Dedicated to Professor Alexander I. Boldyrev on the occasion of his 70th birthday.

Group 14 endohedral clusters containing a metal center inside usually possess a single cage topological structure, but here an unexpected single-metal-filled doublecage cluster, [Pt@Sn 17 ] 4À (1 a) is reported. It can be seen as a combination of the more extended Pt-filled [Pt@Sn 9 ] cage and hollow [Sn 9 ] cage sharing a central Sn atom, which is offset from the central position. This double-cage species represents the largest group 14 intermetalloid cluster encapsulating a single transition metal atom. DFT calculations show that the capsule-like architecture of [Sn 17 ] 4À , similar to that found in [Pt 2 @Sn 17 ] 4À , is unstable if filled with a single Pt atom and collapses to the title cluster 1 a upon geometry optimization. Deviation of the central Sn atom occurs due to the vibronic coupling as a consequence of pseudo-Jahn-Teller distortion leading to the bent C s -symmetrical structure, in contrast to the more symmetrical D 2d cage previously reported in [Ni 2 @Sn 17 ] 4À .

An experimentalist removes one Pt atom from the capsule‐like [Pt2@Sn17]4− cluster lying on the conveyor that drags it through the computational frame. This deciphers an immediate transformation of the capsule‐like architecture to the singly encapsulated double‐cage structure in the reported [Pt@Sn17]4− cluster that arises due to the insufficient support of the inner metal atom and electron deficiency of the Ge framework. More information can be found in the Research Article by I. A. Popov, Z.‐M. Sun, and co‐workers (DOI: 10.1002/chem.202202651).

Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a college, general education, conceptual chemistry course.  Students worked in small groups on an authentic chemistry problem where each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary).  Mid-semester, the pandemic forced the course online.  Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid.  Three divergent viewpoints emerged from the analyses  Two viewpoints are positive about the PBL experience (Motivated learners and Committed to my group) and one is negative (Negative experience due to group dynamics).  Descriptions of these views and implications are discussed.