The instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future. File list (3) download file view on ChemRxiv CHEMRXIV_REVISED-Online in No Time.pdf (1.34 MiB) download file view on ChemRxiv Online in No Time Supporting Information.pdf (181.10 KiB) download file view on ChemRxiv bigbrother_python_code.py (3.15 KiB)

Triosmium dinitrido-bridged compounds Os3(N)2Cl8L6 (L = 3-picoline, 4-ethylpyridine, 4-tert-butylpyridine) have been prepared via the thermolysis of the terminal nitrido complexes Os(N)Cl3L2. X-ray structural studies of Os3(N)2Cl8(4-Etpy)6 and Os3(N)2Cl8(4-t-Bupy)6 reveal a linear Os3(N)2 unit with multiple bonding significantly localized in the outer osmium−nitrogen bonds in OsV⋮NOsIVN⋮OsV. A simple model of bonding and electronic structure consistent with the solid-state structures is discussed.

The instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future.

This paper describes the creation of a theme-based first quarter, of a two quarter sequence, general chemistry laboratory course following an argument driven inquiry format and employing specifications grading. The course contains four, two-week projects investigating the chemistry of a popular sports drink. The sugar content, dye concentration, buffering capacity, and the kinetics of dye decomposition are investigated for various flavors of Gatorade. Specifications grading is used to foster teamwork and to provide an opportunity for revision and resubmission of student work. A modified LCAS survey measured student perception of course content.

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