Hello guys. Good evening. Hello guys. Good evening. Please type in a name who are there so all of you please type in a name Who are there? I'm sending what happened. Are you better now? I saw your message. I could not reply Who is this Roman Bragin's? Aditya, okay WWE fan so Tell me guys what we did last class we have started coordination compound ideas, right? Probably we finished this Effective atomic number right Effective atomic number the condition of dimerization that we also have seen. Yes Can we start? Let me know if you are there, right? So you see Last class we have discussed about Coordination compound what is coordination compound and then You know the different ligands the terms involves in coordination some bounds right ligands different types of ligands based on charge based on you know Density of that ligand and then the when the bonding of ligands takes place. It is because of the Tendency to gain the next higher noble gas configuration, right? So but that is only true like I said in the last class the you know This kind of bonding in which the metal atoms tends to gain the next higher noble gas configuration It's true only for the metals which has low oxidation state and carbonyl group as the ligand if it is present Okay, so like this this is one particular rule We have and that rule is Sejvik Ian rule right that we have discussed last class Okay, Sejvik Ian rule few examples also have seen the reducing property oxidizing property and The time variation of MCO 5 all these things we have discussed, okay? So apart from this particular bonding rule We have other bondings also like we have Bernard coordination theory molecular Sorry valence bond theory and then crystal field splitting theory, okay? all those things will discuss later on but Before going into all those first of all we need to understand the nomenclature of Coordination compound so heading you write down nomenclature of Coordination compound nomenclature of coordination compound first of all the basic nomenclature. You must have the idea We have also the similar thing here But since we have a term called ligand present into this so nomenclature of ligand we have to understand Okay, hello, Samitha Right so for that we have certain rules like nomenclature You must have done in organic chemistry We have certain rules and that we are following to write down the name of the various organic compounds Similarly here also for the nomenclature of coordination compound again. We have certain rules, okay? so the first rule or The rules we have to follow to write down the name of Coordination compound we are going to see first and then we'll see some examples into it Okay, so first rule you copy it down, okay the name of name of the Cataeon cataeon is written first is written first is written first always followed by followed by sorry written first this is again the name of the cataeon is written first always and then and then we'll write the name We'll write the name of an ion just like simple salt just like The name of simple salt like sodium chloride Okay, any seal or what do you write sodium chloride? So any plus sodium will write first and then the anion which is seal man. That's what the simple thing Now the important thing here you have to understand is the nomenclature of ligands Okay, so write down write down The ligands should be named first Legand should be named first within a complex within a complex ion followed by followed by the name of metals Right like within the complex we can have we will have obviously metal and ligands present Okay, so we'll write the name of ligand first and then metals if you have multiple ligands Then we'll use well then we'll write the name in alphabetical sequence. Okay, that's what we'll see So the important thing here we have to understand is what how to write down the name of ligands So within this second point write down naming of ligands first point a Here an ionic ligands Negative charge an anic means negative charge an ionic ligands I'd 8 I'd I'd 8 are named Are named By replacing I'd oh I'd oh 8 oh Respectively I'd oh I'd oh 8 oh Respectively Okay, so the if we if we have sulfide Then the name of ligands will write sulfide oh if it is nitrite We'll write nitrate. Oh if it is sulfate will write sulfate oh Nitrate will write nitrate. Oh, so we have to write down the name of an ionic ligands like this. I'd I'd I'd becomes I'd right I'd becomes I'd oh I'd becomes I'd oh it becomes a to like this way an ionic ligands for example, you see oh Suppose we have chloride ion right and this again you have to Keep in mind Suppose we have chloride ion chloride is cl- So for this we'll write chlorido chlorido cyanide Cn- is Sino cyanide becomes Sino. Okay oxide Oxide is o2- It becomes oxo right Imide I Mi de Imide is NH-2 It becomes imido if you have azide Azide is N3- it becomes as Zero okay nitride Nitride is N 3- it becomes nitrido Amide is NH 2- becomes Amido carbonate Carbonate is CO3-2 becomes carbonate-o okay oxalate oxalate is C2O4 2- It is oxalate-o Like this chlorate one more example chlorate chlorate is cl O3- Becomes chlorate-o Like this we'll write I it becomes Ido 8 becomes 8o like that. So you must keep this in mind. The naming I know you can understand this easily, but this you know An anionic formula and the charge on this is very important Because we need to specify the oxidation state of metal also. Okay, so for that you should know the charge on The ligand. Okay, and then we can calculate Okay, did you write this done? One more thing here write down that is nitrite nitrite is See nitrite is NO2- and like I discussed last class. This is ambe dented ligand so if I write o NO- it means Oxygen adorned atom and the name will be Nitrite O O If it is NO2- Then nitrogen is a donor atom and it is nitrite O And can we move on to the next page? Let me know please. Yeah So this is one important thing the naming of ligand first point is this now like negative charge ligand How do we name that being discussed if the ligand is neutral then what we'll do? So that comes under second point B Okay, so neutral ligands neutral ligands Are named are named same same as their Neutral molecules Okay, for example, you see pyridine pyridine formula is this and the name of this is pyridine itself PH3 PH3 is phosphine Okay, this is another example This one is important H2O water the name of this is aqua the name of H2O is what aqua CO This carbonyl Okay, NO Nitrosyl urea NH2 CO NH2 This is urea and instead of O if you write down S here, it is thio urea Okay, it becomes thio urea. So these are the few examples of neutral ligand One very important thing. You must write it down Like why are you when you write down the name of the compounds the spelling of the name is also important Okay, so for that you write down in case of in case of Polydentate Polydentate amino ligands in case of polydentate amino ligands we use We use single M in the spelling Double M. We won't write. Okay, that you must keep in mind if you write on double M Your answer will be wrong. Okay multiple choice. You can easily eliminate options if it is double M written over there But while board example if if if the question comes in board exam if you write down double M instead of single M Then you're you know, you won't get any marks for example And this we only use when we have polydentate amino ligands. Okay, so polydentate means what if the denticity? polydentate is The ligand whose denticity is greater equal to 2. Okay, so except Monodentate ligands all other ligands are polydentate ligands. This is one thing Next thing we have polydentate amino ligands. Okay, for example, you see ethylene diamine the structure is this CH2 CH2 and to a mine group we have NH2 and NH2 Okay, so you see this is The donor That we know already and the name of this is what ethylene diamine Di amine but when we write down ethylene diamine will write only single M here We won't write E double a double M. I and E Okay, if you write down a double M here, you will get let do in the exam Okay, so this is very important condition is what polydentate amino ligands Amino ligands are the ligands in which the nitrogen atom like this. This is amino ligands Understood Shreya Got it. So let me agree about amino ligands are basically any derivative of amines nitrogen will be the donor in that case Okay, okay so now neutral and negative ligands we are done the last one is positive ligands, okay, so Third point in the naming of ligand write down positive ligands Positive ligands ends with ends with EM suffix Will use EM suffix it is exactly similar to the negative ligands We have where the you know the suffix is I to I do a to like that But here we'll add EM suffix into it. So for example, you see if I Take NH 4 plus Okay You see NH 4 plus if I write the name of this will be ammonium Okay, this is Ammonium if I write down NO 2 plus And your two is nitronium nitro. So it is nitronium Just will add EM suffix into it Okay, and O plus and O is what nitrosil. So and O plus is nitro Celium Nitrocelium, okay. One more you see NH 2 NH 3 plus So this is hydrazinium Hydrazinium just will add EM suffix into it Okay, so this is what we did for the charged ligands. Okay, these are the rules we have next one you see Copy it down first and let me know once you are done. We'll move on to the next page.  We use die try tetra hexa penta tetra penta hexa, etc If if the ligand is if the ligand is more than one more than One okay, if the ligand is more than one Okay, however This point is important however if the if the name of the name of the ligand includes a term like die try Tetra etc then If the name of the ligand includes a term like die try tetra Etc. Then we use we use this Tris Tetra case we use this Tris Tetra case instead of or in place of die try Tetra Respectively, okay. So what is the meaning of this point that we'll discuss here? You see suppose the Legand is this En To this is what is written What is en ligand can tell me what is en ligand?  So name of this will be trace Open bracket ethylene ethylene diamine Okay, this is again the Example we have but Similarly, if you have this example and it's three whole twice This is what ammonia Right Amine it is To we have here and the amine name does not include any terms like diet diet to draw simply will write this as die My did you understand this? ethylene die amine not amide Shreya Let me know if you understood this all of you understood another point. We have here the next point in this write down if more than one leg and present if more than if more than one leg and present then Then we'll write down the name We'll write down the name in alphabetical sequence Okay, in alphabetical sequence will write this Okay So this five points we have in the nomenclature of ligands now. We see the next which is the third point Okay, these five points a b c d e we have in nomenclature of ligands the third point is what oxidation is state Oxidation state of the metal of the metal ion is shown in the small bracket immediately Immediately after its name a small bracket generally parenthesis we use okay to write down the on Oxidation state of the metal one last point we have in this The complex positive ions the complex positive ions Neutral coordination compound compound have no special ending have no special ending but complex negative ions negative ions End with eight suffix suffix These are the rules we have copied down and then we'll see some examples will understand this rules Copy down first. Yeah Now we'll see some examples here It is a very simple one will take suppose the molecule is this the first one k4 f e Cn6 k4 fe cn6 Right. So now the first thing you need to find out The oxidation is state of the metal. Okay, because that also you have to mention Okay, so first step is to find out the oxidation state of the metal Okay, so we know this is 4k plus. Can you tell me the oxidation state of ion here? Fe What is the oxidation state? because this cyanide is minus one and potassium is plus one So this total charge head is what plus four so this the total charge on the complex will be minus four Did you understand this? Minus one charge we have on one cyanide so minus six this site so Oxidation is state of ion is plus two. This is what I think we have Now the name of this will be what? Sino and it is a negative ligands Okay, the cyanide we can write what? Sino you see the rules I have given for negative ligands end with O term will have in the last so for CN minus we call it as Sino Okay, you see here for CN minus. It is Sino in some book. They also write it as cyanido That is also you can write it is the same thing Sino or cyanido both are same Okay, so CN minus is Sino and within the bracket first of all what we'll write Well, first light the first the cation part and then the anion part So since we have cation part positive here, this is simple. So we'll write simply potassium the K plus is potassium and Within the complex will write first anion. So how many CN minus you have six So light hexa will have a gap between these two cation and anion part potassium hexa Sino potassium hexa Sino and I and we have and the complex part is negative So we'll write it as ferrite and there's no gap here FE double r8 Te when you write the name of the metal just after this You need to mention the oxidation state of the metal in Roman like this Potassium hexa Sino ferrite Got it understood this The first thing will write down the positive the cation part for first and then the anion part. That's the simple thing So cation is potassium. So potassium anion is the complex part So within the complex part will write down a first of this ligand and then metal correct So ligand is CN minus. So Sino how many Sino six so hexa Sino ferrite oxidation. It is plus two Two three important thing you have to understand Hexa cyanate I and I won't write here. I wrote here ferrite and This is because of the rule number fourth the last tool you see what is given here that the if the complex positive ions and Neutral of a compound we have then there is no special ending, but if the complex ions are Negative then it ends with eight suffix. Okay. That's why I am will write ferrite because the complex ion is negative So ferrite Okay, we'll have a gap between the cation and anion part Right like here will have the gap apart from this We won't have any gap between the metal and ligands must keep that in mind These are the small small things very important and for nomenclature these gaps also very important Okay, if you put a gap here between this hexa Sino and ferrite it will be again wrong and you will again get what? Let's do got it What is the name of this molecule? Just you need to follow the rules and I see in four two minus And I see in four two minus. Tell me the name of this Tell me the name Tetra Sino Is it nitrate? See first of all it is an iron. It is not a molecule It is not a complete coordination compound. It is the only negative part of that coordination compound Yeah It is a negative part of that complex and again since it is a complex part is negative So when you write down the metal so metal ion is nickel So we should write nickel 8 because the complex part is negative and negative ends with 8 suffix Okay, so we won't write nickel, but we write nickel 8 first of all and within the complex We'll write down the name of ligand first which is 4 Sino molecule we have So for 4 we'll write Tetra Sino Just a second I'm coming Sorry guys, so tetra Sino since the negative part we have right so the metal Will write with suffix which is 8 tetra Sino Nickelate and I see K e L a T nickel it and after this will have the Oxidation state of the nickel which is plus 2 so we'll write like this We always write oxidation is state in Roman Okay, so tetra Sino Nickelate got it Okay, and one more thing since it is an iron. It is not a complete molecule So I'll write tetra Sino nickelate then oxidation is state Nickelate iron iron we have to write, okay Okay, nickel it iron so you must keep that in mind if the molecule is not given iron we have given so we always write down iron in the last and There is no gap here. You see again the metal and ligand. There is no gap Okay, and after that immediate like after the metal will write down the oxidation number. Is it clear? Pizza is not good for health. Don't eat another example. You see Third one What is the name of this one? I'll write down the few molecules. You do it first and then we'll discuss co n is 3 whole 6 and Cl 3 this one fourth one is Co cl n h 3 5 2 plus Again, it is a molecule. It is an iron fifth one Co n o 2 3 n h 3 Whole thrice close bracket. This is also three to these three first and then we'll see more examples See you and a 36 cl 3 What do we write here first of all tell me the oxidation is state Tell me the answer of this one Always keep that in mind will write first the cationic part and then anionic part Cationic part can be an iron can be you know get I am sorry the Complex part can be cation can be an iron and within the complex part will write down the name of ligand first and then metal hexa mine cobalt 3 To write is it right? Ardra is getting hexa mine cobalt 3 chloride You won't write any space between hexa mine and cobalt liquid and 3 should be in Rome and always Ardra your answer is correct Spelling also you take care of am I you have written double m are there that is right because am I here it is a Monodentate ligand not polydentate ligand Okay, so name of this will be obviously the oxidation is state and it's 3 is 0 Chlorine is minus 1 so here we have plus 3 Right and this plus 3 since it is 0 so it is present on to this metal So name of this compound will be first will write down the cation and cation here is the complex part And within the complex part will write first ligand which is hexa Amine Amine and then we'll write cobalt no space here Cobalt after this the oxidation number and then we'll give a space and we'll write chloride Double M. We won't write no double M. We won't write hexa mine We'll have only single I'm here. No double M. Sorry got it. What is the name of this one? Again you take care of this is an an iron. Sorry. This is an iron. It was get iron Got it guys. Tell me the next one Penta mine chloro cobalt to I am Is it right? Adra, what is the answer? Tell me Lick it is getting Penta mine chloro cobalt to I am Frido Penta mine cobalt See em we won't write em here Because the legand is not a positive ems are fixed. We only write if the legand is positive You see you are mixing two things Ems are fixed we use for legand not for complex If the complex is positively charged for that we have rule number four You just go through rule number four. I'm Sydney See rule number four and try it again. Shreya. What is the answer? Tell me question number four Are they are done? Aditya where is Paris today? Why chloride Shreya? See here is a negative charge. See I tell you one thing Apna dimaag nahi lagana. Don't put your brain here We have rules follow that rules. That is it Got it. You don't have to put your brain into this because it is nomenclature Nomenclature for organic compounds. You must have then there also we are following the rules So here also we'll follow the rules and write on the name Right another thing The legand is a mine. It's not the legand name is a mine. It is not penta mine You understand this point the legand is ns3. It is not five ns3 is the legand Five is the number of legand that is present So when we write down this in alphabetical sequence Then we always take the name the first letter of the name of the legand We won't consider diet tri tetra and all in this case Paras went for family function What kind of family function your marriage the kid? Acha tell me did you understand this two things first? What do you have to understand here? You see the complex part is positive rule number four We use rule number four correct. It's a rule number four is what? There is no special ending of neutral or positive charge complex correct So we won't have any special ending over here and there is more than one legand present So we'll write down the name of legand in alphabetical sequence correct So one legand is a mine other one is chloride ion So we won't consider Penta mine P over here But we consider the name of the legand which is a mine So a and c the first will write down the name of the legand which is spent our mind Penta a mine neutral legand no special ending Correct Penta a mine then we have CL minus So for CL minus will write chlorido no space here Chlorido and then the metal which is cobalt No space again cobalt Oxygen is state of cobalt is what this is zero This is minus one will go this side plus three plus three will be here on this cobalt cobalt three and after this Without any space Got it. Ritu you there. Did you understand this? That's me. What about you? Let me know if you have any doubt why chlorido lick it you see chlorido is because cl minus cl minus is chloride ion so negative charge legand end with Ido suffix if it is chloride. So chloride becomes chlorido. That's why Why not cloto cloto also we use chlorido also we use Like Sino we use Sino Sino Sino Sino similarly Cloto chlorido also you can use generally we use chlorido got it all of you So must take care of this thing this Penta term. We are not considering in Alphabetical sequence write it on there Not considering in alphabetical sequence Understood important this one now this way you see and oh two is what I know two is Nitrite ion and this is again amine. So nitrite So name of this will be what nitrito it becomes nitrito Amine will be amine only because it's negative charge legand. This is neutral legand. What is the name of this? Tell me I mean try It is nitrito. Hamsini. How it is nitrito. What is NO2? That's why you see if you do not remember the name of the legand You won't get it, right? Okay, NO2 is nitrite. Just now I have given go through it NO2 is nitrite.  I didn't want to do it by Rules are rules to apply. I don't want to do it from the heart. Did you understand this lick it? Lick it while studying follow your brain Not hurt Got it. So it is amine and it is nitrito. So first of all we'll write amine alphabetical. So this will be try amine Okay Try amine and double m will be there take care of this Try amine then without any space try Nitrito because it is nitrite ion negative charge I to something still be there try amine try nitrito cobalt What is the oxidation state of cobalt here? It is minus one So minus three minus three so plus three will be the oxidation state of this So three will write here. Got it. All of you. Yeah, right understood all of you. Let me know And it was a negative charge began sure NO2 minus See either oxygen or nitrogen or an atom So I know to is a negative charge began Nitronium is an O2 plus. It is not positive charge And it will plus will be written over there and it will plus is not written. No There's no positive charge over there. It means it is a negative charge began nitrite ion Got it. So see these examples are very important This gives you the whole idea actually when you have more than one leg and then this diet try Tetra hexa Penta, whatever term we have this term We won't consider in alphabetical sequence. Okay here Also, all these negative charge began invades. Oh, oh suffix, right another few more examples We'll see which are important like for this one you do Co NH3 Co NH3 and we have four H2o CL bracket close and Outside the bracket. We have one chlorine present. What is the name of this one? What is the name of this one? first of all you try to get the name of ligand and Then according according to the alphabetical sequence you arrange them Complex part is cation here. So we'll write down first cation and then anion tetra amine then aqua chlorido cobalt to chloride Right, but then again cobalt to and then we'll have a space and then chloride Understood cobalt to will always write Given a space between cation and anion whether it is complex or No, or whatever the cation is complex or non complex. We always put a space over there Right. So the name of this is everything is right for both of you Hamsini and Shreya. The only thing will have an space between this cation and anion part So name of this will be this is amine first. So tetra amine for H2o it is aqua chlorido Then metal which is cobalt Oxidation state of metal is minus one here and here minus one. So we'll have two and Then space chloride. Yeah What about this one one or two more examples we'll see cu en SO4 Tell me the name of this See this nomenclature questions in the competitive exam If you can find out the oxidation state of the metal With that only you can eliminate two options easily like most of the time You can do that. How it is cuprium Shreya, what rule you followed to write down this cuprium? Is there any rule I have given you for metals? em suffix you write for For ligands, right? Not for metals. Did I give you any example in which we have taken em suffix for metal? Hamsini Shreya both tell me what rule I have given you It is mainly for ligand. You see that Em suffix we'll use when the ligand is positively charged Paras, what is the answer this? Ethylene diamine copper is it four or two Adra it is four or two Ian, what is the charge on ethylene diamine? Tell me lick it and Adra What is the charge on ethylene diamine in the middle to tell me the charge to tell me the charge on Ethylene diamine. Yeah, Ian is neutral guys It's not negatively charged That's why I told you in the beginning only you should know the charge on the ligand Otherwise, you'll make mistake in calculating oxidation is state of the metal correct, so en is neutral and Sulphid is minus 2 correct. This is minus 2 so total on this complex will have plus 2 charge and Since it is neutral this plus 2 charge will be on metal. So oxidation is state is plus 2 Right, if you know this it is plus 2 then you can eliminate one or two options easily Okay, so must you keep this in mind that what is the charge on different different ligands now coming back to the Nominclature of this first we'll write down cation part and then anion right So cation part is this and en is the polydentate ligand. Okay polydentate amino ligands. So we'll write down for two will write on this This open bracket you can write on ethylene diamine or you can also write on ethane 1 comma 2 diamine in fact This is better way to write because we know the position of amine Whether it is present on the same carbon or two different carbon. So if you write on this way, it will be better between this ethane 1 comma 2 diamine and then we will write what copper Oxidation is state on copper is 2 and then some space sulphate Understood all of you. Now. These are the examples you will see in the book I'll send you some more examples on this and so that you can go through we'll see some different types of example now, okay, so I'll go to another page see what we'll do when both complex when both cation and anion part are complex Okay, just one or two examples with this is not that important, but we'll see one example here So what we'll do when we have complex? cation complex anion part Both cation and anion are complex here then what we'll do Okay, you see one example. I'll write down everything is same here But the only difference will have here to find out the oxidation number of each Metal, okay, and for that what we'll do. I'll just tell you for this example Here we have we have copper CN6 Okay, how to find out the oxidation number of metal here So for what we do we'll find the total charge on ligand and we'll divide it into two equally Okay, so see this metal is this ligand is neutral and this is minus one Total charge is what minus six so minus six will divide equally over here metal So it is plus three and plus this is how we'll find out the charge oxidation in state of the matter, right? And hence the name of this ligand will be what six amine This is the complex cation part complex anion part So we'll write down this first and then we'll write down this it is exactly same. So it is hexa mine hexa mine Right chromium chromium three Then we'll have some space hexa Sino hexa Sino cobalt Three this is what the name got it Okay, do this one. That's one example. I'll give you here PT NH three four bracket close and Then we have see you CL For this one What is the name of this? tetra Amine platinum To correct tetra amine platinum to tetra chlorido Copper to right share. Okay Look it again. How it is cuprate See the how can you be so partial here copper becomes cuprate and platinum is platinum only Then according to this is right flat in a mate No, look it. It should be platinum eight. No Yeah, it's copper not cuprate Exactly rid of kind now. Okay. So you understood this now one just last example We'll see the name of this one first of all. I'll write down here. So it is hexa mine Okay, one last example you see and this is for bridging group group in by dentate ligand One just last type we'll see this one is least important. They won't ask Generally questions on to this but since it is there. I will just go through one example. Okay So it is like no for example one example if I write down suppose if the Molecule is this and for this molecule you write down the name Ian to cobalt and Here we have OH OH This is bridging ligand. Okay, these two ligands act as a bridge between these two metal Ian and then we'll have SO 4 This is a molecule here bridging group ligands. Okay, then this also First of all the first thing is to find out the oxidation state of the metal Again, what we'll do we'll just find out the total charge like you see. This is zero. This is zero Oh, which we know it is minus one. It is minus one sulphate ion minus two So here we'll have plus four on this Entire the complex part we have we'll have plus four charge because SO 4 whole twice we have Okay, so now this four plus two becomes six and this six because this one and this one goes this side This six will equally distribute over the metal atom which is cobalt here. So this Oxidation is state of cobalt becomes plus three and this is also plus three Total charge divided by two four plus on this this minus one goes this side minus one goes this side So plus six will have total. So the name of this will be what it is it in One comma two diamine two will have here. So two ways you can do this moment later The first one we are discussing first right on this open bracket it in one comma two diamine Bracket close and then we have what then we after this we have a metal that is cobalt Without any gap Oxidation is state of cobalt is three again without any gap Okay, and it is attached with hydroxy. So whatever the bridge ligand we have to mention the ligand Which is connected as a bridge will use a term here and that term is mu Okay, so mu Hydrox soap Because OH negative so hydroxide becomes hydrox soap Mu hydrox soap and we have two hydroxy group here. So again mu hydrox soap After this will write down this ligand first this Ethan one comma two diamine one comma two diamine Bracket close then metal cobalt Oxidation is state Three and in the last will have some space and then sulphate Where is tetramine or in the last page is it? Yeah, it's tetramine not hexa. I'm sorry correct it it is so it is Tetramine platinum tetrachlorido correct Okay, so we start from this side will write down the name of this bis ethane one two diamine and then metal oxidation is state Mu hydrox so mu hydrox so when you see this term mu that is attached here It means this ligand whatever this ligand is this ligand is is Attached as as you know as a bridge between the two metal. That's what it means So bridging group ligand will always write with a term that is mu that we use for that. Got it Brazing group ligand will use a term mu for this. Yes or no, okay, can you move on tell me? Okay, see this is one way to write down the oxides the nomenclature of this compound or We can also write down the same molecule in different manner How many total ligands we have this E n this is 2 plus 2 4 So we'll write this this to write down separate instead what we can do these two term will write down together and it becomes tetra kiss Ethane 1 comma 2 diamine single M Okay, then die Mu hydrox so die Mu hydrox so Metal is same. So again, we'll write cobalt Three then sulphate Right again one more thing you take care here. We won't write here die cobalt Die cobalt we won't write we write only the name of the metal that is cobalt This means there is a bridge Between the two metal atom we have here that is cobalt only That is also this way also we write this basically we club these two simply This is not that important. So just one example I have done for this Right. So these are the few examples. We have discussed for the nomenclature of coordination compound Nomenclature also based question. They also ask in the exam. So again, this one is important charge only and you must know Now the next part again, we are going to discuss the bonding in in Coordination compound the bonding coordination compound Again, like I said, there are different different Bonding theory we have for this like if you remember in chemical bonding We have again valence bond theory molecular orbital theory, you know, Lewis dot structure and all there are many things we have So similarly here, we have also the different bonding theories. Okay, because Different different molecules source different different kinds of bonding So one theory is not true for all the kind of all kind of coordination compound. That's why we have different theories here So the first coordination compound or first theory, which is given for the bonding in coordination compound We call it as Werner's coordination Theory, okay, and the heading you write down here Werner's Werner's coordination theory now First of all, we need to understand what is the you know, the main postulates of this theory are Okay, so the main postulates of Werner coordination theory write down according to this theory the first point that is given here is a Metal has Or every metal has every metal has two types of valency two types of Valency, okay, what are the two types of valency the first one is The first one a in this is primary valency and the second one is Secondary valency Okay, so we'll see first. What is primary valency we have? Okay, so write down into this Primary valency and it is important. It corresponds to the oxidation number of the metal oxidation state of the Metal means first thing is what if you need to find out the primary valency of the metal in a coordination compound We'll find out the oxidation state if it is 2 then primary valency is 2 if it is 3 primary valency is 3 Okay, second point This is non directional what is non directional we'll discuss this in the last like when we discuss this Valency also we'll take an example and then we'll discuss Okay, it is non directional in nature and the third nature of this kind of bond But it's attachment with metal attachment with with metal is Shown by dotted line like this one very last point and the important also the primary valency it is I'll write down it is neutralize or Satisfied by neutralized or Satisfied by the negative ions negative ions Such as if you have cl minus present in the molecule SO4 2 minus presents all these negative ions Satisfies the primary valency of the metal. Okay, I know you must have some doubt in this What is this non directional neutralize satisfies and all I'll discuss all these things what you have to keep in mind? Like so far if you need to find out the primary valency find out oxidation state first thing Satisfies means what suppose if I take one example and in that example this suppose we have NH3 or Cl also present So NS3 is a neutral molecule. So that NS3 molecule is not responsible for the primary valency of the matter Only chloride ion is responsible. That's what the meaning of this we have it is neutralized and Satisfied by the negative ions When we take one example, you will understand this. Okay, so first of all you write down This thing and then we'll take one example and then again we'll discuss So like primary valency we have discussed similarly We have the second type of valency and we call it as secondary valency okay secondary valency Like primary valency represents the oxidation state of the metal similarly secondary valency represents the Coordination number of the metal ion. Okay, so this is Associated with the coordination number coordination number of the metal Very important point is this this one is non-directional. This one is directional and Since we have direction. So it is responsible for responsible for stereo isomerism stereo isomerism of the complex Okay, this is one thing again this part. We'll discuss in isomerism of this Coordination compound like here we have attachment in this dotted line, but here we have attachment like this Solid line we have here attachment between metal and ligand is represented by solid line Okay, one last point in this write down. It is satisfied by either negative ion It is satisfied by either negative ion or Neutral molecule both responsible for the secondary valency Neutral molecule or negative ion. Okay, so if NS3 and CL3 is present then both responsible for the primary valency Sorry secondary valency and we move on to the next page. All of you have written tell me I'll just explain this with an example. First of all, you tell me did you copy this? Now you see this This is also important. Okay. They ask question over here now suppose if I write down one example and The molecule is Co NH3 cobalt NH3 6 and CL3 This is the molecule we have. Can you tell me what is primary valency for this molecule PV and what is secondary valency? First of all, you tell me this because you know to find out the oxidation state, you know to find out the Coordination number of the metal The first you tell me what is the primary valency and what is the secondary valency primary valency 3 and what is the secondary valency? Secondary valency 6 correct So first of all you already know to find out the primary valency and secondary valency primary valency nothing But the oxidation is state which is plus 3. So primary valency is 3 secondary valency is nothing but the coordination number which is 6 because we have 6 monodentate ligand in this Okay, now you see If I draw the structure of this Right, so the structure of this will be something like this if I can draw the structure here We have metal in the you know center and around this metal we have a Six NS3 ligand right so which is nothing but like this one NS3 suppose like this Another one is this Another one is this four and then five six So this is NS3 this is NS3. This is NS3 and this is NS3 Right and we have three chlorine atom attached with it, which is nothing but this this is chlorine atom See, this is the flow of the plus three oxidation state We have which is nothing but the primary valency is it is because of the three chlorine atom because the oxidation state of metal is Because of this chlorine only Correct because NS3 is neutral. So this is only you know responsible for the primary valency of the metal Right. So generally what we say and and the second thing if you see if I go to the last page that we just now did You see what I have written over here. It is neutralized and satisfied by negative ions Okay, it is satisfied by either negative or neutral molecule So any neutral molecule cannot you know Cannot be responsible for the primary valency of the matter First thing is this what I said it is neutralized means satisfied by both are same term actually here You can use it is satisfied by this or neutralized by this neutralized by neutralized means what the primary valency of The metal is possible because of the negative ion. That's what the meaning we have here, right? the thing you have to keep in mind that any Neutral molecule or ligand which is present in the complex can never be responsible For the primary valency of the matter. This is what it means Okay But for secondary valency We can have negative ion also or neutral molecule also both possibilities. Now, I'm again going back to going to this next page Since all these chlorine atom is negative charge. So all these are responsible for the primary valency Okay, and since this chlorine atom is present outside this You know the complex bracket So when you dissolve this this can go into the solution as cl minus means ionization of this is possible That's why primary valency. We also call it as ionizable valency Ionizable valency both are same term actually Mostly we use primary valency and secondary valency, but since it can ionize hence ionize ionizable valency Similarly secondary valency this won't ionize because it is present in within the square bracket the complex part So this we call it as non Ionizable valency is it clear is it clear guys tell me Yes, or no, right now CLR if you understood quick all of you quick see what I said that Primary valency is because of oscillation state right and negative ion satisfies primary valency Suppose if this molecule we have so in this NS3 is neutral CL is negatively charged so primary valency of this metal cobalt is satisfied by Only CL minus because it is the negative ion. This is neutral ion right, that's why the primary valency is 2 and chloride ion Satisfies the primary valency of the metal which is cobalt here. That's what it means And that is why this chlorine atom is attached with a dotted line here because we know the primary valency is You know the metal which is that the ligand which shows primary valency is Attached with a bond which is which we which we represent by this dotted line not by the solid line That's what that that's what means Right, so if I write down here secondary valency is Satisfied by six NS3 molecule and primary valency is satisfied by three chloride ion negative ion right no doubt Now in this another example we'll see Suppose if I write the molecule like this co NH3 NS3 5 One chlorine inside and the two chlorine atom present outside like this co NS3 5 CL CL2 okay Now you see generally what happens for any metal the coordination number is fixed if the ligand is same Coordination number won't change Okay For any metal the coordination number won't change first of all if I ask you about the primary valency of this compound Right the primary valency. Oh, I'm sorry If I ask you the primary valency of this compound PV that will be the oxidation is state of the metal Which is nothing but minus one here Right, so plus two on this and chlorine is minus one. This is zero. So that is three plus three Primary valency is plus three. What is secondary valency again? Like I said for a given metal if the ligands are same, right? This is the thing we have ligands are same here So secondary valency like this compound it is again nothing but the coordination number Which is six and you can find out this also five nitrogen and one chlorine coordination number is six five Coordination number is six Now if you draw the structure of this which is this one one two three four five and six Okay, so the coordination number is this The dot the solid wedge is nothing but the second valency. So I'll write down here the The ligand which satisfies the coordination number the secondary valency of this which is five and it's three molecules You see and it's three here. Oh It is cobalt And it's three here Right again, it is NS three because we know neutral molecules and We also know the secondary valency is satisfied by the neutral molecule and negative ions Correct. So we have five neutral molecule and one negative ion Secondary valency is six. So yes, this five will satisfy the secondary valency and the sixth ligand is nothing but chlorine here Okay, we have two chlorine atom outside which satisfies the secondary primary valency of this metal that we can draw The structure like this This is chlorine and this is the another chlorine atom Right. So the chlorine atom which is present outside here from the complex From the complex that I have written like this because this is ionizable, right? This is ionizable. This chlorine is not ionizable Right. This is ionizable valency, but like I said This negative ion satisfies both primary and secondary valency you see the previous page I'll show you This one you see the negative ion here also we have negative ion satisfy primary valency and Negative ion satisfy secondary valency to some of this what we can say that negative ion satisfied both kind of Valency whether it is primary or secondary this chlorine atom, which is present inside this complex coordination like Complex this chlorine satisfies primary valency as well as it satisfies Secondary valency also the structure of this will be this chlorine with a solid line and a dash line like this This is what it means negative ion Satisfies both primary as well as secondary valency. Is it clear? So the structure of this will be this one So if I write down here the secondary valency is satisfied by five NH three molecule and One cl minus ion and primary valency is satisfied by three Cl minus ion and it's we cannot satisfy the primary valency because it's new trip Yeah, yes. Yeah, just two minutes. I'm sitting two minutes. Let me finish this. I'll give the break all of you understood Correct. Now you see that another example two more example and see The third one is this similar my molecule co NH three I'll write on four here cl two and then the chlorine outside This is the third one and fourth one is this co NH three whole thrice Cl three So I'll draw the structure for this one. The structure will be we have cobalt Right. So one two three four five and six Right and one chlorine atom outside. So which is attached with the dotted line like this primary valency And here we have four NH three. So one two three and Four and this we have to clody because four satisfies here also You see the coordination number. I did not write here the primary valency is Nothing but what Oxidation is state of the metal which is three and secondary valency is nothing but six. Okay, so out of this four NH three satisfies secondary valency and two chlorine atom Satisfies secondary valency. So this is satisfies by four NH three molecule and two chloride ion But say primary valency like I said it is only satisfies by three Cl minus sign negative ions So that's exactly structure of this will be out of three this two chlorine atom is attached with the Dotted bond also primary valency clear Similarly the structure of this I'll draw here, which is the co one two three four five six Okay, so NH three NH three And it's and I have written it randomly. There is no pattern. Okay, right now. There is no pattern So I have just written it randomly. Okay, so don't Think about it. What is the bond angle and all? So since we have three chlorine inside again, you see the primary valency is three Secondary valency is six all these three negative or chloride ion Satisfies both primary and secondary valence. This is the structure. We are Understood. Yes, CRR quickly CLR CLR guys Okay Now one question that they ask here about molar conductivity of these this kind of molecule They ask about the order of molar conductivity molar conductivity We have already discussed it in electrochemistry and we know as the number of ions increases in the solution molar conductivity increases if you put this molecule into the Solution will get zero ions right because all Like these atoms are present within the complex and here we get one cl minus and one this complex and so we'll get two ions here right Previous one you see previous one here. We'll get three plus one We'll get four ions here and Here we'll get two plus one three ions Right so as the number of you know Atom increases or the number of ions increases outside the complex part the The conductivity or the molar conductivity of the complex increases so molar conductivity if order I'll write down here It will be maximum for one Then we'll have two and then we'll have three and then we'll have four So basically the number of ions that you are getting total ions when you put these complex into water That gives you the order of molar conductivity more number of ions more more conductivity understood and The last thing we are discussing here in this only the last one more property will see like I said here This secondary valencies are directional in nature Okay, directional means what the bond angle of this bond and this bond will be fixed It won't change this bond this bond fixed. It won't change this bond this bond bond angle won't change So basically in other word if I say the position of all those atoms or molecules which Satisfies the secondary valency of the compound is fixed with respect to the metal atom Solvation dependent upon site. We are not talking about solvation share here We are just talking about the molar conductivity of the solution That depends upon the number of ions because we have similar kind of iron present in in in the four compounds The only difference is what we have complex and cl minus complex and cl minus complex and cl minus But the only difference we have here is the number of ions present in the solution Depending upon what molecule we are taking one two three or four Right. So basically more number of ions in the solution more will be the molar conductivity That's what we are discussing. We're not talking about the solvation in it Yeah, so I wish it will be difficult if the size is large size is big. That is true for all the molecules Yes Yeah, yeah, it was only only among these one two three and four Correct now the thing is I'm talking about the directional properties like I said secondary valency is directional in nature So all the atoms or groups which shows would satisfy secondary valency Their bond angle and the position with respect to metal will be fixed in the space in the three-dimensional space And that is why these molecules shows stereo isomerism Okay, so that is studio isomerism will discuss in the last of this chapter geometrical and optical isomerism of coordination compound Got it why it shows coordination studio isomerism because the atoms are molecules which shows secondary valency Their position is fixed. They are directional major this cn if you remove from this at attach here It won't make any difference you remove from this attach it won't make any difference But any C position is fixed all the atoms are groups that shows secondary valency their position We cannot change it is fixed with respect to the metal got it all of you Yes, guys all of you CLR quickly Cool, so we'll take a break now. We'll resume the class at 8 30 half an hour class filter 8 30 will be it will resume the class take a break. Okay Guys are you there can you start? I Just again Okay, so see like I say this is the first You know attempt Towards the bonding of coordination compound to understand the bonding in coordination compound But like I said, they're different different theories We have been the bonding of coordination compound. This was the first attempt and obviously we have some drawbacks in this theory, okay so What are the drawbacks we have for coordination compound in Werner coordination theory? That we'll see first. Okay, so next to write down drawbacks of drawback of Werner coordination theory, okay the first drawback Why only few elements few metals only? Few metals only few metals only few metals consist of Properties of coordination compound Coordination compound The reason behind this or simply write on why This question was not explained by the Werner coordination theory. Why only few elements shows the properties of coordination compound This was not again explained like you know the properties Like magnetic properties What is the magnetic property of coordination compound? Magnetic and optical properties optical properties Was again not explained by The Werner's coordination theory and why the bonds has it is actually the same thing in optical properties Why the bonds has directional properties? Bond has Directional properties. This is also not explained By Werner coordination theory. These are the few drawbacks. We have in the Werner coordination theory Now to understand all these things. We have a new theory of Coordination compound and that we call it as well in bond Okay, so the next theory of coordination compound. We have to understand here is Well, it's born theory. Okay, so I'll write down the next day. This one is again important well in bond theory It is similar to the theory that we have already did done in Coordination, sorry this chemical bonding in short we write it as VB VB T valence bond theory Okay, like Werner coordination theory. Here also we have You know the few postulates of this theory Okay, the first write down the main postulates The main postulates of this theory are the first point the central metal atom the central metal atom Loses a required number of number of electrons a required number of electrons to form iron to form iron and This number of electron we call it as the valency of the metal Okay, the number of electron loses is nothing but the valency of the metal second point depending upon the coordination number depending upon the coordination number the central metal atom the CMA has equal number of number of vacant sp and d-orbitals SP and d-orbitals and these orbital these orbital collectively forms forms hybrid orbital Third one in case of strongly and this one is important. Okay. This is the new point. We have over here this we already did in Chemical bonding last year. You must have done it. This third one is important in case of strongly and in case of strongly and There may be some rearrangement There may be some rearrangement against There is a rearrangement against There may be some rearrangement against the hunts rule Okay, this this one is important fourth point. You see the ligand attached to the ligand attached to the central metal atom with coordinate bond coordinate bond and forces a considerable amount of amount of polarity Miss a bond is Poland Okay, and the last thing is If the complex contains unpaired electron, I'll just write down in short Unpaired electron then the complex is paramagnetic if the if there is no unpaired electron All electrons are paired No unpaired electron. It is diamagnetic if the complex contains unpaired electron paramagnetic Otherwise diamagnetic Write it down. Did you copy it? Tell me See, these are the postulates of balance bond theory. All these points are same We have only difference here this third point you keep in mind in case of strongly and and this unpaired Paramagnetic and there's no unpaired electron diamagnetic. Okay See like we till now we do not have any information Regarding whether the electron is strong or weak Okay, so this property of electron whether it is strong or weak that will understand in the next topic which is crystal field theory, okay crystal field splitting will see over there and They will understand which one is You know strongly can and which one is weak ligand in general I'll tell you one thing if all halide iron donor, okay X minus Are the weak ligand? Okay oxyzen donor is also weak ligand in general nitrogen and carbon donor atom if it is present Okay, nitrogen and carbon donor atom if it is present in the ligand Then it is considered to be the strong ligand Okay, if the ligand has Nitrogen and carbon atom as the donor atom, then it is a strong ligand Okay, this you have to memorize in general. It is okay. It's not always true Okay, but with this data you can you know do most of the questions basically Got it So for this thing like I said what is a strong and what is what is weak ligand? We'll discuss that in crystal field theory, okay But here we'll discuss some questions based on VBT valence bond theory But I'll give you the information of which ligand is a strong which ligand is weak Okay, now you see the first type. We are considering here is the you know the case one We have for coordination number four for all those complexes whose coordination number is four We'll try to find out the hybridization and geometry of these kind of complexes You know this thing. I'll just draw a table over here and Draw this table see here. We have the first one is coordination number geometry and then hybridization Coordination number can be 2 3 4 5 and 6 Possible, okay. If coordination number is 2 the geometry will be linear this you have to memorize Hybrid action is sp Coordination number is 3 geometry will be trigonal trigonal planner Hybrid action is sp2 Coordination number is 4 it can be either tetrahedral or a square planner tetrahedral geometry hybrid action is sp3 A square planner hybrid action is DSP 2 if it is 5 Then it is trigonal bipyramidal TVP is trigonal bipyramidal Okay, or we can also have a square Pyramidal hybrid action can be anything DSP 3 or sp3d any like it is not like TVP has This the square pyramidal has this it depends upon the properties of the molecules will discuss that Okay, but if geometry is a square planner hybrid action is always DSP to tetrahedral it is sp3 Okay, these two is a specific these two are not specific here similarly six we have either we have octahedral or We have a square bipyramidal Square bipyramidal or octahedral it is d2 sp3 or sp3 D2 anything possible here. Okay, this is the Coordination number with geometry and hybridization. Okay, the most important a part in this chapter we have for coordination number six Okay, coordination number six Now you see one or two questions will discuss for coordination number four and the question is for the molecule is Suppose we have ni cl4 To minus this is the molecule we have We need to find out in this The hybridization of this molecule. We need to find out geometry We need to find out magnetic property property number of Unpaired electron unpaired electron all these things we need to find out Yeah, now the first thing you should know to solve this kind of question a very important question will have This kind of questions are very important for the exam point of view the first thing you should know To do this kind of question is the nature of ligand Okay, the nature of ligand and the nature of ligand when I say it means whether the ligand is weak or Strong this you this you should know Whether ligand is weak or a strong if the ligand is weak you see what we have the Postulates here in case of weak ligand you see the point number third, which is the most important point we have here In case of weak ligand strong ligand there may be some rearrangement against the hunts rule Okay, so this thing also will discuss and it is only possible in Case of strong ligand if the ligand is weak this rearrangement will not consider then according to hunts rule The electron will fill into the orbital correct that also we'll see but here like I said Heliad ions are the weaker weak ligands Okay, so what we can say cl minus is the ligand here and it is a weak ligand This is the first Thing you should know to solve this kind of question now the second thing is what the oxidation is state of the metal the oxidation is state of ni is what Can you tell me the oxidation is state of ni? What is the oxidation is state? 2 right oxidation state is Plus 2 okay, so You see so oxidation is state is 2 Next what we have to do here. We need to write down the electronic configuration of Ni 2 plus Okay, we need to write down the electronic configuration of ni 2 plus So for this first of all we'll write down the electronic configuration of nickel Which has 28 electrons atomic number, so it will be argon 18 4s 2 3d 8 Okay, and I 2 plus will have so 2 electron will have to take out and which is coming out from the outermost orbital Which is 4s orbital right so argon 4s 0 and 3d 8. This is how the configuration we have Okay, I will see if I draw the orbital diagram of it first of all we'll have 3d 1 2 3 4 it is 3d Then we have 4s Then we have 4p Correct, this is 3d orbital. This is 4s and this is 4p Now first of all you see this molecule we have 4 chlorine iron right and each of this cl minus Donates electron to the metal. Okay, so if I Draw this in the next page. See Nickel is present here at the center and around this nickel. We have 4 cl minus iron Which is donating electron and trying to make bond with this nickel like this Okay, so each of this chlorine donates electron Correct one pair of electron each chlorine donates So the number of orbital this nickel requires to accept this pair of electron is 4 because total 4 chlorine atom we have each chlorine atom donates One pair of electron to accept this we require four vacant orbital one two three four Because if the orbital contains one electron Legands donates a pair of electron the orbital which has only one electron cannot accept the two electron which is coming from the ligand Correct, so we require according to the coordination number will require equal number of vacant orbital Which can accept those electrons which is coming from the ligand Right so in this question we require four vacant orbital Here you see in this question will require four vacant orbital since the coordination number is four if it is six Then we'll require six valence vacant orbital Now you see the next thing here This 4s has zero electron 3d has eight electrons correct and how do we fill the electron according to hunts rule one two three four five six seven eight This is hunts rule if the ligand is a strong here then this distribution won't follow hunts rule That's what the meaning of that third point in case of strong ligand There may be some rearrangement against the hunts rule That's what the meaning but that will discuss also when the ligand is strong So we'll focus on this question right now 3d8 configuration is this 4s and 4p so what happens since we requires four vacant orbital these four orbital goes into hybridization and forms four vacant hybrid orbital one two three and four correct one s and 3p combines to forms this four vacant orbital so it hybridization will be sp3 Four vacant orbital each of these orbital accepts a pair of electron from the ligand and forms the bond Right, so hybridization is sp3 the first part. We are done here and We can say the hybridization of this molecule is sp3 right since the molecule has Two unpaired electron you see here the molecule has this unpaired electron will be as it is Molecule has two unpaired electron Hence if it is unpaired electron Magnetic property is what it is? paramagnetic, okay, so the other two questions we have here the number of unpaired electron number of unpaired electron is two hence it is paramagnetic if there is no unpaired electron Diamagnetic and if the hybridization is sp3 geometry is what geometry is tetra That is how we solve these kind of questions How many of you understood this any doubt? Let me know please all of you. Let me know no doubt, right? So right there into this cl minus one point you write down Helaide ion or cl minus is a weak field ligand halide ion is a weak field ligand and It is unable to halide ion is a weak field ligand and it is unable to pair up weak field ligand and it is unable to pair up the 3d electrons Unable to pair up the 3d electrons against the Hunt's rule This is what you should know see the some extra information you must require to solve this kind of question like I said The nature of ligand is very important. You should know whether it is weak or strong ligand Similar question ni co4. Okay. You need to find out the hybridization Number of unpaired electron magnetic properties and geometry I'll give you one information here that co carbon atom is a donor and it is a strong ligand Try to do this See, I'll tell you first of all since co is a neutral ligand. So oxidation state is what? zero of metal ni Draw the similar thing you do and you let me know just the hybridization of this number of unpaired electron Magnetic behavior and geometry two minutes. You try this and then we'll discuss weekly last question for today Tell me what is the answer? Hybridation tell me D2 sp how it is possible D2 sp is not possible. I'll tell you see the oxidation is 0 and electronic configuration of nickel, which is 28 electron is nothing but Argon then 4s 2 3d 8 Orbital diagram is what first of all will draw 3d Is 1 2 3 4 and 5 and then we'll have 4s and then we'll have 4p Okay, this is 3d 4s and 4p so 3d is how many electrons 8 and see you the strong ligand Okay, so what happens here? You see first of all the electron will be like this 1 2 3 4 5 6 7 8 and 4 s 2 s 2 electron Okay, now what happens since it is a strongly and so this electron there will be rearrangement of electron Okay, okay there will be rearrangement of electron and Against the hunts through correct these two electron actually which is there in 4s orbital it jumps into the 3d orbital like this and pairs of these electrons Since the ligand is strong so actually what happens this I have written like this to make you understand But actually this won't follow hunts to let all will have orbital like this 1 2 3 4 and 5 and 3d 8 if I am considering then it will be like this 1 2 3 4 5 6 7 8 like this they'll fill It's not like that 1 2 3 4 5 6 7 8 it won't happen like this So actual thing is this because you know this electron jumps over here directly pairing of the electron base This is for you to understand So all these electron goes into D sub shell only and the final configuration of this will be something like this 1 2 3 4 and 5 and each of these orbital has 2 2 electron 4s will be empty 4p will be empty Right, so this 4s 4p because again the coordination number is 4 so require 4 you know vacant orbital which takes part into hybridization and forms 4 sp3 hybridized orbital here, so again the hybridization is what? sp3 geometry is what? tetrahedral since all the electrons are paired you see here magnetic properties diamagnetic and number of unpaired electron is what? number of unpaired electron is 0 sp2d there is no d orbital you see Shreya where is the d orbital? We have d orbital here, but we required only 4 orbitals which is 1 2 3 and 4 so it won't go beyond this The 4 lowest energy orbital takes part into hybridization always We got it any doubt guys all of you understood Correct, okay, so we'll start from here in the next class Okay, we have to do so many examples in this because this is the Important part of this chapter we have so we'll do next some more example on coordination number 4 Then 5 and 6 will finish and then we move on to the crystal field theory where we'll understand which You know legand is weak or strong Okay, okay. Thank you. We'll see you in the next class. Bye. Bye. Take care


Reminder to our in-world and web audience, you can view the full conference schedule at conferenceopensimulator.org. This hour, we are happy to introduce a terrific session called Prisoner's Dilemma, Is Not the Instructor's Dilemma. Our speaker today is Kay McLennan. Kay is a professor of practice at Tulane University and teaches economics and business studies courses in a completely online format to part-time students at Tulane School of Continuing Studies. Kay's 3D virtual world education simulations were finalists in two federal virtual world challenges contests. In 2012 for her Prisoner's Dilemma game theory simulation and in 2013 for her data detectives game, Kay has a PhD in administration, curriculum, and instruction from the University of Nebraska. Welcome all. Let's begin the session. Good morning or good afternoon or good evening, depending upon where our attendees are. Can everyone hear me? I just wanted to do one quick voice check. I had a lot of lag there for a moment. Emil, can you hear me and Beth? Boy, I do have a lot of lag, but I'm just going to keep going on. It sounds like everybody can hear me. Again, thank you for attending. This morning I wanted to present about the Prisoner's Dilemma simulation that I'm giving away copies of. This is the first of two sessions on the same topic. Today will be, I'm waiting just a minute here to catch up on myself. Beth just suggested I need to mute one of my sources here, but I'm just going to continue on. I think this will work. Today's talk includes more background on the student survey data that is behind the Prisoner's Dilemma build and the reasons for giving away this simulation, as well as the reasons for suggesting a take part challenge. Tomorrow, the learning lab session will include some different aspects of the Prisoner's Dilemma giveaway, including tutorials and tips, some resources, a view of the 3D visuals that are going to be illustrated in my slides today, hands-on practice in the sandbox, and again, copies of the giveaway. The learning lab is Learning Lab 2 and is available for self-tour too. So looking more specifically at what I'm going to talk about for the next few minutes and then leave lots of time for questions, I wanted to talk about educators and students in virtual worlds, what I've observed over the last six years, the significance of the Prisoner's Dilemma giveaway, where to obtain the Prisoner's Dilemma components, how to play the game, the available lesson plans, student feedback, and virtual learning best practices. Again, a bit more about the take part challenge and then lots of time for questions and answers. So starting with a question of why should educators consider using virtual worlds, the simple answer and the main answer is to increase learning outcomes. Virtual world educator simulations are intrinsically immersive and engaging. Can facilitate activities that are too dangerous or difficult to this stage in real life are cost effective and once mastered, easy to use and almost infinitely customizable. Of course, it's not only from the standpoint of the educators, the more critical perspective is from the students view. And what I find is that students enthusiastically support the use of virtual world simulations. I have a few quotes up on the board. I'm not going to read through. And I will say as a disclaimer, I only offer a virtual world learning activities as an optional activity. And each semester, I get consistently one third to one half of the students in my different online courses that self-select themselves to participate in these learning activities. And so accordingly, since they self-select themselves for these learning activities, they're all enthusiastic about it. Standing back for just a second, I want to also address the question of why is OpenSim such a good fit for educators? And the slide you see up on the board now has way too much text. But I just kept thinking of more and more reasons why OpenSim is such a good fit for educators. So I included them all. And then finally, I just had to stop thinking of reasons. I ran out of room. Low cost is the first reason why OpenSim is such a good fit for educators. And as educators, clearly we have a fiduciary obligation to our institutions to go for the low cost option. Also, owing to the low cost, we can use a large number of islands and simulations, prems. And this is much better from a pedagogical standpoint. Also, we can make our islands private to customize hypergrid access. And when they're private and no other hypergrid visitors can hypergrid jump in, we can still be FERPA compliant but use our students real names. And of course, there's no if the island is private or islands or the grid is private, there's no chance of griefing or x-rated material. Also, via a web browser access, we can pre-create, pre-position, and pre-stock our student avatars. The next reason why OpenSim is such a good fit is our ability to save or an IAR files, an or file being an entire island, and an IAR file being an entire inventory. I have become so used to this particular option over the last few years that I cannot imagine ever going back to not being able to save content in islands. Our ability to rapid prototype. Our ability to influence platform development. I have to confess that when I was in Second Life for a number of years, I often felt like I was just a sheep following along with whatever was decided for us. And I definitely don't feel that way here. There's no mandatory upgrades in the middle of the semester that we have to negotiate with our IT folks. We have access to the hypergrid. And of course, another critical thing is that there's no cost uploads. We don't have to nickel and dime ourselves or our administrator to provide for texture and object uploads. Moving on to the significance of the Prisoner's Dilemma giveaway, the actual essence of the Prisoner's Dilemma simulation is a demonstration through participation of the bias against cooperation. And given the need for more global cooperation and the twin need for more turnkey virtual world educational simulations, giving away the simulation seemed like a natural. And over the last six years, I've certainly made good use of all of the generous giveaways in the OpenSim community. And I wanted to take my chance to give something back that I hope might be of use to educators. The simulation is student tested and also entails other virtual learning simulation best practices. And then finally, for me, I am only familiar with college level students in virtual worlds, and not K through 12. And while I wanted to give away a turnkey simulation with lesson plans, I wasn't sure whether K through 12 students might find a scenario where they were in jail to be too alarming. I thought about perhaps modifying it to include a school-aged detention scenario. But then I worried that that might be glorifying delinquent behavior. So it just seemed like a natural to throw open this talk and the learning lab session to modifications that other educators might come up with for changing the prisoner's dilemma simulation. To date, I haven't seen any modifications submitted. So I'm guessing that maybe I didn't give enough time or advertise widely enough. But maybe this is something that will happen in the future. And I do believe the idea of more audience participation in virtual world presentations is certainly a sound one. The or file can be found on the website that is now up on the board and also is available on Learning Lab Two Island and even the little stand that's on the top level of this breakout session. Looking at the components of the giveaway, there is a Riz box that provides the entire build. Now my original idea was that that would be something we could practice on in the sandbox. But then I realized that running scripts is not a permission that is practical to give to all the conference attendees. So feel free to take that back to your different grids to practice. But the attendees at tomorrow's session should have build privileges. I'll be sure of that. And all of the individual parts are included in the giveaway, so we can practice that. And again, I've got other tutorial displays that we'll walk around and see. Moving on to the materials, this is the part that I suggest you take a look at on the website under the page called Lesson Plans.  Once an instructor demonstrates with their class the bias against cooperation, what is the strategy for overcoming this bias? And then answers and self-test materials. One of the best practices for higher education is to always provide an asynchronous option for different learning materials. Moving on to how to play the game, you'll see in the image in the screen there are two cells separated by an interrogation room. And each cell has a signaling device that is on a population students might like the most, including a free trade game where students each have their own island nation. And very quickly learned, they need to trade with one another to increase their GDP, dioramas, 3D economics models. All of these were rated in the 4.0 to 4.4 out of a 5.0 Likert scale. In contrast, items that I put into my builds as filler, including in-world slideshow resources, vocabulary flashcards, were rated at the highest level at 5.0. Another surprise to me was that students really liked the Meet the Economist series, where biographical materials related to different economists was presented. And then another, gender dynamics in the workplace. So it was clear that students, when it comes to gender dynamics in the workplace, liked learning about things that they could relate to in real life. So in building the Prisoner's Dilemma simulation, my approach was to layer the build to include both asynchronous and real-time learning activities, also to include interactive components, self-practice, and different learner materials, and of course, learner-relevant examples, including relevant historic figure life stories, in this case, John Nash. But continuing a little bit more on the theme of student feedback, one of the things that I have really found happily startling is that students really find virtual world learning activities to be more engaging and to increase their learning outcomes. Looking at engagement, students average, believe that classroom delivery on a 1 to 5 Likert scale, with 5 being the highest, believe classroom delivery has an engagement factor of 3.5. Looking at more traditional e-course delivery, students believe that the engagement factor is 4.1. And then finally, looking at virtual world delivery of learning materials, students believe that this particular mode has an engagement factor of 4.4. Looking more closely at increased engagement, the correlation between increased engagement and increased learning, students feel that the correlation coefficient for classroom delivery is 0.47. Students feel that e-course delivery is 0.79. Highly correlated. And then once again, virtual world delivery has a correlation coefficient of 0.87. In terms of other virtual learning simulation best practices, as I mentioned before, all of my simulations are optional. Also, when I first started providing virtual world learning simulations, I used real-time activities, discussions. And I would hear a resounding groan from students about the need for asynchronous activities. But the catch-22 here is that I always provide asynchronous activities. And then the next thing I hear from students is that what they really want is real-time activities. So once they master asynchronous activities, real-time activities are their next request. As I mentioned before, I pre-create, pre-position, and pre-stock student avatars in my private grid. I use dry runs prior to any voice-enabled discussions. Students like, and now I've become accustomed to only providing 3D handouts, walk-through textbooks, pullouts from the standpoint of machinima, images, and more. And I use student feedback to gauge the effectiveness of all of my simulations. Another best practice is for instructors to know the limits of their virtual grid in terms of real-time discussion is being staged. And then finally, I have always been a do-it-yourselfer and find starting small and working up to more elaborate simulations is a winning strategy. Looking next at a returning, I should say, to the take part challenge, I've already given the back story about what motivated me to offer this up as an option. And I still, again, I believe that offering up opportunities for more audience participation, more collaboration, not only yields interactivity among educators, in this case, but also expanded content for all of us. And again, maybe next year. Also, in closing, I wanted to remind everyone about the Learning Lab practice session tomorrow at 9 AM Pacific Time. And again, this will be a chance to practice setting up and using the Prisoner's Deloma Simulation. And finally, I'm going to open it up for questions now. And if you have any questions, add them to the chat, please. The first question from Stephen is, what age ranges are your students? And have I seen a difference between ages in the favorability of responses? And I'm assuming virtual world responses. My students are non-traditional age students, average age of 28 years. But I do have also traditional age college students in my courses. I find that older students are more favorably disposed to virtual world learning activities. This is one of those things that surprised me. I would think that our more digital natives are the ones that would like this type of thing. But my experience has been that traditional age students want to hang out with their friends, meet new friends, males, females, and find limited use for virtual settings. But the older students are working, have families, and I really appreciate the option of getting together with friends and colleagues and fellow students in a virtual world. Kevin asks, do you see a lot of social learning? I guess I do. But Kevin, I would have to say, it's not just limited to virtual learning. I see a lot of social learning in the text discussions in our learning management system. We use the Blackboard platform for all of our online courses. And I see students learning from each other, possibly in large part because their participation is graded, something that they have to do. But I see it both in the learning management system class, but also in our virtual activities too. Bill asks, technically, what challenges have you had in using virtual worlds for your lessons? Content, user interaction, user ramp up for the use of virtual worlds? Well, certainly all of the above, Bill. But one of the challenges for me, my biggest challenge, is more along the lines of motivating fellow faculty colleagues to look at this option to add to their online courses. Students that express an interest, for the most part, out of the 1 third to 1 half of my students that opt in for the virtual world learning activities, I would say 75% to 90% of those students are able to figure out the extensive instructions I provide them on how to download a viewer, how to log into the virtual world. It's only a few students that find out that they don't have a computer that's robust enough to run the viewer software. So it is easier for students to just be a passive participant than it is for instructors to have to learn enough about state management, content creation, even if they're using pre-created content, how to place that content. So that's one aspect of the challenges. But other what? But in terms of that, so that's kind of like the negative side of the technical aspects. On the positive side, I just, for myself, the years that I've spent working on this have been a real bonus because it seems to have motivated me to create all of my own lesson plans instead of relying on any of the textbook and siloing materials. And Steven adds, I've seen that too. The digital natives are more mixed in terms of engagement, but older students sometimes have tech hiccups. Yes, indeed. Greta asks, how do you define pre-positioned avatars? OK, well, first, the hosting service that I use, while I create all of my own content. Well, let me back up a second. I create some of my own content. I take full advantage of all of the splendid contact donations, like all of Neb's prizes that I've been collecting since yesterday around this grid. I set up all of my own simulations, whether I have created the actual objects or used some of the Creative Commons or open source objects that I've amassed. But I don't host my own grid. I have nine islands that is hosted by a hosting service, and it has a web interface. I give my students a choice of three female and three male avatars. I'm able to create those avatars via the web control panel access. And then I actually log in one time as each of those student avatars and move their avatar over right in front of the building or the island start location where they need to be and set their home position there. So pre-positioning means setting the home position right where those students need to be, and if they need any content, I add that into their avatars inventory. Kevin asks, do your students build in class? Most of the time, again, all of my students have asked for are very emphatic about they need asynchronous learning activities. So for the most part, everything is geared towards asynchronous learning activities. Still, once somebody gets proficient at asynchronously logging in and they realize that there's voice and text chat-enabled connectivity, they request real-time sessions. So sometimes those real-time sessions are discussing course-specific activities, but typically, like during the fall and spring semester, I'm teaching three classes at a time. So we find a time and a day when interested students from all three classes can log in. And I have one island out of the nine that has part of Linda Kelly's boardwalk. And I've set up my own shops. And there's a sandbox and a beach with waves. And I've set up beach houses and put a box of furniture outside of each beach cottage so students can, we can chat. They can learn about how to customize their avatar. They can claim one of the beach houses and spend the rest of the semester class time setting up the furniture in those classes. One of my big learning curve items for faculty using Virtual Worlds is the need to just be able to set up content and manipulate objects within this 3D environment. One question Annalisa asks is, can Italian students work with this project? And certainly, Annalisa, please take one of the or file copies from the web page or some of the materials that I've imported here into this grid.  All of the lesson plans and materials are in English, but I'm sure can be translated into Italian. As far as the grid that I have, for the moment, I just have it private for the standpoint of adhering to FERPA regulations. But what you're suggesting, maybe it would be fun to bring in some other students into the grid and do some collaboration. So we'll have to keep in touch about that. Let's see, I think I lost track of the questions here. Beth asks, how do these interactive bills help promote immersion? And does increased immersion result in increased learning? In terms of gauging how much increased immersion students believe they have found, I did ask those questions and calculate correlation coefficients. I first asked what students, whether they felt for the three delivery modes, classroom delivery, e-course delivery, and virtual world delivery, whether they felt like these learning modes were immersive. And all three modes had approximately equal correlation coefficients when I looked at interactivity and engagement. Classroom delivery actually had the highest correlation coefficient at 0.77 with e-course delivery at 0.71 and virtual world delivery at 0.72. So again, the only way that I have measured increased immersion, increased learning outcomes is to ask students their opinion about whether it's immersive or which mode is more immersive. But again, while students basically felt like all three delivery modes had the same amount of interactivity and interactivity correlated with engagement, when I looked at engagement correlated with increased learning outcomes, virtual world delivery was almost double what classroom delivery. Classroom delivery had a coefficient of 0.47, e-course delivery 0.79, and virtual world delivery 0.87. Let's see. Let me make sure that I haven't missed anything here. Would people like a build party on a public group sometimes? Steven asks. Absolutely. That's a great idea. Steven Zootfly is the head, not only of our research and education track in this conference, but also Vibe. And if anybody isn't familiar with the Vibe presentations, I'll let Steve jump in here in the chat to tell them where they can learn more about that. And that certainly sounds like something that would be great for the Vibe grid, or maybe even as we go forward, last year they left this entire OSCC grid up, I believe, throughout the year. So let me make sure. Steven has just added that to the chat. Any last questions? I'll let everyone have a nice long break here, and hope that maybe a few of the attendees today. Steven says they didn't leave it up the whole year, but switch out oars. OK, so I was wrong. Sounds good, Steven. Thank you, Kay, for a terrific presentation. As a reminder to our audience, you can see what's coming up on the conference schedule at conference.opensimulator.org. Following this session at 11 AM, we have a break in the schedule for lunch or dinner wherever you may be in the physical world. We also encourage you to visit the Story Wheel exhibition in the Education 2 region to view a tool created in the 16th century called the Books Wheel, which can be thought of as a precursor of the modern website. In addition, if you're a crowd funder at the exclusive access level or above, you are invited to a VIP Q&A session with today's keynote speakers in the staff zone at 11 AM. Finally, we'll return after the lunch break in the keynote regions for an exciting keynote address from Philip Rosedale of High Fidelity, who will attempt to answer the question, what is the metaverse? Thank you again to our speaker and the audience. We'll be back after lunch. Have a great break. Thank you, Emile, and thanks for everyone that attended. I'll see you at the keynote.