At the end of each topic area, you will be given a writing "prompt"—a question or an idea—that will serve as a focal point for you to write a one-page, single-spaced "discussion".   The intent of this assignment is NOT for your writing ability to be graded. The intent is for you to internalize what you have learned by writing about it, by writing about your process of learning it. In that respect, it will be personal and very much like keeping a journal or a diary. And also like a journal or diary, there is nothing to get right or wrong. For this assignment I want you to use “I”.  And you can throw out rules of grammar and proper paragraph construction, etc. My only writing request is that you strive, as much as you are consciously able, to express clearly your thoughts about the material in the chapter while you respond to the "prompt".

3. Essay of Comparison??

       In this essay you will compare a transition metal (or transition metal group) with a main group element (or its group).  The purpose is for you to gain in depth familiarity with a couple of elements and to apply concepts covered in class.  You may choose any elements or groups you like.  You might compare “related” groups, like Group 6 and Group 16 (formerly called 6B and 6A, which better emphasizes their relationship).   Or maybe you want to choose two elements with bizarre-looking names like zirconium and antimony.  Or maybe you want to pick two elements that each have five letters in their names (right—a totally arbitrary pairing).       The essay is due by the end of finals, but can be submitted much earlier than that.   Since it deals with transition metals, I would recommend that you hold off completing it until we have finished the reactivity sections in Chapters 8, 24, 26 (see schedule).  As for its format, please include specific reactions as examples and images as you see appropriate.  Depending on how many of these you include, the length requirement is a floating target, but it is suggested you aim for 4-5 pages (double-spaced) of prose.

 

 

It seems that for many problems in lifetwo brains are better than one. So may it be for you and Inorganic Chemistry.  For this reason, you may discuss with one or more people on the Level 2 problem sets.  You must however, formulate and write out your own answers to be handed in.  Level 1 problems should be done without consultation of your classmates for these are to help you hone your skills.  Of course you might benefit from doing the text problems for practice with a friend—not to mention it’s got to be more fun!

Note that no “group work” will be allowed on the mid-semester and end of semester problem sets.   Therefore, if you chose to work on the weekly sets with others, be sure you also develop an ability to independently solve problems and answer questions.