Accurate
and precise control of the transition-metal ions in the
docking sites of porous functional materials especially covalent-organic
frameworks (COFs) is a challenging task in the synthesis of hybrid
materials. In this work, we demonstrate the successful synthesis,
characterization, and utilization of two stable vanadium docked COFs,
namely VO-TAPT-2,3-DHTA and VO-PyTTA-2,3-DHTA as efficient heterogeneous
catalysts for Mannich-type reactions. The obtained results revealed
that the as-prepared vanadium-decorated COFs are robust and maintain
framework crystallinity, reusability, and efficiency under the sway
of electronic and steric effects. Significantly, this work opens up
the opportunity for docking other metals and exploring practically
and industrially important catalytic reactions.
Metals enable numerous physiological processes ranging from respiration to nitrogen fixation. However, the role of metals in biology and biocatalysis is not appreciated by the general public. This lack of knowledge around biological metals can lead to misinformation, especially regarding vaccines and health products.Here, we present a series of easy-to-implement experiments and demonstrations that can be incorporated in the high school curriculum to introduce students to the role of metals in biology. Our results from running these experiments/demonstrations in virtual (N = 6−10) and in-person (N = 22; N = 9−12) formats reveal that only 9−30% of high school students are aware of the presence of metals in humans. These statistics can be changed to 48−100% by incorporating proposed experiments and content in the curriculum.
Metals enable numerous physiological processes ranging from respiration to nitrogen fixation. However, the role of metals in biology and biocatalysis is not appreciated by the general public. This lack of knowledge around biological metals can lead to misinformation, especially regarding vaccines and health products. Here, we present a series of easy-to-implement experiments and demonstrations that can be incorporated in high school and undergraduate curricula to introduce students to the role of metals in biology. Our results from running these experiments/demonstrations in virtual (N = 6-10) and in-person (N = 22) formats reveal that only 9-30% of high school students are aware of the presence of metals in humans. These statistics can be changed to 48-100% by incorporating proposed experiments and content in the curriculum.
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