A major contributor to fatalities in cystic fibrosis (CF) patients stems from infection with opportunistic bacterium Pseudomonas aeruginosa. As a result of the CF patient's vulnerability to bacterial infections, one of the main treatment focuses is antibiotic therapy. However, the highly adaptive nature of P. aeruginosa, in addition to the intrinsic resistance to many antibiotics exhibited by most Gram-negative bacteria, means that multi-drug-resistant (MDR) strains are increasingly prevalent. This makes the eradication of pseudomonal lung infections nearly impossible once the infection becomes chronic. New methods to treat pseudomonal infections are greatly needed in order to eradicate MDR bacteria found within the respiratory tract, and ultimately better the quality of life for CF patients. Herein, we describe a novel approach to combatting pseudomonal infections through the use of bis-2-aminoimidazole adjuvants that can potentiate the activity of a macrolide antibiotic commonly prescribed to CF patients as an anti-inflammatory agent. Our lead bis-2-AI exhibits a 1024-fold reduction in the minimum inhibitory concentration of azithromycin in vitro and displays activity in a Galleria mellonella model of infection.

As a means to encourage engagement in a large introductory organic chemistry class, students were tasked with the creation of digital tutorials for specific problems sourced from the assigned class textbook. Students had the freedom to choose how to produce their tutorials as long as the final product was a digital object suitable for sharing with other class members. Analysis of the project outcomes showed that most students successfully produced a tutorial meeting the required criteria and engaged in self-regulated learning by improving their tutorials as a result of instructor feedback and peer review. Tutorial media varied depending on the students' preferences, but video content was the most common medium chosen by students, followed by slide shows and infographics. Completed tutorials were made available to other students in the course and also to the general public in an online open-access repository. As a result of their development of these reusable assignments, students reported positive outcomes in their self-reflection forms, including new or improved organic chemistry content learning as well as the acquisition of new technical skills and an appreciation of the peer review process. This report details the design and outcomes of the project with an emphasis on student perceptions of the completed works.

The extraction of eugenol from cloves is a frequent experiment in organic chemistry labs at the sophomore level. In this paper, the commonly used steam distillation procedure has been modified to use microwave extraction. This change resulted in a simplified procedure, a reduction in the amount of sample required, and an increase in the efficiency of the extraction of eugenol from dried cloves. These modifications led to reduction of waste and energy use. Variations of the solvent composition, solvent volume, and amount of cloves were tested. It was found that a 50/50 v/v mixture of ethanol and water with whole cloves produced satisfactory results at the undergraduate laboratory level for the selective extraction of eugenol with 1g of whole cloves in less time than steam distillation.