Different than others: Dimeric rhodium(II) carboxylates uniquely catalyze the 6‐endo‐dig selective hydroamination of propargylguanidines while tranditional π‐Lewis acids are typically 5‐exo‐dig selective (see scheme, oct=octanoate). Furthermore, this represents a new role for RhII to activate alkynes for addition chemistry.

Mastering the many different diagrammatic representations of molecules used in organic chemistry is challenging for students. This article summarizes recent research showing that manipulating 3-D molecular models can facilitate the understanding and use of these representations. Results indicate that students are more successful in translating between diagrams when they have models available, that using a model to enact the translation process in the world is predictive of learning, and that using models as feedback (to check the accuracy of diagram translation) is particularly effective. Model-based feedback is superior to verbal feedback alone, models scaffold learning rather than act as a crutch, learning with model-based instruction is resilient over a delay of several days, and learning with models transfers to performance when models are no longer available. Finally, virtual models are equivalent to hand-held models in promoting learning in the studied contexts.

No abstract

No abstract

A course is described where students are engaged in an inquiry-based quarter-long research project to synthesize a known pharmaceutical target. Students use literature search engines, such as Reaxys and SciFinder, and the primary chemical literature as resources to plan and perform the synthesis of their pharmaceutical target. Through this process, students develop critical thinking, problem solving, and data analysis skills in the laboratory setting. Teaching assistants guide students through three phases of the research process: (1) literature-based proposal, (2) experimentation and analysis, and (3) communication of research findings by oral presentation and written report. This course is designed for upper-division chemistry majors, taken as the third-quarter organic laboratory class after two quarters of introductory laboratory courses and two quarters of the associated organic chemistry lecture courses. Nine different teaching assistants have taught the course described to over 90 students in four different quarters.