Chemistry Meets Topology: Metal Template Synthesis of a Molecular Trefoil Knot

IF 2.5 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
Min Zhang, Sujun Chen* and Liang Zhang*, 
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引用次数: 0

Abstract

The construction of the simplest molecular knot, a trefoil (31) knot, through a metal template approach has been incorporated into an organic chemistry experiment for advanced undergraduate students. The experimental procedure begins with the formation of a trimeric circular helicate directed by zinc(II) template multicomponent self-assembly, and the subsequent covalent capture via ring-closing metathesis produces the trefoil knot. The highly efficient reaction conditions yield 90% in a two-step synthesis, with both the helicate and knotted products confirmed by Nuclear Magnetic Resonance (NMR) and Electrospray Ionization Mass Spectrometry (ESI-MS) spectroscopies. To clearly elucidate the structural characteristics of the trefoil knot, including the inherent topological chirality and its topological isomer macrocycle, a rope model and a stick-ball model are built during the seminar session. Further analysis of the knotted architecture through single-crystal diffraction is established as a long-term goal for the entire term. The sessions are structured with a proactive methodology, empowering undergraduate students to take on an active and engaged role. This laboratory course introduces students to the intricate chemistry of molecular knots, while reinforcing their foundational understanding of core organic laboratory procedures. Additionally, it strengthens their proficiency in structural characterization techniques, including NMR, MS and X-ray Diffraction (XRD) analysis. The experiment is designed to be readily implementable, facilitating the adaptation of both the experimental procedures and laboratory materials to a wide array of undergraduate course curricula.

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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
期刊介绍: The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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