistry reactivity and noticed greater enthusiasm toward the curriculum and research methodologies. Furthermore, at the end of the course, both methodologies (traditional and inquiry-based) were evaluated by an anonymous questionnaire. By using a rating from 0 to 5 (ranging from worst to best), it was evident that the mean rate for the new methodology (4.2) was significantly higher than the rate given to the traditional methodology (2.3). The improvement in the overall performance of the report grades in comparison to the traditional methodology over the inquiry-guided one was complementary to the questionnaire, indicating that poor performance was diminished or even depleted. We believe that this methodology improved the students' level of confidence and knowledge, indicating that it could be applied to any other laboratory course.

Three-dimensional symmetry plays a crucial role in crystallography education. The educational process can be facilitated by introducing the analysis of friezes and plane patterns such as parquets before presenting more sophisticated crystal structures. Analysis of the symmetry of parquets can serve as an opportunity to follow the full routine of finding symmetry group symbols through incorporation of a two-step procedure involving the determination of Bravais lattice type. The aim of this paper is to provide a simple description of the analysis of Bravais lattices and pattern symmetry that can be used by students as well as crystallography educators. The procedure is also summarized in the form of comprehensive tree charts. This form is easy to use and popular with students. It may also aid in the retention of certain facts concerning crystallographic methodology. Examples of patterns in frieze and parquet forms were taken from the interiors of Kórnik Castle (Poland), which exhibit Moorish-style ornamentation including dichroic patterns and constitute an important locus of cultural heritage capable of strengthening students' motivation.

Instructive, inexpensive, and environmentally friendly laboratory syntheses of two highly luminescent copper(I) complexes CuI(PPh[subcript 3])[subscript 2](py[superscript R]) (py[superscript R] = pyridine, 4-cyanopyridine) are described for second-year/upper-division undergraduate inorganic chemistry students. Both complexes exhibit bright thermally activated delayed fluorescence (TADF) at ambient temperature and phosphorescence at low temperature. The laboratory experiments familiarize the students with mechanochemical syntheses, cluster and complex formation, ligand substituent effects, and the fascinating phenomenon of luminescence thermochromism.

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.

The catalytic hydrogenation of alkenes and alkynes is an important part of the undergraduate chemistry curriculum and is a fundamental process in chemical industry. Inquiry-based laboratory activities are presented that investigate the hydrogenation of alkynes on a nanoparticle palladium surface to form alkenes, which go on to form alkanes. Alkyne hydrogenation using H[subscript 2] and/or D[subscript 2] proceeds via a vinyl-palladium intermediate to form a [pi]-bonded alkene-Pd species that can desorb or remain on the palladium surface and undergo further hydrogenation via the Horiuti-Polanyi mechanism, associated with extensive deuterium-hydrogen exchange. Central to the experiments is an inexpensive, easy-to-build glass tube containing palladium nanoparticles on alumina beads that can be used indefinitely. A total of seven inquiry-based questions are discussed regarding hydrogenation of alkynes. A similar number of open questions are discussed for further investigations by interested persons. These activities are suitable as guided research projects for science majors. Each experiment is performed by groups of two or three students in about an hour including analysis by mass spectrometry. An additional hour is allowed for student analysis and discussion of the mass spectral results, writeup, and future planning followed by about 30 min with the mentor for group presentation and discussion of the results. Results often lead to additional questions, either for clarification or for new exploration and form the basis for inquiry-based learning and problem-solving.

The ability to perform air-free chemistry and catalytic reactions on an NMR tube scale are valuable skills in chemistry and not often included in undergraduate chemistry curriculum. This laboratory experiment provides students experience in synthesizing the metal complex, Ni(dcpe)(CH[subscript 3]CN)[subscript 2](BF[subscript 4])[subscript 2] (dcpe = 1,2-bis(dicyclohexylphosphino)ethane), inside an inert atmosphere glovebox, performing a catalytic alcohol oxidation reaction on a microscale, and monitoring the reaction progress by [superscript 1]H NMR spectroscopy. This activity has been employed in the Advanced Inorganic Chemistry course at Wabash College for three years. The reactions have proven to be reliable, and the students have gained valuable experience using advanced techniques common in inorganic chemistry research laboratories.

To understand critical problems associated with solid waste and its consequences for the environment, a laboratory experiment is presented on the synthesis of aluminum-based metal-organic framework (MOF) MIL-53(Al) from household waste (PET bottles and aluminum foil/can), for undergraduate students of chemistry. This work is designed to teach students the research methodology and basic understanding of MOFs and their application in carbon capture and storage (CCS). Students also learnt several instrumentation techniques such as UV--vis spectroscopy, powder X-ray diffraction (P-XRD), Fourier transform infrared spectroscopy (FTIR), thermogravimetric analysis (TGA), and gas sorption to characterize the physicochemical properties of MIL-53(Al). The facile production of MIL-53(Al) enabled the students to investigate its applicability in CO[subscript 2] sorption. The calculations of essential parameters such as CO[subscript 2] over N[subscript 2] selectivity and the use of statistical tools in data processing are also explained to the students. In the end, the instructor presented his/her feedback by evaluating the answer sheets (pre- and postlab work) and by demonstrating the overall lab work through a model presentation.

Capstone teaching laboratory activities can serve as a crucial part of the undergraduate learning experience. With this in mind, a laboratory activity that combines synthesis and multiple characterization techniques has been developed for an upper-division, laboratory-based inorganic course. Complexes of Cu(II) and Ni(II) of the amino acid glycine are first synthesized. These complexes are then characterized using a variety of spectroscopic (IR, UV--vis, [superscript 1]H NMR) techniques to determine the coordination geometries of the metal centers and thermal (differential scanning calorimetry, thermal gravimetric analysis) techniques to determine the relative stabilities of geometrical isomers. Details of the activity, including procedure, experimental data, and pre/post-test, are provided.

Single-type, 6-fold symmetrically grooved, and commercially accessible interlocking disks (ILDs) have been used for modeling of sp[superscript 2] hybridized carbon-based nanoarchitectures and complex polyhedral and reticular material models. In the case of the carbon-based nanoarchitectures, we showcase that the primary ILDs can be directly used for representing individual atoms and bonds. Further on, the spatial connectivity of the primary ILDs can be extended by assembly of symmetrical secondary building units (SBUs). The constructed (deci)meter scale models are robust, light, scalable, and suitable for classroom demonstrations. The ILD technique is also suitable for use in workshops for facile discovery-based learning of nanomolecular structure, showing promise for wider use in the chemistry curriculum.

Despite recent interest in online learning, systematic comparisons of online learning environments with traditional classroom environments are limited, particularly in the sciences. Here, we report on a systematic comparison of an online and face-to-face classroom for a sophomore-level, lecture-only introductory inorganic chemistry course that is designed for students pursuing a chemistry major or minor. The online group consisted of three sections of students enrolled in Introduction to Inorganic Chemistry during two 8 week summer terms and one 4 week winter term. The face-to-face group consisted of two sections of students enrolled in Introduction to Inorganic Chemistry during two 15 week semesters. Both groups of students completed ten common exam questions, and a validated and reliable measure of their attitudes toward chemistry (Attitude toward the Subject of Chemistry Inventory Version 2: ASCIv2). Students in the online course and face-to-face course did not differ in their performance on the common exam questions, course grade distribution, or attitudes toward chemistry. Although few studies have compared online and face-to-face learning environments in the physical sciences, our results are consistent with the idea that students who complete an online course fare just as well as those who attend face-to-face classes.

Many compounds can be represented well in terms of the two-center-two-electron (2c-2e) bond model. However, it is well-known that this approach has limitations; for example, certain compounds require the use of three-center-two-electron (3c-2e) bonds to provide an adequate description of the bonding. Although a classic example of a compound that features a 3c-2e bond is provided by diborane, B[subscript 2]H[subscript 6], 3c-2e interactions also feature prominently in transition metal chemistry, as exemplified by bridging hydride compounds, agostic compounds, dihydrogen complexes, and hydrocarbon and silane [sigma]-complexes. In addition to being able to identify the different types of bonds (2c-2e and 3c-2e) present in a molecule, it is essential to be able to utilize these models to evaluate the chemical reasonableness of a molecule by applying the octet and 18-electron rules; however, to do so requires determination of the electron counts of atoms in molecules. Although this is easily achieved for molecules that possess only 2c-2e bonds, the situation is more complex for those that possess 3c-2e bonds. Therefore, this article describes a convenient approach for representing 3c-2e interactions in a manner that facilitates the electron counting procedure for such compounds. In particular, specific attention is devoted to the use of the half-arrow formalism to represent 3c-2e interactions in compounds with bridging hydrogen atoms.

Quantum dots (QDs) are considered useful for demonstrating quantum phenomena in undergraduate laboratories due to their monodisperse size and excellent optical properties. Although doping has an increasingly important role in QD fabrication in the semiconductor field, it has rarely been discussed in the context of the undergraduate laboratory. In this work, a simple synthesis and characterization method for Mn-doped CsPbCl[subscript 3] QDs for an upper-level undergraduate inorganic chemistry laboratory is reported. The Mn-doped CsPbCl[subscript 3] system benefits from a simplified synthesis and straightforward characterization. This experiment introduces QD research to students and offers opportunities for instructors to discuss many important concepts in inorganic chemistry, such as energy band theory, particle-in-a-box model, electron paramagnetic resonance, ligand field theory, and nanochemistry.

Creating instructional activities and assessments that align with expected learning outcomes can improve student learning. Communicating learning expectations to students may lead to better student performance and an increase in student perceptions of the fairness of the assessment tools. One tool for communicating learning outcomes is the distribution of an exam "blueprint", a document that correlates student learning outcomes with the expected level of performance and the relative weight on the exam. In this study, exam blueprints were prepared and distributed to students in an inorganic chemistry course. Students were surveyed about their use of the blueprints after each exam and interviewed about their perceptions of the congruence between assessments and instruction as well as their use of the blueprints. Students report using the blueprints as both organizational and metacognitive tools by emphasizing heavily weighted objectives. Overall, the blueprints were an effective tool for facilitating instructor-student communication as well as generating positive student attitudes toward exams, even though exam scores did not increase.

In the context of growing empirical evidence to lack of clear understanding of the language of the science content, undesirable student outcomes including difficulty in learning science and a lack of interest with their science content area, and chemistry being particularly loaded with specialized terminology of its own, this study analyzed the vocabulary in higher Secondary School chemistry textbooks published by NCERT. Forty eight terms were identified and categorized into four broad areas namely Inorganic chemistry, physical chemistry, Thermodynamics & Electo Chemistry and Organic chemistry. Difficulty with select words was studied through a sample survey among a random sample of 200 class X11students of chemistry in higher secondary schools. Meanings of prefixes like diazo, ampho, syn and photo, and suffixes like oid (eg.,actinoid), were not recognised by majority of students. Meanings of terms like ferromagnetic, solvate, and aprotic also were not recognised by majority.

Acquiring a basic understanding about the composition of crystal structures and the resulting structure-property relationship is central for chemists and material chemists, enabling the prediction of desired properties and the solution of a wide range of current challenges in sciences, e.g., the development of clean-energy storage. For a deeper understanding of physical and chemical properties of crystals, it is necessary to focus on different global and local structural features that characterize the composition of several atoms or ions as well as the direct environment of single atoms or ions. To improve students' mental visualization of both global and local features of the three-dimensional order of crystal structures, we developed and implemented a modeling activity with new transparent models. During the activity, students construct and compare models of common crystal structures, like sodium chloride and zinc blend. The usage of clear plastic balls, in particular, allows students to focus on global features such as packing arrangement and lattice structure, as well as on local ones, like coordination number, site occupation, and polyhedral connectivity. The latter features have been difficult to realize so far. We used a design-based research approach to improve the activity and the instructional material, provided herein, through several rounds of evaluation in a course for undergraduate students in materials chemistry. A detailed qualitative analysis of students' discourse during the activity revealed that students were engaged in various content-related interactions with the models and that it is beneficial to combine a student-centered construction of the models with a subsequent comparison phase.

Inorganic phosphors are the main component of light emitting diodes which have caused the revolution in lighting industry as an energy-efficient and long-lasting replacement of traditional incandescent light bulbs and fluorescent tubes. They are also used in various consumer products and displays and can potentially find applications in photocatalysis, solar cells, optical thermometers, and stress indicators. Long-afterglow phosphors provide an opportunity to visually observe and test different phenomena in solid-state materials and can be used as an effective teaching tool at the undergraduate level. We developed an upper-level undergraduate laboratory experiment that integrates the synthesis, processing, structural and spectroscopic characterization, and applications of strontium-aluminate-based phosphors. Observation of the intensity and duration of the phosphor afterglow under different conditions reinforces students' learning of various concepts related to materials structure and properties, and spectroscopic principles, in an engaging and impactful way. The phenomena of thermoluminescence and mechanoluminescence, and their potential applications in thermal sensors and ballistics, respectively, are also introduced. Depending on the instructor's goals, the described laboratory experiment can be used in a modified form in inorganic or physical chemistry laboratory courses, but we believe it is particularly well-suited as a module for advanced laboratory courses in interdisciplinary programs.

Laboratory experiments that offer interdisciplinary experiences for students are appealing and are increasingly popular additions to undergraduate chemistry curricula. Students can capitalize on their knowledge of multiple areas of chemistry while working through an application, and this fosters the development of progressive problem-solving skills. In this laboratory experiment, students combine the fields of inorganic chemistry with biological chemistry to synthesize and test the catalytic activity of a model of vanadium haloperoxidase, an enzyme naturally produced in certain brown- and red-seaweed species. Students use [superscript 1]H NMR spectroscopy to monitor the oxidation of thioanisole to methyl phenyl sulfoxide using their prepared vanadium complex as the catalyst.

In a two-step synthesis starting with Ni(CH[subscript 3]COO)[subscript 2] ·4H[subscript 2]O and salicylaldehyde, students prepare Nethyl and N-isopropyl Ni(II) Schiff base (imine) complexes. After isolation and recrystallization, the products are characterized by room-temperature magnetic susceptibility measurements, FTIR spectroscopy, and [superscript 1]H, [superscript 13]C{[superscript 1]H}, and [superscript 13]C DEPT-135 or [superscript 13]C APT NMR spectroscopy. The results are analyzed by considering the steric requirements of the ethyl and isopropyl groups and the subsequent effect on the preferred geometries, either the diamagnetic square-planar geometry, as expected for a Ni(II) d[superscript 8] complex, or the paramagnetic tetrahedral geometry. Students are challenged to explain why the spectra for these similar complexes are so different and what this difference reveals about steric requirements in determining geometry.

As the need for alternative energy becomes increasingly important, energy research and related industries are rapidly expanding. This lab incorporates current energy-storage research into a second-year lab that instills real-world, industry-relevant knowledge and skills while teaching and reinforcing physical-chemistry concepts. A manganese oxide electrode, aqueous-Na[subscript 2]SO[subscript 4]-electrolyte supercapacitor system is used because it has no air or water sensitivity, unlike most battery technologies, so it is easy to implement in an undergraduate-lab setting. Manganese oxide is an increasingly popular supercapacitor material, and this lab introduces the concept of pseudocapacitance, in which current flows while still being governed by the Nernst equation (i.e., at equilibrium). Students conduct realistic and industrially relevant electrochemical experiments; they electrodeposit manganese oxide films and test them using cyclic voltammetry. Students compare the manganese oxide results to those from a nonpseudocapacitive system (i.e., a poor supercapacitor). In doing so, they learn the concepts of charge storage and energy and power (and their important differences), while reinforcing the physical-chemistry topics of thermodynamics and kinetics, all within a frame of familiar electrochemical knowledge (i.e., the Nernst equation). This lab can be completed in one 4 h laboratory period or in a 3 h period if the solutions are provided to the students or they prepare them a week in advance. Student interest and engagement is heightened by their being able to see the real-world applications and skills.

This work outlines the inadequacies of the "ions in a sea of electrons" model. Some general properties of metals are stated. A different "soft/flexible" sphere model is described. The benefits of using this other model to account for metallic properties are discussed. Equations based on the soft sphere model are used to calculate values of the enthalpies of formation of the Mx+ ions and densities of the lanthanide elements to show advantages of this model over the "electron sea" model. Values obtained from the soft-sphere-derived equations are shown to agree well with observed ones.

The Leidenfrost nanochemistry synthesis of gold colloids was introduced in this "Journal" as an advanced method to synthesize gold nanoparticles during an undergraduate nanochemistry research project. When trying to repeat these experiments in the laboratory, we experienced difficulties in the synthesis of the gold nanoparticles since the droplets undergoing the Leidenfrost phenomenon were evaporated without changing color to the distinctive red-purple of gold nanoparticles. Therefore, we would like to suggest an alternative procedure to perform this gold nanoparticle synthesis through the Leidenfrost nanochemistry phenomenon by using honey instead of trisodium citrate and adjusting the pH with sodium hydroxide.