Chemical Structure and Properties: A Modified Atoms-First, One-Semester Introductory Chemistry Course

Abstract

A one-semester, introductory chemistry course is described that develops a primarily qualitative understanding of structure−property relationships. Starting from an atoms-first approach, the course examines the properties and three-dimensional structure of metallic and ionic solids before expanding into a thorough investigation of molecules. In addition to bonding, geometry, molecular orbitals, and intermolecular attractions, other structural topics are included, such as stereochemistry, conformation, and factors that influence the strength of Brønsted acids. Where appropriate, related considerations in biochemistry are highlighted. The course provides a common basis to majors and nonmajors for further study in chemistry and also serves as a platform to illustrate a variety of topics of current research interest.

Fundamentals of Macroscopic Chemical Analysis: A Foundation-Level Course for a New Chemistry Curriculum

“…Over past few years, we have reported the development of our new curriculum, the introductory course, three courses in the reactivity sequence, − and our laboratory curriculum . In this paper, we report the development, implementation, and assessment of our first course in the quantitation area (Chem 255).…”

“…19 The "chemistry unbound" curriculum is based on a blendedcontent model and offers five foundational-level courses: structure and properties, principles of reactivity, advanced reactivity, macromolecules, and light and matter. 20 the introductory course, 21 three courses in the reactivity sequence, 22−24 and our laboratory curriculum. 25 In this paper, we report the development, implementation, and assessment of our first course in the quantitation area (Chem 255).…”

General Chemistry in Just One Semester for All Majors

“…14 As one example, the College of St. Benedict/Saint John's University (Minnesota) does this but integrates concepts from organic and biochemistry throughout the sequence and focuses on structure in the first course with most of the quantitative general chemistry content left for a second course taken later, nonconsecutively. 15 These numerous general chemistry curriculum reforms have been aided by the ACS Committee on Professional Training (ACS-CPT) guidelines that enable flexibility at the introductory level, 16,17 and as well by the increased emphasis on the chemical underpinnings of biological systems for life science and premedical students. 18,19 Biochemistry is becoming required or highly recommended for entrance into medical school as well as veterinary programs.…”

“…There have been many calls over the past few decades to revise the general chemistry curriculum to better meet student needs, − leading to reforms at some institutions. − Some even recommend bypassing traditional general chemistry in favor of teaching organic chemistry first. , One common curricular model splits the two semesters of general chemistry with a year of organic chemistry, the 1–2–1 model . As one example, the College of St. Benedict/Saint John’s University (Minnesota) does this but integrates concepts from organic and biochemistry throughout the sequence and focuses on structure in the first course with most of the quantitative general chemistry content left for a second course taken later, nonconsecutively …”

Synthesis, Characterization, and Property Investigation of a Metal–Organic Framework Encapsulated Polyoxometalate Guests: An Advanced Inorganic Chemistry Experiment

“…Furthermore, crystalline POM@MOFs have a definite composition and structure, which is beneficial to the study of the structure–property relationship. The structure–property relationship is significantly detailed in many chapters of fundamental chemistry. − This laboratory experiment based on the POM@MOF exposed students to explore the structure–property relationship in a composite material. The discussion of the structure–property relationship through comparison of the structure and properties (porosity, stability, amphipathy) of POM@MOF with that of its individual component materials (POM and MOF) was conducive to improving the students’ analysis problem and inquiry abilities.…”