The iconic helical structure of DNA is stabilized by the solvation environment, where a change in the hydration state can lead to dramatic changes to the DNA structure. X-ray diffraction experiments at cryogenic temperatures have shown crystallographic water molecules in the minor groove of DNA, which has led to the notion of a spine of hydration of DNA. Here, chiral nonlinear vibrational spectroscopy of two DNA sequences shows that not only do such structural water molecules exist in solution at ambient conditions but that they form a chiral superstructure: a chiral spine of hydration. This is the first observation of a chiral water superstructure templated by a biomolecule. While the biological relevance of a chiral spine of hydration is unknown, the method provides a direct way to interrogate the properties of the hydration environment of DNA and water in biological settings without the use of labels.

Accessible Summary We are eight people with learning disabilities. We did a training course at a university in London. It was called “Learning how to do research.” We learned about the 10 steps in research, and we practised how to do research. Part of the course was doing our own research project. Then, we presented it to an audience. In this article, our tutors describe the course. We say what it was like for us. Most of us were nervous about doing the course, but we learnt a lot from it. There are not many opportunities for people with learning disabilities to learn about research. We think more people with learning disabilities should have the chance to do it. We hope this article helps other teachers to start a research course. We can be researchers! Being involved in research gives us a voice. Abstract Background Within learning disability research, it is important to involve people with learning disabilities at all stages, but there are limited opportunities for them to learn about the research process or to gain research skills. Method An eight‐session research training course for people with learning disabilities was developed and piloted at a university in London. The focus was on understanding the research process and gaining practical skills in collecting, analysing and presenting research data. Training methods were experimental, with an emphasis on learning by experience in a “fun” way. Results Ten people with learning disabilities completed the course, showing great enthusiasm and commitment. During the final sessions, students developed and conducted their own research projects, choosing “Employment” as their research topic. The training methods were well received. Benefits included an increase in confidence and new work opportunities for several of the students. This paper was co‐authored by the tutors and most of the course graduates. Conclusion It is possible for people with learning disabilities to become skilled researchers, but in order to do so, it is important that they have adequate training opportunities. Funding should be made available for more such courses.

Chiral sum frequency generation spectroscopy (SFG) is of great interest for studying biological systems, among others. Whereas the chiral response in circular dichroism is about 0.1% of the achiral response, the chiral SFG response can be the same order of magnitude as the achiral SFG signal. However, chiral SFG is limited by the attainable signal-to-noise of the weak nonlinear signals and therefore extremely sensitive to proper alignment. We present a robust method for chiral SFG and demonstrate the use on solid-air surfaces with achiral and chiral molecules. We simultaneously measure two orthogonal polarizations-either the interference chiral SFG (±45° polarized) or the pure chiral and achiral SFG-using a waveplate and beam displacer. Both optics are placed in the detection arm and can be easily incorporated into any SFG setup. Furthermore, we employ self-referencing to calibrate alignment for each sample individually using a polarizer in the detection arm. These methods greatly increase the reliability and quality of chiral SFG measurements.

Laboratory research experiences are highly impactful learning environments for undergraduate students. However, a surprising number of chemistry students do not research. These students often do not research because they lack the time, interest, opportunity, or awareness. Coursebased undergraduate research experiences can reach out to these nonresearching students by lowering the barriers to research. Classroom research opportunities typically harness undergraduate efforts to benefit faculty research. Here we introduce a research course that harnesses undergraduate efforts to benefit an outside company: a local brewery. The benefits of the course design were 3-fold. First, the course attracted students not engaged with existing research opportunities. Second, the students produced data that helped the brewery make significant business decisions. Third, the students developed personally and professionally: learning to design an experiment, to work in teams, and to enjoy science. Similar research courses with local breweries are feasible and could improve student engagement in research at other educational institutions.