VBT, Crystal Field Theory and Colour
Coordination Compounds: VBT, Crystal Field Theory and Colour
VBT, Crystal Field Theory and Colour
VBT, Crystal Field Theory and Colour
What you'll learn
- Apply VBT to predict hybridisation and geometry of complexes
- Distinguish inner orbital (low spin) from outer orbital (high spin) using d-orbital availability
- Understand crystal field splitting of d-orbitals in octahedral and tetrahedral fields
- Apply the spectrochemical series to predict spin state from ligand type
- Calculate Crystal Field Stabilisation Energy (CFSE)
- Explain colour of complexes as result of d-d transitions
Key concepts
Level 1 — Foundations
Valence Bond Theory (VBT)
Central metal provides empty hybridised orbitals; ligands donate electron pairs into them.
| Hybridisation | Geometry | CN | Examples |
|---|---|---|---|
| sp³ | Tetrahedral | 4 | [NiCl₄]²⁻, [MnCl₄]²⁻ |
| dsp² | Square planar | 4 | [Ni(CN)₄]²⁻, [PtCl₄]²⁻ |
| sp³d² | Octahedral (outer) | 6 | [CoF₆]³⁻, [FeF₆]³⁻ |
| d²sp³ | Octahedral (inner) | 6 | [Co(NH₃)₆]³⁺, [Fe(CN)₆]⁴⁻ |
Crystal Field Theory (CFT) — Key Idea
Ligands are treated as point charges/dipoles. Their approach breaks the degeneracy of the five d-orbitals. In an octahedral field, d-orbitals split into two sets:
- t₂g (d_xy, d_xz, d_yz) — lower energy, each lowers energy by 0.4Δ_o
- e_g (d_z², d_x²-y²) — higher energy, each raises energy by 0.6Δ_o
Level 2 — JEE Depth
VBT — Inner vs Outer Orbital Complexes
Inner orbital (low spin): Uses inner (n−1)d orbitals for hybridisation → d²sp³
- Requires pairing of d-electrons to free up inner d-orbitals
- Formed with strong field ligands (CN⁻, CO, NO₂⁻, en, NH₃)
- Fewer unpaired electrons → lower magnetic moment
- Example: [Co(NH₃)₆]³⁺ — Co³⁺ is d⁶, strong field forces all 6 into t₂g with pairing → d²sp³
Outer orbital (high spin): Uses outer (n)d orbitals → sp³d²
- No need to pair electrons; uses 4s, 4p, 4d
- Formed with weak field ligands (F⁻, Cl⁻, Br⁻, I⁻, H₂O)
- More unpaired electrons → higher magnetic moment
- Example: [CoF₆]³⁻ — Co³⁺ d⁶ with weak field F⁻ → sp³d² → 4 unpaired electrons
Limitation of VBT: Cannot explain colour, magnetic properties quantitatively, or why some ligands are strong field. CFT does this better.
Crystal Field Splitting in Octahedral Field
Energy stabilisation for each t₂g electron: −0.4Δ_o
Energy destabilisation for each e_g electron: +0.6Δ_o
CFSE = (number of t₂g electrons × −0.4Δ_o) + (number of e_g electrons × +0.6Δ_o)
For d⁶ high spin (weak field): t₂g⁴ e_g²
CFSE = 4(−0.4) + 2(+0.6) = −1.6 + 1.2 = −0.4Δ_o
For d⁶ low spin (strong field): t₂g⁶ e_g⁰
CFSE = 6(−0.4) + 0 = −2.4Δ_o (more stable)
But also add pairing energy P: net stabilisation = −2.4Δ_o + P × (extra pairs)
Spectrochemical Series (weak to strong field ligands)
I⁻ < Br⁻ < S²⁻ < SCN⁻ < Cl⁻ < NO₃⁻ < F⁻ < OH⁻ < C₂O₄²⁻ < H₂O < NCS⁻ < NH₃ < en < bipy < phen < NO₂⁻ < CN⁻ < CO
Strong field (right side) → large Δ_o → electrons pair up (low spin)
Weak field (left side) → small Δ_o → electrons spread out (high spin)
Colour in Coordination Compounds
d-d transitions: electron absorbs a photon of energy = Δ_o and jumps from t₂g to e_g
The colour we see = complementary colour to what is absorbed
| Colour Absorbed | Colour Observed |
|---|---|
| Violet (400 nm) | Yellow-green |
| Blue (450 nm) | Orange |
| Green (520 nm) | Red |
| Yellow (580 nm) | Violet |
| Red (700 nm) | Green |
d⁰ and d¹⁰ complexes have no possible d-d transition → usually colourless
([TiCl₄] is colourless: Ti⁴⁺ is d⁰; [Zn(NH₃)₄]²⁺ is colourless: Zn²⁺ is d¹⁰)
Magnetic Moment Formula
μ = √(n(n+2)) BM, where n = number of unpaired electrons
- n=0: μ=0 (diamagnetic)
- n=1: μ=1.73 BM
- n=2: μ=2.83 BM
- n=3: μ=3.87 BM
- n=4: μ=4.90 BM
- n=5: μ=5.92 BM
JEE Traps
- [Fe(CN)₆]⁴⁻: Fe²⁺ is d⁶, CN⁻ is strong field → low spin, t₂g⁶ e_g⁰, 0 unpaired, diamagnetic
- [FeF₆]³⁻: Fe³⁺ is d⁵, F⁻ is weak field → high spin, t₂g³ e_g², 5 unpaired
- Δ_t (tetrahedral) ≈ 4/9 Δ_o → nearly all tetrahedral complexes are high spin
- Colour requires BOTH an absorbing electron AND a vacancy to accept it → d⁰ and d¹⁰ are colourless
Worked example
Example 1: Spin State and Magnetic Moment
Compare [Fe(CN)₆]⁴⁻ and [FeF₆]³⁻
[Fe(CN)₆]⁴⁻:
Fe oxidation state: let x + 6(−1) = −4 → x = +2 → Fe²⁺
Fe²⁺: electron configuration [Ar]3d⁶ → 6 d-electrons
CN⁻: strong field ligand (right side of spectrochemical series)
→ Large Δ_o → electrons pair up (low spin)
→ d-electron filling: t₂g⁶ e_g⁰
→ n (unpaired) = 0
→ μ = √(0×2) = 0 BM (diamagnetic)
→ Hybridisation: d²sp³ (inner orbital, uses 3d orbitals)
[FeF₆]³⁻:
Fe oxidation state: let x + 6(−1) = −3 → x = +3 → Fe³⁺
Fe³⁺: [Ar]3d⁵ → 5 d-electrons
F⁻: weak field ligand (left side of spectrochemical series)
→ Small Δ_o → electrons remain unpaired (high spin)
→ d-electron filling: t₂g³ e_g² (maximum spreading, Hund's rule)
→ n (unpaired) = 5
→ μ = √(5×7) = √35 = 5.92 BM (paramagnetic)
→ Hybridisation: sp³d² (outer orbital)
Summary: CN⁻ (strong field) → low spin, diamagnetic Fe²⁺;
F⁻ (weak field) → high spin, paramagnetic Fe³⁺
Example 2: Colour of [Ti(H₂O)₆]³⁺ — Wavelength Absorbed
Given: [Ti(H₂O)₆]³⁺ is violet, Δ_o = 20,300 cm⁻¹
Find: wavelength of light absorbed
Step 1: Ti in [Ti(H₂O)₆]³⁺
Ti³⁺: [Ar]3d¹ → 1 d-electron in t₂g level
Step 2: Energy of d-d transition
Electron absorbs photon to jump from t₂g to e_g
Energy = Δ_o = 20,300 cm⁻¹
Step 3: Convert to wavelength
E (in cm⁻¹) = 1/λ (in cm), so λ = 1/20300 cm = 4.926×10⁻⁵ cm = 493 nm
Step 4: Identify colour absorbed and observed
λ_absorbed = 493 nm → blue-green light absorbed
Complementary colour to blue-green = violet/red-purple
→ Complex appears violet ✓
Answer: Wavelength absorbed = 493 nm (blue-green); complex appears violet
(This is why [Ti(H₂O)₆]³⁺ is violet — a d¹ system with exactly one possible d-d transition)
Common mistakes
| Mistake | Why it happens | Fix |
|---|---|---|
| Confusing d²sp³ and sp³d² hybridisation | Both give octahedral but different d-orbitals used | d²sp³ = inner (3d), sp³d² = outer (4d); strong ligand field → d²sp³ |
| Saying d¹⁰ complexes are coloured | Forgetting d¹⁰ has no empty d-orbital for the electron to jump to | d-d transition requires both an electron AND a vacancy; d¹⁰ has none → colourless |
| Getting spin state wrong for d⁵ with weak field | Applying low-spin rule without checking field strength | d⁵ + weak field → all 5 orbitals singly occupied (t₂g³ e_g²); 5 unpaired |
| Calculating CFSE without accounting for pairing energy | Forgetting that forced pairing in low-spin costs energy | CFSE_net = orbital stabilisation − (number of extra pairs × pairing energy P) |
Quick check
- Q1: [Ni(CN)₄]²⁻ is square planar. What is the hybridisation and number of unpaired electrons? (Ni²⁺ is d⁸)
- Q2: Calculate CFSE for a d³ ion in an octahedral field with Δ_o = 18,000 cm⁻¹.
- Q3: Which absorbs light of longer wavelength — a complex with large Δ_o or small Δ_o?
- Q4: Why is [Zn(NH₃)₄]²⁺ colourless despite NH₃ being a strong field ligand?
- Stretch: Q5: Two complexes [Co(NH₃)₆]³⁺ and [CoF₆]³⁻ have different colours. Using CFT, predict which absorbs higher energy photons. Calculate the ratio of wavelengths if Δ_o(NH₃) = 22,900 cm⁻¹ and Δ_o(F⁻) = 13,100 cm⁻¹.
NCERT Chapter 9 link: Sections 9.6 (VBT) and 9.7 (CFT) cover hybridisation of coordination compounds, crystal field splitting, spin states, CFSE, colour, and magnetic properties. NCERT examples include [Ti(H₂O)₆]³⁺ colour and magnetic moment calculations.
Exam connections: JEE Mains: predict hybridisation from geometry, calculate μ from unpaired electrons, identify colour absorbed vs observed. JEE Advanced: CFSE calculation for specific d^n configurations, comparison of complexes with same metal but different ligands (spin states), tetrahedral vs octahedral splitting ratio (4/9).
Study strategy: Build a d-electron filling table for d¹ through d¹⁰ under both strong and weak fields — this is the engine of all CFT MCQs. Practise reading the spectrochemical series left-to-right. For colour: "absorbed + complementary = white light" is the mental model.
Interactive Exploration Suggestions (Drishti Live Worlds)
- Use the platform-native live simulation or PhET-style tool for this topic.
- Mirror / body / home activity: physically do the concept and photograph or describe for portfolio.
- Voice or text reflection with AI Mentor: explain the concept to a younger student or family member.
AI Mentor Prompts (Socratic, Board-Adaptive)
- "Explain this concept to a Class 6 student using one real example from an Indian home, school, market, or festival."
- "What is one common mistake students make here, and how would you catch yourself making it?"
- Stretch: "How does this connect to coding, robotics, money, health, environment, or a future career?"
Gamification, Portfolio & Parent Visibility
- Complete the core practice + one extension activity (photo, table, short reflection, or mini-project) for base XP + topic badge.
- 5-7 day streak or family discussion note = multiplier + visible artifact in parent/principal dashboard.
- Best real-world application stories (anonymised) featured on class or national leaderboard.
Robotics, STEM & Future Skills Bridges
- One hands-on project or measurement using the Drishti kit or household items that makes the concept physical.
- Direct link to at least one Future Skill track (Money Management, Green Tech, Cyber Defenders, Micro-Entrepreneurship, AI Mastery, Sustainable Living, Personality Development).
- Coding extension where relevant (simple script, simulation, or data logging).
NEP 2020 & Full Education OS Alignment
This material emphasises experiential "learning by doing", competency (apply/create/analyse), vocational exposure, critical thinking, and multidisciplinary connections. Designed to feed live worlds, AI Mentor (with memory), gamification, robotics, parent analytics, and future skills — not just exam prep.
Portfolio Evidence Idea: Your photo/table/reflection/project + one sentence on "How this helps me in real life or a possible future path."
Open the Practice tab for aligned questions (easy/medium/hard + case-based) with full AI scaffolding.
See curriculum for cross-links and the full future-skills/robotics chapters.
Key Takeaways (TL;DR)
- What you'll learn
- Key concepts
- Worked example
- Common mistakes
Master this topic with Drishti OS
Get unlimited mock tests, AI-powered mentorship, and complete video courses when you join.
Start Free Practice