The synthesis, structural, and spectroscopic characterization of four new coordinatively unsaturated mononuclear thiolate-ligated manganese(II) complexes ([MnII(SMe2N4(6-Me-DPEN))](BF4) (1), [MnII(SMe2N4(6-Me-DPPN))](BPh4)•MeCN (3), [MnII(SMe2N4(2-QuinoPN))](PF6)•MeCN•Et2O (4), and [MnII(SMe2N4(6-H-DPEN)(MeOH)](BPh4) (5)) is described, along with their magnetic, redox, and reactivity properties. These complexes are structurally-related to recently reported [MnII(SMe2N4(2-QuinoEN))](PF6) (2) Dioxygen addition to complexes 1-5 is shown to result in the formation of five new rare examples of Mn(III) dimers containing a single, unsupported oxo bridge: [MnIII(SMe2N4(6-Me-DPEN)]2-(μ-O)(BF4)2•2MeOH (6), [MnIII(SMe2N4(QuinoEN)]2-(μ-O)(PF6)2•Et2O (7), [MnIII(SMe2N4(6-Me-DPPN)]2-(μ-O)(BPh4)2 (8), [MnIII(SMe2N4(QuinoPN)]2-(μ-O)(BPh4)2 (9), and [MnIII(SMe2N4(6-H-DPEN)]2-(μ-O)(PF6)2•2MeCN (10). Labeling studies show that the oxo atom is derived from 18O2. Ligand modifications, involving either the insertion of a methylene into the backbone, or the placement of an ortho substituent on the N-heterocyclic amine, are shown to noticeably modulate the magnetic and reactivity properties. Fits to solid-state magnetic susceptibility data show that the Mn(III) ions of μ -oxo dimers 6-10 are moderately antiferromagnetically coupled, with coupling constants (2J) that fall within the expected range. Metastable intermediates, which ultimately convert to μ-oxo bridged 6 and 7, are observed in low-temperature reactions between 1 and 2 and dioxygen. Complexes 3-5, on the other hand, do not form observable intermediates, thus illustrating the effect that relatively minor ligand modifications have upon the stability of metastable dioxygen-derived species.

An emphasis on higher-order thinking within the curriculum has been a subject of interest in the chemical and STEM literature due to its ability to promote meaningful, transferable learning in students. The systematic use of learning taxonomies could be a practical way to scaffold student learning in order to achieve this goal. This work proposes the use of Marzano's Taxonomy of Learning. Because it offers a functional way to distinguish lower from higher-order thinking, the taxonomy is particularly useful to instructors interested in helping students develop these skills. We outline and provide examples of how it was used in constructing Student Learning Outcomes (SLOs), class activities, and assessments for a first semester general chemistry course. Preliminary observations of the impact of this methodology on student learning are presented.

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading into a framework that uses Marzano’s Taxonomy of Learning to guide the writing of clearly defined and scaffolded learning outcomes. By means of this methodology, students are equipped with increased levels of information obtained from assessments, both formative and summative. Students and faculty alike can more accurately diagnose strengths and weaknesses in learning down to the level of the concept(s). Early observations from a first-semester general chemistry course suggest that setting transparent standards for grading can serve as a valuable learning tool for students to allow them to focus on content proficiency rather than grades alone.

Understanding the metal ion properties that favor O−H bond formation versus cleavage should facilitate the development of catalysts tailored to promote a specific reaction, e.g., C−H activation or H2O oxidation. The first step in H2O oxidation involves the endothermic cleavage of a strong O−H bond (BDFE = 122.7 kcal/mol), promoted by binding the H2O to a metal ion, and by coupling electron transfer to proton transfer (PCET). This study focuses on details regarding how a metal ion’s electronic structure and ligand environment can tune the energetics of M(HO−H) bond cleavage. The synthesis and characterization of an Fe(II)−H2O complex, 1, that undergoes PCET in H2O to afford a rare example of a monomeric Fe(III)−OH, 7, is described. High-spin 7 is also reproducibly generated via the addition of H2O to {[FeIII(OMe2N4(tren))]2-(µ-O)}2+ (8). The O−H bond BDFE of Fe(II)−H2O (1) (68.6 kcal/mol) is calculated using linear fits to its Pourbaix diagram and shown to be 54.1 kcal/mol less than that of H2O and 10.9 kcal/mol less than that of [Fe(II)(H2O)6]2+. The O−H bond of 1 is noticeably weaker than the majority of reported Mn+(HxO−H) (M = Mn, Fe; n+ = 2+, 3+; x = 0, 1) complexes. Consistent with their relative BDFEs, Fe(II)−H2O (1) is found to donate a H atom to TEMPO•, whereas the majority of previously reported Mn+−O(H) complexes, including [MnIII(SMe2N4(tren))(OH)]+ (2), have been shown to abstract H atoms from TEMPOH. Factors responsible for the weaker O−H bond of 1, such as differences in the electron-donating properties of the ligand, metal ion Lewis acidity, and electronic structure, are discussed.

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