Abstract
For over a decade, the Frustrated Lewis Pair (FLP) concept has helped to extend the frontiers of main-group chemistry. The present-day maturity of the field, coupled with recent research developments highlighting the continuity between FLP chemistry and classical Lewis acid–base chemistry, suggests that FLP chemistry should be introduced into the mainstream undergraduate chemistry curriculum. Herein is described the experience of a pilot project to incorporate FLP chemistry into the undergraduate main-group inorganic chemistry course at the University of California, Santa Cruz. The presentation of the material, which stresses the thermodynamic-based continuity that links classical Lewis acid–base chemistry and FLP chemistry, also suggested that coverage of the FLP material might provide a means of solidifying fundamental concepts from chemical thermodynamics from earlier courses. Preliminary quantitative and qualitative data have been acquired that support this hypothesis.
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This work was supported by a University of California, Santa Cruz Center for Innovation in Teaching and Learning/Division of Student Success (CITL/DSS) Faculty Fellowship awarded to T. C. J.
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Johnstone, T.C. (2021). Frustrated Lewis Pair Pedagogy: Expanding Core Undergraduate Curriculum and Reinforcing Fundamental Thermodynamic Concepts. In: Chris Slootweg, J., Jupp, A.R. (eds) Frustrated Lewis Pairs. Molecular Catalysis, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-030-58888-5_11
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