Interpenetration, the entwining of multiple lattices, is a common phenomenon in metal-organic frameworks (MOFs). Typically, in interpenetrated MOFs the sub-lattices are fully occupied. Here we report a family of MOFs in which one sub-lattice is fully occupied and the occupancy level of the other can be controlled during synthesis to produce frameworks with variable levels of partial interpenetration. We also report an 'autocatenation' process, a transformation of non-interpenetrated lattices into doubly interpenetrated frameworks via progressively higher degrees of interpenetration that involves no external reagents. Autocatenation maintains crystallinity and can be triggered either thermally or by shear forces. The ligand used to construct these MOFs is chiral, and both racemic and enantiopure partially interpenetrated frameworks can be accessed. X-ray diffraction, nonlinear optical microscopy and theoretical calculations offer insights into the structures and dynamic behaviour of these materials and the growth mechanisms of interpenetrated MOFs.

This study focuses on science teachers' first encounter with computational modeling in professional development workshops. It examines the factors shaping the teachers' self-efficacy and attitudes towards integrating computational modeling within inquirybased learning modules for 9th grade physics. The learning modules introduce phenomena, the analysis of measurement data, and offer a method for coordinating the experimental findings with a theory-based computational model. Teachers' attitudes and selfefficacy were studied using survey questions and workshop activity transcripts. As expected, prior experience in physics teaching was related to teachers' self-efficacy in teaching physics in 9th grade. Also, teachers' prior experience with programming was strongly related to their self-efficacy regarding the programming component of model construction. Surprisingly, the short interaction with computational modeling increased the group's self-efficacy, and the average rating of understanding and enjoyment was similar among teachers with and without prior programming experience. Qualitative data provides additional insights into teachers' predispositions towards the integration of computational modeling into the physics teaching.

We report a postfunctionalization synthetic route to dipyrrin complexes that gives access to a broad range of new complexes. This route involves the coordination of a 5-methylthiodipyrrinato ligand to a metal centre followed by displacement of the thiomethyl moiety by a nucleophile. Using rhenium(I) as a platform and amine nucleophiles, we show how complexes that would be difficult or impossible to synthesize via traditional methods can now be accessed.