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  Home > JCE Print > Journal of Chemical Education > Issues > 2009  > December  >
survey
In the Laboratory
The Trans Effect: A Guided-Inquiry Experiment for Upper-Division Inorganic Chemistry
Janet L. Shaw, Christopher R. Dockery, Scott E. Lewis, Lindsay Harris, and Richard Bettis
Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA 30144
Cover
December 2009
Vol. 86 No. 12
p. 1416
Abstract
This article describes a guided-inquiry laboratory for upper-division inorganic chemistry. The experiment is designed to teach students about the trans effect through synthesis of the cis and trans geometric isomers of diamminedichloroplatinum(II). Students discover which factors lead to trans-substitution versus cis-substitution in square-planar transition-metal complexes. Student pairs are assigned a synthetic protocol, and product geometry is determined experimentally using a colorimetric thiourea test. Focus questions guide students to generate a trans-directing ligand series and to construct the trans effect concept. This experiment gives students technical experience in microscale inorganic synthesis and stereochemical analysis while teaching them about coordination chemistry and the importance of metals in medicine.
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Student handouts; Instructor notes including a chemical list and the answers to questions
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Citation
Shaw, Janet L.; Dockery, Christopher R.; Lewis, Scott E.; Harris, Lindsay; Bettis, Richard. J. Chem. Educ. 2009, 86, 1416.
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Keywords
Bioinorganic Chemistry; Coordination Compounds; Drugs / Pharmaceuticals; Enantiomers; Hands-On Learning / Manipulatives; Inorganic Chemistry; Inquiry-Based / Discovery Learning; Laboratory Instruction; Microscale Lab; Platinum; Synthesis; Upper-Division Undergraduate
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History
Created:
Last Updated:
10/22/2009
10/27/2009
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Experiments, laboratory exercises, lecture demonstrations, and other descriptions of the use of chemicals, apparatus, instruments, computers, and computer interfaces are presented in the Journal of Chemical Education as illustrative of new or improved ideas or concepts in chemistry instruction and are directed at qualified teachers. Although every effort is made to assure and encourage safe practices and safe use of chemicals, the Journal of Chemical Education cannot assume responsibility for uses made of its published materials. Many chemicals are hazardous. Precautions for the safe use of hazardous chemicals and directions for their proper disposal are described in the Material Safety Data Sheets and on the labels. We strongly urge all those planning to use materials from our pages to make choices and to develop procedures for laboratory and classroom safety in accordance with local needs and situations.
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